1. ® Herbert Tutschner, AB 4.3.2 Development of Training Regulations in Germany

2. ® Herbert Tutschner, AB 4.3.2 The dual structure of vocational training Vocational training at: Regulated by Based on Content stipulated in Supervised by Financed by Training company Federal government Training contract Training regulations Competent bodies (chambers) company providing in-house training Part-time vocational school Government of the respective Land Compulsory vocational Framework curriculum Education authorities Government of the respective Land Skilled worker Specialist, Journeyman Training generally lasts 3-3 ½ years

3. ® Herbert Tutschner, AB 4.3.2 What do vocational training regulations stipulate? Designation of training occupation Duration of training Occupational profile Framework curriculum Examination requirements „Occupational Standard“ „Training Standard“ „Assessment Standard“

4. ® Herbert Tutschner, AB 4.3.2 Initiating the procedure for revising existing training regulations or developing new training regulations BIBB research projects / advisory opinions Preliminary talks between employers and trade unions Work to develop draft vocational training regulations Instructions issued by the competent ministry

5. ® Herbert Tutschner, AB 4.3.2 Research in department A 4 (BIBB) Preparation of the process Process of framing the individual training regulations IMPLEMENTATION/ EVALUATION Research on Development of qualifications current qualification situation Research on application of qualifications regulation - related and overall research

6. ® Herbert Tutschner, AB 4.3.2 Benchmarks:  Designation of the occupation  Duration of the training  Occupational field  Type and structure of training  Timetable  Environmental protection  List of skills, knowledge and competences Developing and updating occupational profiles Step 1: Definition of the benchmarks  “Application meeting” at the competent Ministry (usually the Federal Ministry of Economics and Technology)

7. ® Herbert Tutschner, AB 4.3.2 Criteria for the development of training regulations sufficient, non-finite demand within the economy as a whole for the associated skills initial training for skilled activities carried out independently and covering the widest possible field emphasis on sustainable occupational activity irrespective of age broad-based vocational foundation training possibility of regulation to ensure orderly implementation of training

8. ® Herbert Tutschner, AB 4.3.2 Criteria for the development … sufficient demarcation vis-a-vis other training occupatipns attainability of the training goals duration of training between two and three years basis for continuing training and occupational advancement acquisition of ability to reason and act independently in applying knowledge and skills

9. ® Herbert Tutschner, AB 4.3.2 The new training regulations electric- engineering 2003 new profiles, new structures, new assessments

10. ® Herbert Tutschner, AB 4.3.2 New requirements for skilled workers (industry and crafts) technology / engineering understanding of interdependencies and integral whole view of the system reduced detailed knowledge, functional approach less manual skills higher competence of software work-organisation flexible working-hours, planning and control of the time limit coordination and distribution of tasks in the team independent planning, realisation und controlling of the (job)tasks in the context of the whole company participation at the cost-management quality-management

11. ® Herbert Tutschner, AB 4.3.2 new requirements for skilled workers (industry and crafts) process-orientation understanding of the whole value-chain, thinking in processes continuous process of improvement customer- and service-orientation take into consideration of the customers benefit communication with intern and extern customers communication in English service-orientation

12. ® Herbert Tutschner, AB 4.3.2 development of training regulations in electrical engineering: old and new structure of training basic training job-across specialized training job-specific specialized training subject area specialized tr. subject area specialized tr. metal&electrical engineering 1987 0 1 2 3 3,5 Ausbildungsdauer ( Jahre) Integrierte Qualifizierung vocation-specific subject-qualifications 21 months common core-qualifications 21 months 0 1 2 3 3,5 metal&electrical engineering 2003

13. ® Herbert Tutschner, AB 4.3.2 common core-qualifications operational and technical communication planning and organising of the work, assessing of the results of the work mounting and collecting (locking) of electrical working funds measuring and analysing of electric functions and systems installation und configuration of IT-systems advising and assisting customers, provide services by consideration of security and health protection at work and environmental protection

14. ® Herbert Tutschner, AB 4.3.2 order planning, -organisation coordinate and adjust courses define partial tasks draw up planning data take into consideration work run and competences at the operational area order processing carry out orders testing function and safety remove faults and defects order preparation provide informations Schnittstellen clarify assess and select solutionvarianten order completion handover products give informations in the field of activities draw up (prepare) documentations account performances process-relevant qualifications vocation-specific business-process in the field of deployment partial process business-process and quality-management in an operational area:

