Report and Recommendations

Report and Recommendations from the ECVAET Project‐ ECVET in Event Technology Services

Event Technology Training in Germany, Austria, Switzerland and Liechtenstein LEO05‐TOI‐2011_008_ECVAET

LEO05‐TO OI‐2011_008_ _ ECVAET

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Tablee of Co ontents 1

Thee Project Objjectives of EC CVAET .............................................................................................. 3

1.1 1.2 1.3

2

Thee Competencce Matrix ........................................................................................................... 5

2.1 2.2 2.3 2.4

3

Backgrou und ......................................................................................................................................... 3 Mission and objective es ...................................................................................................................... 3 Procedure ........................................................................................................................................... 4

Methodss and develop pment ............................................................................................................... 5 Survey o of the training focuses ........................................................................................................... 5 The com mpetence matrrix ..................................................................................................................... 6 Verificattion ......................................................................................................................................... 6

Diffferences in TTraining Courses 3.1 3.2 3.3 3.4

............................................................................................. 8

The legal basis of the training coursses .............................................................................................. 8 ng profiles .......................................................................................................... 9 Compariison of trainin Tentative allocation o of ECVET pointts .............................................................................................. 11 Further ttraining coursses .................................................................................................................. 14

4

Thee Safety Mattrix ................................................................................................................... 15

4.1 4.2 4.3 4.4

The purp pose of a safety matrix ........................................................................................................ 15 Methodss and develop pment ............................................................................................................. 15 The safeety matrix ............................................................................................................................... 16 Verificattion ........................................................................................................................................ 16

5

Reccommendations from the Project ......................................................................................... 18

5.1 5.2 5.3 5.4 5.5

6 List of Referencces ..................................................................................................................... 21 Appendiix I: Project O Organisation n ..................................................................................................... 24 Appendiix II: Compettence Matrixx ...................................................................................................... 30 Appendiix III: Safety Matrix ............................................................................................................. 36

NB: For tthe sake of b better readability, use of f the male an nd female linguistic formss have been deliberately avoided d in this report and all pe rsonal prono ouns refer to o both male aand female p persons. The ECVAET Project (LEO05‐TOI‐2011_008_EECVAET) is fu unded by the e European CCommission. This publicatiion only refleects the publisher’s opinnion. The Com mmission acccepts no liabbility whatsoe ever for its conteent or use

Mutual rrecognition an nd mobility ..................................................................................................... 18 Promotio on of safety awareness ......................................................................................................... 19 Coordinaated further d development oof professionss............................................................................ 19 Transparrency of techn nical differencces ............................................................................................. 20 Further u use of results ....................................................................................................................... 20

The ECVAET Project is fund ded by the Austtrian Federal M Ministry of Educcation, Arts and Culture ((BMUKK) as we ell as the Europe ean Commissioon.


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1

The EC CVAET Pro oject

1.1

Background

When lo ooking at the profession o of event techhnology (ET) in Europe th he forms of ttraining are inconsisttent and form ms of mutua al recognitionn barely exist. It appears that more aand more qualified ET specialissts are requirred by the labour markett. ET specialists are peop ple who oftenn find themselves working in an international envirronment. Guuest performances, tours, major evennts involving several countriees, require a huge varietyy of specifica lly trained sp pecialists in tthe field of EET. By creatin ng transparrency in the ffield of relevvant training this would p provide a bassis for facilitaating inter‐sttate recognition of those working in tthis field as w well as suppo orting the intternational eexchange of these experts. This task has been taken n on by the ""ECVAET" Pro oject. The na ame comprisses of ECVET (Europeaan Credit sysstem for Voccational Educcation and Trraining) and VAT.

The parttner organisaations involved in the prooject are research and ed ducational innstitutions frrom Austria ((AT), German ny (DE), Switzerland (CH)) and Liechte enstein (LI), w which are acttively involved in creating a training offfer for ET vo ocational tra ining or whicch work in th he field of reesearch. The project was supp ported by the following ppartners: LI G Global Partners Online C Communicati on Services TTrust reg. GP POCS, Nendeeln (Peter So ommerauer) 33s research llaboratory – Research Asssociation, V Vienna (Sonja a Lengauer, M Monika Auzin nger) AT IInstitute for Research on n Qualificatioons and Train ning of the Austrian Econnomy Vienna a (Silvia Seyer‐ W Weiss, Rosw witha Hintersttein) DE IIBS Institute of Education n and Safety GbR, Erfurt (Gerd Schirm mer, Ingeloree Franke) P Proeventus, Weimar (He ermann Bodddin, Uwe Mätzig) CH SSwiss Association for Tecchnical Stagee and Event C Careers svtb‐‐astt, Zürich (Peter Klemm) TTechnical Vo ocational Sch hool Zürich T BZ, Zürich (D Dr. Christoph h Thomann) of the project can be found in Appenddix I Details o

1.2

Mission n and objecctives

In this prroject two m matrices for the field of evvent technology were created. A proofessional competeence matrix, which lays o out the key w work areas and core tasks for this proofessional fie eld and in addition a so‐called ""safety matrrix", which poortrays the m most significa ant situationns and aspects concerniing safety relevant issuess in ET. Both of these maatrices allow training prooviders and w workers to identiify their train ning profile w within this m matrix and compare it to o other ones. BBy means of presenting competences in relation to work ttasks recommended in e each case, coommunicatio on between n the worlds of training a and work (a sso‐called "matching") is m made a lot eeasier. By increasing transparrency of train ning focuses and skills, it means that cross‐borde er mobility off trainees and skilled workers in this field will increase e. At first eexisting educcational paths and opporrtunities as w well as necessary compettence profiles in the partner ccountries weere recorded d in the partnner countriess, training re equirements were collectted in



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field reseearch and an n analysis and comparisoon using the survey data was made. BBased on thiss a competeence matrix aand a safety matrix weree designed an nd tested using stakehol der feedback and in the setting of expertt workshops. Finally, recoommendatio ons and conclusions for thhis report were then compiled d in order to o facilitate the mobility off trainees an nd employees in the futu re. The project has its primary focuss on basic schhooling or th he training an nd educationn of apprentices. Basic sch hooling is reggulated, at le east to somee extent, or iss at least com mparable in tthe participa ating countriees. In further training cou urses, howevver, each cou untry has its o own system and the fina al qualificaations are only partially comparable. There are also degree prrograms andd degrees in tthe private ssector that caannot be classified in thee state systems. A detaile ed analysis aand careful comparison of profeessional training was waivved in the sccope of this p project. Profeessional training could on nly be taken into consideration in ter ms of making a clear disttinction betw ween professsional training and basic ed ducation.

1.3

Proced dure

The proccedure and tthe tasks of tthe procedurre were divid ded into 8 wo orking packaages (WP), sttarting in October 2011 and fin nishing in September 20113. The workking package es included: WP 11: Project m management WP 22: Data collection stage + analysis (ffollow‐up) WP 33: Design off the compettence matrixx WP 44: Design off the safety m matrix WP 55: Test of th he competen nce matrix annd safety maatrix WP 66: Recommendations an nd conclusioons WP 77: Sustainab bility and disssemination WP 88: Quality m managementt and internaal / external e evaluation The meeeting on 30 A August 2013 in Zürich maarked the com mpletion of tthe project aand also servved as final feedback. This eevent was atttended by reepresentativves from asso ociations fro m the industtry and onal policy, aalong with otther stakehoolders from th he ET sector and the prooject. Feedba ack educatio showed wide supporrt of the acce essible resultts. Individual supplements have beenn included in n this report.



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2.

Competence M Matrix "Eveent Technology"

2.1

Methods and development

The ECVAET project is based on tthe findings of the Leonaardo da Vinci VQTS (Vocaational Qualification Transferr System) pro ojects and un nd ECVET touur. In the VQ QTS Project principles we re developed d for the creation of a compettency matrixx as well as a competencyy matrix for tthe field of ""Mechatronics". Such a matrix outlines thee competencces related too core work ttasks in a particular profe fessional field d as well as competence deveelopment pro ogress in thee form of a taable. By identifying comppetences that are relevantt for a particu ular training program or a particular qualification n, it is possib le to create a so‐ called "o organisationaal profile". Consequentlyy a "compete ence profile ccertificate" ccan then be designed d, which shows any previously acquirred skills of aa particular p person in thee organisatio onal profile. The pressentation of competence es in relationn to professio onal tasks faccilitates the ccomparison of qualificaations and co ompetences. The developpment of pro ofessional co ompetences can be descrribed in the form m of a compeetence develo opment moddel based on n a specific se ector and inddependent o of specific providerrs of trainingg and differen nt national eeducation pro ograms. Stakkeholders, em mployers and employeees can use tthe matrix ass a translatioon tool, which helps go be eyond the ussual languagge of educatio onal curriculaa as well as tthe languagee of the labou ur market offten used in ttraining. Through research h (interviewss with experts, providers of training, sstakeholderss) it was ensuured and tessted that the competence mattrix contains all of the reelevant fieldss and working g tasks.

2.2

Surveyy of the train ning focusees

The activvities listed in the compe etence matri x are on the one hand ba ased on the ttraining desccriptions of the paarticipating ccountries and d on the oth er on an extensive surve ey. This surveey was carrie ed out to understaand the activvities and req quired comppetences in re elation to the way they aare carried o out effectiveely or requireed in a profe essional setti ng. The results of this survey can be found in the e brochuree "Findings, Skills, Compe etences in Evvent Techno ology". The brochure can also be foun nd on the website www.ecvaett.eu. This brocchure is a summary of th he internal innterim report entitled "Fiindings, Skill s, Competen nces in Event Teechnology“ o of the projectt. The broch ure shows se elected results of a surveey conducted d in Germanyy, Switzerlan nd, Liechtensstein and Ausstria. This su urvey was conducted usinng a closed question nnaire as well as interview ws and workkshops with tthe named ccountries in aa timeframe from Februaryy to March 2 2012. Expertss from the innterest group ps, as well ass trainers in ccompanies w were surveyed d. The content of the que estionnaire i n Germany w was mainly a aimed towarrds the vocattional educatio on/apprenticceship called "Event Techhnology 1“. ese Generallly in the proffessional field there is traaining at a post‐secondary and tertiaary level. The training courses werre not included in the queestionnaire. The reason ffor this focuss on vocational educatio on/apprenticceship or on basic school ing lies in itss increased amount of prractical trainiing. This project aaimed to rep present primarily the pro fessional field of Event T Technology (ooperative acctivities) and less the people w who work in administrattive positionss or event management.



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2.3

The com mpetence m matrix

mpetence maatrix is shown n in the form m of a table. TThe left column includes all the relevvant The com areas of competencee based on th he different core tasks id dentified in the professioonal field of e event ment. This division into 1 11 competennce areas fou und wide accceptance andd approval in n the managem consolidation phase of the comp petence matrrix. For everyy competencce area theree is a descrip ption of each com mpetence accquisition, fro om a beginn er's level (e.g. worker) th hrough to prroject planning and project m managementt level, wherreby each coompetence description is based on onne step of competeence develop pment. In mo ost areas, th e levels go b beyond basic schooling, w which allows a better delineation of higherr vocational education annd training. The follo owing compeetence areass could be deefined for ET: A A Project m management B B. Work orgganisation C C Audio enggineering D D Video tecchnology EE Lighting teechnology FF Mobile stage construcction G G Stage equ uipment H H Power disstribution II Media inteegration JJ Special efffects K K Logistics ormulations oof competen nces. The desccriptions within the matrrix are to be understood as holistic fo Moreoveer, a compettence develo opment levell includes the e scope or sp pecification oof the preced ding dimensio ons and alwaays relates to o their workiing context. By usingg a competen nce matrix it is possible too create com mpetence pro ofiles that ill ustrate what can be d in a certain n training pro ogram or thaat show the levels of com mpetence levvels already a achieved achieved by a persson at a partticular time.

2.4

Verificaation

Together with a questionnaire th he competennce matrix w was used in different wayss, respective ely being sent to o or used in ind dividual interviews with people for critical assesssment, who w were being ttrained in or alread dy working in n event technology. In thhe feedback the compete ence areas, aas shown in tthe present version of th he competen nce matrix, w were widely sseen as being appropriattely structure ed and compreh hensive. Onlyy individual p persons asseessed the com mpetence arreas as beingg too extensive. The levels off competencee developme ent were, hoowever, evalu uated by a clear majorityy as being compreh hensible, clearly distinguishable from m one anothe er and complete from a ccontent perspective. Concerning the applicability of th he competennce matrix, itt was largelyy confirmed tthat now the e requirem ments needeed to be met by the workkers, traineess, specialists and so‐calleed "masters o of trade" can be vvisualized at tthe proposed level. Singlle, individual comments pointed tow wards topics tthat were missing such ass dealing witth people, pssychology, le egal knowledge, mainten ance and servicing of equipmeent. It was also suggested d that tasks ssuch as proje ect managem ment, comm unication, planning of work processes sh hould be con nsidered at e very level.



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At the m meeting on 30 0 August 201 13 in Zürich tthe Compete ence Matrix w was approveed by the participaating stakeho olders from tthe ET industtry and was appraised ass being usefuul and valuab ble. In an international contexxt terminologgy is often citted as being a problem. IIt was apparrent that specialist terms arre used differently from ccountry to coountry.



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3

Differences in T Training CCourses

3.1

The leggal basis of the trainingg courses

The inveestigation witth regard to the similaritties and diffe erences of ba asic vocationnal training fo or event techniciaans was carried out, base ed on the cu rrent curricu ula of the fou ur countries in both aspe ects of formalityy and conten nts. In this ca ase there waas no assignm ment of training content tto the individual training years.