15. ® Herbert Tutschner, AB 4.3.2 method of examination - „final examination“ final examination part 2:  company order  systemdesign  function and systemanalysis  business and social sudies final examination part 1: complex work related task 0 1 2 3 3,5

16. ® Herbert Tutschner, AB 4.3.2 final examination part 2 60 % assessment subject: business and social studies (60 min) 10% company order 50 % company related task (18 to 30 h) or practical task (assignment) (18 h) function and system analysis 20 % (120 min) system design20 % (120 min) part 140 % the examination comprises the execution of a complex work related task (8 h) including the situational oral examination elements (10 min) and written assignment of tasks (120 min)

17. ® Herbert Tutschner, AB 4.3.2 Training profile (1)The following skills shall constitute the minimum object of the vocational education and training: 1VET, employment and collective wage agreement law, 2Structure and organisation of the company providing training, 3Health and safety at work, 4Environmental protection, 5Company and technical communication, 6Planning and organisation of work, evaluation of work results, 7Assembly and connection of operating equipment, 8Measuring and analysis of electrical functions and systems, 9Assessing the safety of electrical plants and equipment, 10 Installing and configuring IT systems, 11 Advising and assisting customers, provision of services, 12 Technical analysis of orders, developing solutions, 13 Installing and putting electrical plants into service, 14 Configuring and programming controls, 15 Maintenance of plants and systems, 16 Technical service & operation, 17 Business processes and quality management within the field of deployment.

18. ® Herbert Tutschner, AB 4.3.2 Configuration and programming of controls a)Adjust, modify and put into operation the hardware and software used for measurement and control technology sub- assemblies b)Install and configure applications software c)Analyse, adjust and modify control programmes d)Check functional processes and modify programme processes e)Adjust architectures, protocols and interfaces of automation devices to networks and bus systems f)Install storage media and programmes to secure data

19. ® Herbert Tutschner, AB 4.3.2 Maintenance of plants and systems a)Plan maintenance and inspection measures b)Inspect systems, check function of plants and safety systems and protocol checks c)Maintain systems in accordance with maintenance and repair plans, replace wearing parts as part of preventative maintenance d)Compare systems parameters with stipulated values and adjust e)Use diagnostic systems, check function of sub-assemblies, replace defective sub-assemblies f)Maintain and repair decentralised energy supply systems g)Assess, maintain and repair energy distribution systems h)Maintain and repair processing machines i)Maintain and repair communication plants k)When putting back into operation equipment or parts of plants which have been the object of maintenance, adjust protective measures and safety systems and check the effectiveness of these l)Document maintenance measures

20. ® Herbert Tutschner, AB 4.3.2 Learning field 11: Put into operation and maintain automated plants 3rd year of training Formulation of objectives: The pupils plan control systems for complex automated plants. They analyse the control systems within existing plants and install automated plants. They use industrial communication systems to integrate components into superordinate automated systems. The pupils organise and optimise their work processes based on a system of division of labour. They use predictive analysis to prevent possible sources of error in the planning of plants. They record the effects of sources of error on the plants and services and initiate preventative measures. The pupils configure and parameterise automated plants and the drive systems integrated into these. During this process, they accord due consideration to the topology and structures of automated systems. They record and analyse the data exchange between these systems and deploy programme development and programme visualisation instruments. The pupils use standards, regulations and rules applying to the setting up and operation of automated plants, communication electric drive systems and health and safety at work regulations. They document compliance with these in a professional manner. The pupils conduct independent checks on the functionality and safety of automated plants and put these into operation. The pupils carry out maintenance and diagnostic works on automated plants and drive systems, including remote diagnoses. For these purposes, they deploy strategies for systematic identification and elimination of errors. The pupils draw up and modify documentation, also use English language documentation and present their results. They use standard and bespoke software for these purposes.

21. ® Herbert Tutschner, AB 4.3.2 Contents Levels of automation technology Ratings and norms of bus systems Configuration of networks and bus systems Digital software control systems Types of operation of automated plants Value processing, analogue value processing Open and closed loop control systems for communication drive systems Inverter fed drive systems Network perturbation and electromagnetic compatibility measures Potential error and error influence analysis Continuous improvement process Conflict resolution strategies

22. ® Herbert Tutschner, AB 4.3.2 THANK YOU FOR YOUR ATTENTION !

23. ® Herbert Tutschner, AB 4.3.2