Germany

Austria

Job title Specialistt for event tecchnology

Switzerland

Evvent techniciaan Event specialist mpetence with certtificate of com

Liechten nstein event SSpecialist for e teechnology witth ceertificate of competence

Duration of Training 3 years

3,5 years

4 years

4 yea ars

In Germa any vocation nal training ffor event tecchnicians is re egulated in vvarious laws,, regulationss and curriculaa. These are tthe regulatio on on vocatioonal trainingg for specialissts for eventt technology as well as the cu urriculum fraamework and d any explannatory notes and comments on the cuurriculum framewo ork. There arre lists of equ uivalent proffessional quaalifications fo or Germany ‐ Austria. When becomin ng a specialisst for event ttechnology inn Germany there are two o areas of sppecialisation. Accordin ng to the voccational train ning plan of tthe IHK (Chamber of Indu ustry and Coommerce), which is divided iinto three fo ocus areas, th here is one s ection of com mmon training content ((Focus I) and "Design and Implementation n" in Focus II and Focus II I is geared to owards "Stru ucture and O Organisation. At the beginnin ng of their traaining, traine ees decide w which specialist area theyy choose, eit her Focus I+II or Focus I+III. In Austriia the legal ffundamentals for all apprrenticeships are defined in the Vocattional Trainin ng Act (BAG). Every single aapprenticeship is issued aa training ord der by the Trrade and Inddustry Secrettary that is bindin ng for the voccational train ning in the trraining enterrprises and in n which the sspecific job description of the ap pprenticeship p is defined. In newly reggulated apprenticeships, alongside th he job description a professsional profile e is also givenn. The curricculum of the Vocational TTraining Scho ool correspo onds with thee training regulations. Inn new professions the pro ofessional prrofile is supp ported with traiining manuals and materrials. Apprennticeship list online: http://leehrberufslistee.m‐servicess.at/index.phhp In Switzeerland basic schooling is regulated byy the Vocatio onal Training g Act and its associated ordinancce (BBV). Eveery professio on, i.e. all bassic schoolingg is based on an educatioonal ordinancce, which regulatees the formal framework.. The conten t of this train ning is additiionally recorrded in a bind ding educatio onal plan, wh hich in our ca ase is the traaining plan fo or an event sspecialist. Alll documents can be found on n the SBFI weebsite (State e Secretary foor Education n, Research a and Innovatioon) http://w www.sbfi.adm min.ch/ or at www.verannstaltungfach hmann.ch. ations have bbeen largely adopted from Switzerlannd. In Liechttenstein the legal founda



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3.2

Compaarison of tra aining profi les

The com mparative anaalysis of the specialist traaining focuse es in the train ning program ms of the cou untries studied sshow a high degree of co orrelation in the core quaalifications, h however wh en looking at the matter in n detail it shows that cerrtain trainingg contents faall into different qualificaation focusess. For examplee special effeects are not included as aa special qualification in tthe German training proggram, but rather in the traiining focus "Set‐up and ooperation of complex ligh hting system ms". A key fin nding is that in the alignm ment of comppetences, the profession nal field of ann event technician is, despite tthe differentt duration off training in tthe countriess considered (also in the individual qualificaation sections), the theorretical knowlledge and skills as well ass practical skkills and know w‐how, can be considered to o be on a parr with each oother. This caan also be se een in the tim me allocated for teachingg technical skkills in the vo ocational schhools (in Germ many 920 ho ours, Switzerrland/Liechte enstein 960 hours, Austria 1,,560 hours w without Religgious Educatiion). Due to the professio onal approach of the edu cational systtems, elements of traininng general vo ocational skills succh as mathem matics, naturral sciences, electrical en ngineering, economics annd English arre an inherentt part of vocaational trainiing and educcation. The percception and understanding of educattion and com mpetences arre defined ass comparable e. Another convergencce can be see en in the areaa of "learning outcomes"". In the trainning program ms of the countriees studied, th he individual qualificationns are define ed in the form m of "learninng outcomess", namely aas the associiation of stru uctured teachhing and learning processses. In Austrria the training regulatio ons are not yyet defined a as being com mpetence‐oriented. In the e results, thee study of the e training contents of the vocation nal programss showed a convincing match in core qualification ns, which national hom mogeneity in the professional can be reegarded as aan essential ccomponent oof the transn field of eevent techniccians.



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Countrry Comparison

A Project management

Planning, orrganizing and staging of eveents

B Work organization

Planning an nd organization of work inclluding safety rules and reegulations

C Sound technology

Country

Planning, in nstalling, settin ng up, operat ing and dismantlingg of sound technology equippment to meet requirrements

D Video technology

Competeence area

Planning, in nstalling, settin ng up, operat ing and dismantlingg of video tech hnology equippment to meet requiremen nts

E Lighting technology

Planning, in nstalling, settin ng up, operat ing and dismantlingg of light techn nology equipm ment to meet requiremen nts

G Stage technology facilities

Setting up aand dismantlin ng as well as uuse of stage sets and decorations during use of tecchnical stage facilities

H Energy distribution

Planning an nd installation for provision of required energy for tthe equipmen nt and systemss in use

I Media integration

F Mobile stage sets

Setting up aand dismantlin ng of mobile sstage sets, taking into cconsideration n local conditioons and regulations

Commission ning of inform mation and com mmunication technology (ICT) and peripheral equip ment, nd external neetworks and connecting to internal an ning of them commission

J Special effects

Rating and utilisation of sscene techniccal installation ns

K Logistics

Planning of use, provision n, procureme nt, storage, maintenance a and disposal oof required transport, m materials an nd equipmentt

Level A1

A2

B1

B2

C1

C2

D1

D2

E1

E2

F1

F2

G1

G2

H1

H2

I1

I2

J1

J2

K1

K2

AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2 AT CH DE 1 DE 2

A3 C3 D3 E3 F3 G3 H3 I3 J3 K3

A4 C4 D4 E4 F4 G4 H4 K4

A5 C5 D5 E5 K5

A6

D6

K6



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3.3

Tentatiive allocatio on of ECVETT points

In the Reecommendation of the E European Parrliament and d Council of 1 18 June 20099 for the establish hment of a European Cre edit System ffor vocationaal education and trainingg (ECVET), wh hich facilitatees the transfeer, recognitio on and accum mulation of assessed learning outcom mes of indiviiduals who wish to obtain aa qualificatio on, there is a general prin nciple for its application aand impleme entation. provement oof general un nderstanding g of citizens' llearning outcomes "Wiith ECVET there is an imp and d their transp parency, tran nsnational m mobility and ttransfer betw ween and poossibly within n the mem mber states in a borderle ess space of life‐long learning and alsso in the mo bility and tra ansfer of quaalifications att a national level betweeen different ssectors of the e economy aand within th he labour marrket; furtherrmore ECVET T will also conntribute to the developm ment and exppansion of Eu uropean coo operation in ggeneral educcation and voocational traaining." quantitative description of vocationa al The ECVET points serve as an insstrument for a potential q training. According to the definittions ECVET ppoints are "aa numerical rrepresentatioon of the overall weight o of learning ou utcomes in a a qualificatioon and of the e relative weight of units in terms of tthe qualificaation. The EC CVET points a alone are stilill not able to o make claim ms about thee content or requirem ment level off training, th hey basicallyy describe the time scope e. At the sam me time 60 E ECVET points are granted ffor one year of training. Further key points are to be found in in the Recomm mendation off the European Parliameent and Coun ncil of 18 Jun ne 2009. The allo ocation of ECVET E pointss within thee project was w based on the recom mmendation ns of the European Commissio on and on th he statutory requirementts. In the pro oject the folloowing methods were used in tthe differentt countries: Germany: In applying the compe etence matri x with this trraining framework whichh specifies skkills and knowled dge to be tau ught taking in ndependent planning, exxecution and monitoring into account, it can then be determined which time indicators inn weeks in a yyear of training meet thee competenccy areas weeks, it for each of the individual competency areas.. Brought into relation with the total number of w is now possible to make a percen ntage quantiifier for each h of the comp petence areaas. In Germany it is also truee that up to 8 80% of appre enticeship trraining in a trraining enterrprise is pracctical trainingg adapted to the requirements of daily work. A As this takes place in different compaanies with different key areaas, a nationall standardize ed assessmennt for the traaining of specialists for evvent technology can only be eenforced in tthe training p plan. As menntioned in po oint 3.1, therre are two sppecial areas in Germanyy, either Foccus I+II or Foccus I+III. For the aactual distrib bution of ECV VET points, 660 points perr year of vocational train ing were agrreed upon – b based on thee Recommendations of thhe European n Commission n. In Germanny the vocatiional training to become aa "Specialist for Event Te chnology" laasts 3 years, which resultts in a total o of 180 out of 1880 ECVET po oints. These 1 180 points arre awarded tthroughout tthe training iin line with tthe percentaage distributtion and weigghting of thee competencce areas in th he vocationa l training cou urse. distribute EC CVET points ffor the final aapprenticesh hip examinattion, the firstt step Austria: In order to d was to carry out a peercentage allocation of thhe individual areas of competence. SSince 80% of an apprentiice's education takes place in a trainiing companyy as practical training, whhich is adapted to the need ds of daily bu usiness, a "tyypical" workiing day of a ccompany wa as taken as a n example w where there weere no speciaal events, such as a firew work display ((a specialist enterprise foor special efffects may placce greater em mphasis on sspecial effectts, but this d does not reprresent the noorm). In man ny cases trained sspecialists with extra traiining are hireed for speciaal effects etc.



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At a typical event, th he main focus of activitiees is on "audiio, video and d lighting tecchnology" as well as on "work organisatio on", "mobile stage constrruction" and d "power disttribution". Inn Austria com mpanies employ ttheir own wo orkers for "stage equipm ment". Traine ed apprentice es must know w about and d be able to apply this area of competence e. But in pracctice this work is really ca arried out byy specialists. Thus this areaa of competeence is only rrated at 2%. The same go oes for the area of compeetence "logistics" – the apprrentices musst know abou ut and be ablle to apply th his area of co ompetence. In practice tthese jobs are really carried out by oth her memberss of the workkforce. "Project managemen nt", "media integration" and "special effects" acccount for a sm maller propo ortion of work at an event. "M Media integra ation" in eveery day busin ness means that a trainedd apprentice e has to be able tto set up electrical conne ections or wiiring, which does not takke very muchh time. There e are only speecial effects aat "special" e events. The ttrained appre entice must have the knoowledge and d skills, although h these taskss are very oftten performeed by specialists. Concerning the com mpetence area of "project managemen nt" the traine ed apprenticce plays onlyy a supporting role as thee main part o of this job is carried out by persons who o are more hhighly qualified (e.g. by a master of trrade). For the actual distributtion of ECVETT points – ba ased on the R Recommendations of the e European CCommission ‐ 60 points w were awarded d to each yea ar of vocatioonal training.. In Austria th he vocationaal training an nd educatio on for "eventt technologyy" takes 3.5 yyears, which gives a total of 210 ECVEET points. Th hese points arre awarded tthroughout tthe training iin line with tthe percentage distributiion and weigghting of the competence areas in the voccational trainning course. In Switzeerland and LLiechtenstein n the apprennticeship training in a traiining enterp rise is a pracctical training adapted to tthe requirem ments of dailyy work. As th his takes placce in compannies with verry differentt key areas, tto standardizze the assesssment for the training off event technnology specia alists, the regu ulation and th he curriculum m can only bbe agreed on by taking th he training pllan into considerration and allocating the ECVET pointts to comply with the lessons. There arre regulation ns, an educattional plan annd curriculum m available ffor the vocattional trainin ng to become an event tecchnology spe ecialist with a Swiss certiificate of com mpetence (EFFZ) in Switze erland and in Liechtenstein. These sourrces were ussed for the an nalysis and e evaluation off training priorities. In applyiing the comp petence matrix using theese framework documentts, setting ouut the skills a and knowled dge that need d to be taugh ht in consideeration of the e independent planning, implementa ation and monitoring, it can no ow be determ mined whichh time guidelines in lessons in a year oof training correspo ond to the arreas of comp petence for tthe individuaal areas of exxpertise. The e general edu ucation content was taken in nto account sseparately. I n relation to o the number of lessons ttaught, a perrcentage petence can be produced d and coordinated with tthe hours of practical distributtion to the arreas of comp applicatiion. In Switzeerland appre enticeship traaining takes place in a training enter prise as a practical training adapted to tthe requirem ments of dailyy work. As th his takes placce in compannies with verry differentt key areas, ffor a standarrdized assesssment for the training off event technnology specia alists, the regu ulation and th he curriculum m can only bbe agreed on by taking th he training pllan into considerration. For the aactual distrib bution of ECV VET points, 660 points perr year of vocational train ing were agrreed upon – b based on thee Recommendations of thhe European n Commission n. In Switzerlland and Liechten nstein the vocational training and eduucation for e event techno ology specialiists with a Sw wiss Certificate of Compeetence (EFZ) takes 4 yearrs, which give es a total of 240 ECVET ppoints. These e 240 points arre awarded tthroughout tthe training iin line with tthe percentage distributiion and weigghting of the competence areas in the voccational trainning course.



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This overview showss the followin ng allocationn of points: Germanyy S I+II S I+III

Areass of Competence

Au ustria

Projeect Managemeent

10

53

52

24

Worrk Organisatio on

21

5

9

6

Aud dio Engineerin ng

34

23

19

40

Video Technologgy

34

9

7

28

Lightting Technolo ogy

34

23

19

40

Mobile Stage Constru uction

21

9

8

30

Staage Equipmen nt

4

16

15

20

Pow wer Distributio on

21

20

20

15

Media Integratio on

10

5

4

15

Sp pecial Effects

10

3

6

12

Logistics

11

14

21

10

Total

210

180

180

240 2

Switzerland

In conclu usion it shou uld be mentio oned here thhat the allocaated ECVET p points are onnly descriptivve within one coun ntry. The vallues obtaine ed have beenn drawn up o on a trial bassis and are tto be used w with care. A compaarison betwe een the coun ntries is not permitted u under any cirrcumstancess. This becam me clearly eevident in thee discussion at the eventt in Zürich. Discussion of the differencces would re equire careful aanalysis, whicch is beyond d the scope oof the ECVAEET project.



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3.4

Furtherr training co ourses

For the p professional field of even nt technologgy, the dual b basic training g in enterprisses and vocational schools iis also a veryy good basis for the acquuisition of furrther training g certificatess and special qualificaations within the event in ndustry. Furtther training or professio onal further eeducation prrimarily pursues the followin ng objectives: nt and specia alisation in o ne of the competence arreas in the b asic training − Developmen event techno ology such ass pyrotechnics, − SSpecial training for specific activities in areas of e fforklifts etc w where specia al training is often requirred. − Master crafttsman trainin ng which is aaligned towards the deve elopment of tthe compete ence aareas of the competence e matrix, esppecially for th he organizatiion and holdding of events as well aas the comm mercial and fiinancial aspeects of eventts. ersities are inncreasingly m moving in the e direction oof manageme ent and − TTraining courses at unive o organization n. As mentioned at thee beginning, iit was not a ddiscussion ab bout further training couurses but rather the focus waas on basic scchooling or a apprenticeshhip training aand educatio on. This is alsso particularly importan nt should it ggo on to lay d down a mutuual and corre elative found dation and pprerequisite ffor all follow‐up training co ourses in the future. In the co ountries exam mined within n the framew work of basicc schooling and educationn there are ccomplex qualificaations and op pportunities on offer in fuurther educaation, which will now be illustrated b by way of examplee. When com mparing the fo our partner ccountries it sshows to datte that a "Maaster Craftsm man of Event Teechnology" eexamination only exists inn Germany. D Different cou urse organizeers offer diffferent training courses in th his, i.e. there e are coursess for people ffrom other ttrades and peeople seekin ng new careers. In Austria th here are "Ind dustrial Mastter Schools" for events and event tecchnology. Both in G Germany as well as in Au ustria there iss a degree program for the subject oof event technology. Both of tthese degreees are Bachelor degrees. In Germaany and Austria there are a number of further training courses available in the field o of event technolo ogy. Most of them are to o be found in the field of electrical engineering orr in lighting technolo ogy and audio engineerin ng. These furrther trainingg courses incclude teachinng some aspects of apprentiiceship training, master ccraftsman quualifications,, industrial m master schoools and degre ee program ms. To avoid rrepetition it was withhel d from giving a detailed depiction of f all further training courses. In Switzeerland the Vo ocational Education Act recognizes the following three formss of higher vo ocational educatio on, which rep present fede erally recogn ized qualificaations, name ely a vocatio nal assessme ent (Berufsp prüfung), a hiigher professsional exam (Höhere Facchprüfung) and a higher vvocational scchool (Höhere Fachschule)). The first tw wo training c ourses are e exam‐oriente ed, i.e. formaal regulationss apply only to tthe final exam mination. The higher voccational scho ools on the other hand haave mandato ory curriculaa. At the mom ment in Swittzerland the vvocational assessment o of event techhnology is being newly reegulated and d set up. It is the only form qualification in the field oof event tech hnology. mal higher q



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4

The Saafety Mattrix

4.1

The purpose of a ssafety matrrix

Safety iss a key and a very broad ssubject as reegards event technology and affects aall areas of competeence. Professsionals in eve ent technoloogy have a hiigh degree of responsibillity for the sa afety of event orrganizers, staakeholders and the audieence. So it is necessary to o take differeent norms an nd standard ds into consideration, both nationallyy and internaationally. As regards safeety every cou untry, even som metimes eveery city has itts own rules and regulations. Many e enterprises hhave their ow wn guidelinees concernin ng safety. In a addition, theese rules and d regulationss are subject to ongoing adjustments and alteerations. In tthis project w we had to lim mit ourselvess to listing alll possible situations with theeir dangers an nd safety asp pects as systtematically as possible. At everyy event and m moreover at large eventss, the focus iss on the safe ety of particippants, the w workforce and conttributing perrsons. The crreation of a hhigh level of quality and ccompetencees is crucial fo or international recognition of train ning and eduucation in eve ent technolo ogy. In the coontext of spo orting events such as national champio onships, Euroopean champ pionships and d world cham mpionships, a higher need forr trained and d qualified workers is neccessary to staage such an event. Thesee (often) transnattional eventss require a w workforce thaat is internationally flexib ble and legallly protected. The pressent safety m matrix servess as a structuured descripttion of the m most importa nt safety asp pects (procedu ures, objectss, processes) in the field oof event tech hnology. The e matrix is ann addendum to the competeence matrix d developed in n this projectt and was de esigned for use in conjun ction with th he competeence matrix.

4.2

Methods and Devvelopment

To set up p the safety matrix appro opriate keyw words that arre relevant to o the existingg laws and regulatio ons of event technology were utilizedd as fully as p possible and given an eluusive structu ure. The German VstättV "Reggulations on the Construuction and Operation of P Places of Asssembly" and the Swiss svttb‐astt "Safeety Manual fo or Stage andd Event Locattions" serve as an importtant basis he ere. A further sstep then followed with tthe allocatioon of people and articles at risk as weell as types of hazards. The presentt safety matrrix does not make statem ments about how it shou ld be implem mented m doing so as it does not ccompare law ws and regula ations in the individual countries. It withholds from across th he countries. This is by fa ar beyond thhe scope of th his project. The resp ponsibility off the event te echnology sppecialists is e endorsed by places of asssembly regulations and proffessional association regulations. Sin ce 2008 and especially in n Germany, tthere has been a practicall change in p public assembly areas witth respect to o event safetty, since the eevacuation a and implemeentation of aa emergency plan can on ly be taken o on effectivelyy by securityy services, wh here the tasks and d liability areeas are divided up feasibbly and the taasks of the sp pecialist worrkforce lie in the area of the sttage, electriccity, flying loa ads and emisssions (noise e, lasers). Ele ectrical safetty falls into this area of responsibility. This is also whyy the contentt of the vocaational trainin ng was changged in 2002 and an echnology waas integrated d into the career profile. Event technicians electriciaan's training for event te must be aware of the various rules and regullations of saffety and health at work, be able to implemeent them and d to enforce them (e.g. pprofessional association rregulations, professionall



Page 16 / 40

associatiion rules, pro ofessional asssociation infformation, p professional a association pprinciples as well as state heaalth and safeety regulations).

4.3

The Saffety Matrixx

The safeety matrix is sshown in a ta able. The lefft column inccludes all rele evant areas oof competen nce. These arreas of comp petence corre espond to thhe 11 compe etence areas of the comppetence matrrix. In the present safety m matrix, crucial safety aspeects of each aarea of comp petence are described an nd partly mented by exxamples or co omments. Onn the right siide of the ma atrix, these ssafety aspectts are supplem assigned d to various ccategories – on the one hhand according to primary objects off protection:: P Persons: Visitors, guests Artists, p performers Employe ees O Objects: Buildingss Devices, equipment, materials, systems EEnvironmentt On the o other hand aaccording to the types off hazards, in the event off non‐compliiance the folllowing can occu ur: A Accident

H Health hazarrd

FFire

D Damage to p property

The safeety matrix forregoes defining individuaal aspects off the competences. It wo uld have bee en virtually impossible tto find a rational agreem ment, as the local differen nces are so ddiverse. The 1 100 x 10 boxes in the matrix cconcerning safety aspectts underline tthe complexxity of the isssue here

4.4

Verificaation

In conjun nction with aa questionna aire, the "Eveent Technolo ogy" safety m matrix was deelivered to trainees and emp ployees in the field of eve ent technoloogy for criticaal evaluation n purposes. TThe event tecchnology "Safety M Matrix" was mostly judge ed as being uuseful, comp plete and suffficiently com mprehensive. All respondents saw thee allocation o of safety asppects into persons and ob bject groups as being me eaningful and com mplete. The applicability is co onfirmed forr all levels (sttudents, professionals, m masters of traade) as beingg feasible.. Some indiviidual observations pointeed towards aa better clariification of teerms of amendm ments to the structure of the list as w well as proposing some ad dditional toppics (e.g. artistry).



Page 17 / 40

At the m meeting on 30 0 August 201 13 in Zürich tthe safety matrix was confirmed andd seen by all a as being useful an nd valuable. The lively an nd active disccussion illusttrated once more how im mportant the e field of safety is. Also here the differeent use of terrminology w was seen as being problem matic. A conssolidated glo ossary could bee a useful corrrective here e.



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5

Recom mmendatiions from the Proje ect

5.1

Mutual recognitio on and mob bility

Professio onal regulatiions, which a are common to several countries is p probably som mething far o off in the future an nd we will bee dependentt on this muttual recognittion for a lon ng time. This recognition takes place on n a formally legal level as well as a puure recomme endation by tthe associati ons or as reccognized by emplo oyers. Although there is de jure mutuual recognition between Germany annd Austria, th his does not alwaays meet req quirements in n practice. When taalking about recognition, then it is alsso worth con nsidering the e benefits thaat are associated with form mal qualificaations or the recognition of foreign qualifications. The focus hhere is on three importan nt aspects: - For workers it is about finding a job tthat corresponds to their competencces. oyees. - For employeers it is aboutt the compettences needed by emplo nt it is about the competeent handlingg of safety. - For the even The majo ority of the intervieweess were in favoour of transn national reco ognition of thhe equivalen ncy of professio onal qualificaations on the e basis of unniform qualification stand dards regard ing core qualificaations. The project should d investigatee and clarify tthe primary question reggarding the possibilitty of implem menting such an objectivee as well as tthe recognition of equivaalency of nattional qualificaations or unifform vocatio onal training to the same quality standards. The com mpetence maatrix and the country com mparison now w form an ideal basis for discussion a about mutual rrecognition. This does no ot just apply to intergove ernmental ag greements orr agreementts between n association ns. The transparency of thhe competen nce matrix also helps thee individual e employer make the decision ass to whetherr or not the fforeign training and educcation meetss their speciffic ments. requirem The diveergent areas such as speccial qualificattions, trainin ng for specialized areas, dduration of individual qualificaations, trainin ng periods are classificattions that sho ould not stan nd in the wayy of transnattional equivaleency of the qualifications and contentt‐matching o of vocationall training.

At guestt appearancees with intern national prodductions one e people nee ed to rely on knowing the e competeences of the staff employyed. The com mpetence maatrix is a usefful tool heree. It promotes the quality o of major inteernational events as well as safety concepts in Europe by meaans of a clearr depiction of the diffeerences in training and thherefore discernible diffe erences for tthe employm ment of international workerrs. The com mpetence maatrix offers fu urther assistaance in terms of starting further trainning in anoth her country. With the co ompetence m matrix it is traansparent to o see which ccompetencess are at hand d and which on nes can be trrained by furrther educat ion. Formal rrecognition d does not auto omatically crreate better transparenccy. This is onlly in fact pro oduced by the co ompetence m matrix and th he country ccomparison aand providess clear comm munication in n terms of competences. This means that a major obbstacle to mo obility can be e eliminated.. The com mpetence maatrix makes itt easier to im mplement traaining and ed ducation acrooss countries and enterprises. In this w way it is possible implemeent specific m measures on n the basis off bilateral



Page 19 / 40

agreemeents between n training co ompanies botth on a natio onal and inte ernational baasis in compliance with thee basic principles of the European ECV VET initiative e.

5.2

Awaareness of ssafety issuees

The safeety matrix is aa valuable to ool that servees a variety o of purposes to boost safeety awarene ess. The biggest aadvantage off the safety m matrix lies inn the mutual structure off the safety aaspects, whicch facilitatees orientation and comm munication in this comple ex area. The safeety matrix pro ovides the opportunity t o make addiitional use off the individuual fields. It is obvious that safety aaspects also have to be uunderpinned in a compettence concerrning professsional ning course. Thus the following levels of competeence must be clearly activitiess or the apprropriate train distinguiished for a sp pecific situattion and adhhere to a num mber in the a appropriate ffield: 11 = Knows th he dangers 22 = Applies the rules and d regulations 33 = Is respon nsible for enssuring that w work was perrformed in acccordance w with regulatio ons. An educational instittution can en nter the leveels of compettence that ca an be reacheed in the cou urse of the train ning into the marked field ds. The samee goes for an n enterprise, which enterrs the levels of competeence that he expects from m his employyees into the e fields. As already ment ioned it mad de little sense to o already set these levels in the frameework of thiss project. You can also enter numbers in th he table cellss to give refe erences to the local regullations and guidelinees. When an external person stages aan event at tthis location and is familiiar with the sstructure of the saafety matrix, he very quicckly sees wass needs to be considered d and where to find the rrelevant informattion. Thus th he safety ma atrix actually becomes a ssafety manual. There is aalso the oppo ortunity to record d the respon nsible person ns in the form m of the safe ety matrix. If one reegarded the ssafety matrixx as a mutuaal structure, ssignificant im mprovementss in safety w would be seen, e.gg. if you weree able to insttantly find thhe local regu ulations for a guest perfoormance from m the local safety matrix.

5.3

Furtherr developm ment of the professionss

Event technology is aan exception nally dynamicc industry an nd technolog gical developpment will also affect this proffession and ttraining. It is extremely hhelpful for alll concerned if such devellopments and innovations in these professions can be mutuually agreed upon, not ju ust in vocatioonal training and educatio on but also in n professiona al activities. Ultimately this leads to a an even bettter conforma ability of training and a strenggthening of sspecialist com mpetences and safety aspects. A valuab ble side effecct of this projject is that coontact between the reprresentative oorganizations and the flow of information aabout what ccurrently happpens in the e individual countries couuld be improved. Event technology is aa particularlyy internationnal business, which is dep pendent on ssuch contactts and professio onal exchangges. This rein nforces the rrecommendaation to inten nsify and proomote these contacts for futurre cooperatio on as being a a logical concclusion.



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5.4

Transparency of d differences

Based on n the country‐specific co ompetence p rofiles identified in the ccourse of thee project it ca an be seen thaat basic schooling and apprenticeshipps training arre generally ccomparable.. There are a a few points off detail wherre difference es are percei vable. This n needs to be d defined moree accurately in the future ass to determine to what e extent thus iss about a lacck of competence develoopment. The comparison of counttries shows w where there are differences in trainin ng. Howeverr the question remains unanswered d as to wheth her addition al training is required in areas wheree there are differencces. This most certainly d depends on w whether an aaffected area is of particcular importa ance or not. Switzerlaand is curren ntly investingg a lot in re‐ttraining courrses. Re‐train ning courses signify that people with a lo ot of experience in another professio n, but not in n possession of a formal qqualification (certificaate of proficiiency) are ab ble to obtain the qualificaation. This qu ualification iss not gained by means o of a normal aapprenticeship but is grannted on the basis of a po ortfolio. This portfolio illu ustrates which co ompetences someone ha as achieved tthrough his p practical activities and alsso shows wh here any deficienccies may neeed to be supp plemented bby courses. TThe competence matrix fo forms the ide eal basis for such a portfolio. This is also the case for ppersons who o want to obttain a forma l qualificatio on in another country.

5.5

Furtherr use of the e results

The project was limitted to four G German‐speaaking countries with 3 du ual apprenticceships. Exte ending the projeect to other EU countriess would be eeasy to imple ement based on the projeect results and would bee desirable. In this way there would be a better d distribution o of the idea oof dual apprentiiceships. It iss already being considereed to distribu ute the results across nattional and international borderrs in particula ar through d issemination n of the final results withhin ones own n networkk with those o of the partne er countries to their neigghbouring co ountries. In t he French pa art of Switzerlaand there are the same rregulations bbut they are more oriented towards tthe training and educatio on in France. Again here the competeence matrix is able to faccilitate transpparency. The pressent project is decidedly a pilot projeect in the parrtner countries, especiallly in Switzerland and Liechten nstein. By takking basic tra aining in evennt technologgy as an exam mple it show ws how cross‐‐border cooperation in vocattional trainin ng and educaation could b be improved. This exampple could defiinitely find use in other pro ofessions in the future. Baased on the project results it is now ppossible to p plan and implemeent more con ncrete measures with resspect to the exchange off skilled workkers across b borders. In this w way the identtified differen nces in train ing and educcation could be balancedd‐out with sp pecial training and further education m measures, thee competencce development of the w workforce cou uld be supporteed and in terrms of safetyy‐related issuues, quality sstandards could be estabblished transcending national borders. Saffety in eventt technology is not a speccific feature to one particcular country. The ECVAET project was completted at the ennd of Septem mber 2013 an nd the projecct team has disbandeed. Furth usee of the results is now upp to the indivvidual organiizations and interested p persons. All produ ucts have beeen published d on the projject website e www.ecvae et.eu which w will be opera ated by project m managementt until furthe er notice.



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6

List off Referencces

Informattion on VQTTS Model Further iinformation on VQTS Mo odel as well aas competen nce matrices based on thhis model: www.vo ocationalquallification.nett witsch Jörg / Luomi‐Messserer Karin (Ed.; 2006): VQTS mod del. A propoosal for a sttructured Markow description of work‐related competences an d their acquisition. Vienn na. Messerer Karrin (Ed., 2009): Using th e VQTS mod del for mobiility and perrmeability. Results R of Luomi‐M the Lifelo ong Learningg project VQTS II. Viennaa. Markow witsch, J., Luo omi‐Messerer, K., Becker,, M., Spöttl, G.(2008): Pu utting Dreyfuus into Action n. How to solve the core pro oblem of the European CCredit Transfe er System in Vocational EEducation an nd Training (ECVET). Jou urnal of Euro opean Industtrial Trainingg. Volume 32, Number 2//3 Pp. 171–186 Luomi‐M Messerer, K. & & Markowitssch, J. (Eds., 2006): VQTSS model. A prroposal for aa structured description of work‐related competences an d their acquisition. Vienn na: 3s researrch laboratory Luomi‐M Messerer, K. ((Ed., 2009):U Using the VQ QTS model for mobility an nd permeabi lity. Results of the Lifelong Learning pro oject VQTS II. Vienna: 3s VQTS Website: http://www.voca ationalqualifiication.net Trainingg and education in Germany nal Education n Act of 23.0 05.2005 (BGB Bl. I S. 931), p paragraph 22 2 of the law oof 25 July 20 013 Vocation (BGBl. I SS. 2749) in co onjunction w with EGRL 366/2005 (BBiG G) Regulation on the vo ocational edu ucation for eevent techno ology specialiists (VeranstT tTechAusbV 2 2002 of 18 July 22002 (BGBl. I S. 2699) Curriculu um for the vo ocational tra aining for speecialist s in e event technology (decisioon of the con nference of culturral ministers of 14.06.200 02) Explanattory notes an nd commentts on curricullum for the vvocational trraining for evvent technology specialissts; author Kaai Grumpe, e effective 5 Auugust 2005 List of eq quivalent voccational qualifications Geermany –Austria Fedeeral Ministryy of Education and Resea rch, German ny Fedeeral Ministryy of Economics and Technnology, Germ many Fedeeral Ministryy of Education, Arts and CCulture, Austtria Fedeeral Ministryy of Economics and Labouur, Austria



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Trainingg and education in Austriia Career In nformation C Computer: w www.bic.at, oof 11 April 20 012 Federal Ministry of EEconomics, FFamily and Yoouth Affairs//Austrian Cha amber of Coommerce: Lisst of vocation nal and appreenticeship trraining – onliine: http://le ehrberufsliste.m‐servicess.at/, of 6 Ap pril 2012 Federal Ministry of EEconomics, FFamily and Yoouth Affairs http://w www.bmwfj.ggv.at/Berufsa ausbildung/LLehrlingsUnd dBerufsausbiildung/Docu ments/liste_ _der_glei chwertiggen_berufsbildungsabsch hluesse.pdf, vom 18. Aprril 2012 Luomi‐M Meserer, Kariin/Markowitsch, Jörg (20006): VQTS‐m model. A proposal for a sttructured description of work‐related competences an d their acquisition. Vienn na. Trainingg and education in Switze erland and inn Liechtensttein Regulations on the b basic event specialist voccational educcation with a certificate oof competence (EFZ), Federal O Office for Vo ocational Edu ucation and TTechnology (BBT), 1 Febrruary 2011 Educatio onal plan for the regulations on the EEFZ basic voccational educcation for an event specialist, Swiss Asssociation of Technical Sttage and Eveent professions (svtb‐asttt), approved by the Federal Office for Vocaational Educaation and Tecchnology, 1 FFebruary 201 11 Zürich Teechnical Voccational Scho ool (TBZ), currriculum for vocational scchools, versiion V 1.0 of 12.07.20011 for the 2 2011‐14 pilott class, www .tbz.ch Regulation on the baasic event sp pecialist vocaational educaation with a ccertificate off competencce (FZ), Governm ment of Liech htenstein, 21 1 June 2011 Allocatio on of ECVET Points MENDATION N OF THE EUR ROPEAN PAR RLIAMENT AND OF THE C COUNCIL on 18 June 200 09 on the RECOMM establish hment of a European Cre edit System oof vocational education (ECVET) Safety: O Outline of th he most impo ortant regul ations/ruless/informatio on in Germanny:

Principlees of preven ntion (Accident Preventioon Regulation n of 1 Januarry 2010) BGV V A1

Electricaal systems an nd equipmen nt of 1 April 1979 under the 1 Januarry 1997 versiion with April 1997 implementation reggulations BGV V A3 Health aand safety signs in the workplace BG V A8

Noise BGV B3

Industrial trucks of 1 1 July 1995 u under the 1 JJanuary 1997 7 version witth January 20002 impleme entation regulations, BGV D 2 27 Vehicless of 1 Octobeer 1990 unde er the 1 Januuary 1997 ve ersion with Ja anuary 1993 implementa ation regulations (updateed version 20 007) BGV D229



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Tents an nd air‐inflateed structuress of 1 April 19990 under th he 1 January 1997 versioon with April 1990 implementation reggulations, BG GV C25

Event an nd productio on sites for stage perform mances of 1 A April 1998 w with April 19998 implemen ntation regulations, BGV C1 1 es, BGV C7 Surveillaance and seccurity service

Workplaace safety th hrough fire prevention, B BGI 590

Safety aat production ns and eventts – BGI 810‐‐1 guidelines (VBG Industtry Guidelinees) Safety aat production ns and eventts – loads aboove persons, BGI 810‐3

Headlights, BGI 810‐4

dures, BGI 8110‐5 Special stage effectss and proced

ns and eventts – fire prevvention in sce enery construction – guiddelines, BGI 810‐6 Safety aat production Televisio on, radio and d film – camera cranes, B BGI 814

GUV‐G 912 Fundam mentals for teesting mecha anical equipm ment on stagges and in studios, BGG/G

Work saafety in transsmission veh hicles, BGI 8111

Showmeen and circus companiess, BGV C2

Ladderss and steps, B BGV D36

Workingg on electrical systems and equipme nt when pow wer supply iss on, BGR A3

Electrom magnetic fiellds, BGR B11 1

Pyrotecchnics, BGR/G GUV‐R 211

n and operatiion of venue es, VStättV Regulations on the cconstruction



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Appen ndix I: Pro oject organ nisation I.1

Projectt partners

The project was supp ported by the following ppartners: Global P Partners Onliine Commun nication Servvices Trust re eg. GPOCS, N Nendeln LI GPOCS h has been working as an SSME in the fieeld of educational researrch and projeect managem ment, web‐bassed learning solutions, virtual confereencing and seminar soluttions and as an ICT solution providerr since 2008. As a partner GPOCS brinngs with it brroad experie ence in the fi eld of virtual training and collaaboration so olutions in the field of "bllended learn ning" includin ng the creatioon of differe ent learning media and learning metthods for voccational train ning such as in the field oof event tech hnology. With a special focus on new teacching methoddology and vvalued experrience GPOCSS has develo oped modern learning solu utions for lea arning with llearning diffiiculties and cchallenges. G GPOCS stand ds out as a reliablee partner witth internatio onal experiennce in projecct organizatio on and the c oordination of Leonardo da Vinci prrojects. One of the core ccompetences of GPOCS is the develoopment of prroject ment tools aas well as too ols to supporrt virtual worrking environ nments. managem 3s reseaarch laborato ory – Research Associatioon, Vienna A A 3s research laborato ory (3srl) is on ne of the leaading vocatio onal educatio on research iinstitutions in Austria, which is exp perienced in project desiggn in the are eas of knowle edge, learninng and working and in the deevelopment of methods, tools and innstruments fo or the expectations and eevaluation o of qualificaations and co ompetences. The activitiees of 3srl are e geared tow wards the inteerface betwe een educatio on and the laabour markett. 3s is an exxperienced co oordinator o of Leonardo dda Vinci projects (e.g. VQTS recceived the H Helsinki Awarrd 2006 and Lifelong Learning Award 2007 in Goldd, EQF‐Ref; D DISCO II) and parttner in several European projects (Le onardo da V Vinci, Sokrate es, LLL, EG). Institutee for Researcch on Qualifiications and Training of the Austrian n Economy, V Vienna A The ibw was founded d in 1975 by the Austriann Chamber o of Commerce e and the Fedderation of A Austrian Industryy. ibw clientss include parrticular minisstries, enterp prises, state g governmentts, the labour exchange as well as tthe EU. ibw conducts ressearch and d developmentt in the field of vocationa al training and further education. A At the centree of all ibw projects there e are issues aand problem ms that are practical and releevant to the economy, w which are deaalt with on an interdiscipplinary basis. Question ns on qualificcation requirrements andd organizatio on of vocational educatioon and trainin ng are dealt witth as well as providing co onceptual seervices that ccover the spe ecific needs oof enterprise es, individuaal persons an nd politics w with a focus oon training an nd developm ment, humann resources consultin ng, vocationaal training an nd services ffor enterprise es. Zürich Teechnical Voccational Scho ool TBZ, Züriich CH TBZ is a vvocational scchool with approximatel y 3,000 stud dents and hass 3 departmeents: automotive technolo ogy, Electricss/Electronics and Informaation Techno ology for the e basic educaation and training as well as h higher speciaalist school. T TBZ was influuential in devveloping the new professsion of event technolo ogy specialistt, which has been taughtt in the Inforrmation Tech hnology facu lty since 201 11. At the Higher SSchool, theree is already a training couurse for even nt technologyy specialists w with a certificate of competeence. Swiss Asssociation off Technical SStage and Eveent Careers svtb‐astt, Zü ürich CH The svtb b‐astt is an asssociation ru un by volunteeers that brin ngs togetherr and promottes technicia ans and craftsmeen working in n theatres, th he entertain ment industtry and public meeting pllaces. The ob bjective



Page 25 / 40

and purp pose is to pro omote the profession annd provide prrofessional support for juunior employyees with traiining and furrther education as well a s networkingg, communiccation and exxchanging experien nce. It is esseential for eve eryone in thee industry to make sure tthat all educaational and ttraining program ms are recogn nized by the state. The baasic training courses are "Event Techhnician EFZ" und "Theatree Artist EFZ" as well as th he training m module "Even nt Technician n FA". IBS Instittute of Educcation and Sa afety GbR, EErfurt D Society o of civil law w with 22 emplo oyees, 9 locaations, workiing in the fields of vocati onal trainingg, further educatio on in adult qu ualifications,, quality mannagement, co onsulting and implementtation, development of safetyy concepts; teaching with h practical reelevance; guiidance and training of evvent technicians, managem ment and monitoring of event proceesses. The IBS iis integrated d into the varrious techniccal committe ees of the DIH HK, BDWS. TThe tasks of tthese committtees include performing problem anaalysis and development, standardizattion of training and educatio onal content in a national and transn ational context. ntus, Weimar D Proeven Proeventus is an offiice for technical event pl anning and o offers service es for the te chnical planning and of profession nal and sophisticated eveents, based o on years of experience prrofessional staging o educatio on and a grow wing networrk of specialisst and servicce providers. The servicess are aimed at agenciess, promoterss and venues that deal w ith the organ nization and staging of p rofessional a and sophisticcated eventss. As planningg specialists Proeventus advises on a all technical aaspects of evvent organizaation and eveent managem ment. As sem minar provide ers Proeventtus is active iin the field o of general eevent techno ology, safetyy and in otheer specialist sseminars, in particular thhe training an nd further ttraining courrses for event profession als.

I.2

Contaccts to organisations

As part o of the projecct, contacts w were maintaiined will all rrelevant orga anizations: he Association for Media a and Event Tecchnology (ww ww.vplt.de) VPLT – Th

The VPLTT is a techniccally oriented d industrial aassociation. Its over 1,10 00 members are working as developeers, manufaccturers, distrributors, fitteers and serviice providerss of media annd event technology. In 2011 V VPLT membeers generate ed a turnoverr of around 3 3.5 billion Eu uros, employyed approxim mately 10,000 eemployees an nd provide 7 700 training pplaces annuaally. The international news portal ww ww.vplt‐live..de provides daily news a about the inddustry and the VPLT ogy and even nt economy.. As the ideal magazine is Europe'ss largest maggazine for evvent technolo responsiible body forr the Pro Ligh ht + Sound, tthe world's laargest trade fair for evennt technology, the VPLT is cclosely involvved with plan nning the co ntent of the trade fairs in Frankfurt, Shanghai an nd Russia. German Theattre Technical Society (www w.dthg.de) DTHG – G

The DTH HG was found ded in 1907. It is a professsional assocciation for evverybody woorking in tech hnical, technicaal/artistic and d artistic fields of all cult ural producttion, whether they are em mployees, freelancers, self‐emp ployed, theatres, instituttions, educattional establiishments or enterprises. The DTHG prromotes training and furtther educati on for all tecchnical and a artistic jobs i n the field of design and even nts. It promo otes scientific developmeent and the p practical use of technoloogy and equip pment in theatress, television aand film prod duction facil ities, multi‐p purpose hallss and other pplaces of assembly, collects aand providess technical in nformation ffor the operaation, planning, construct ction and equ uipment of institu utions in thiss field of med dia. The DTH HG is the med diator betwe een art and t echnology.



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ÖTHG ‐ A Austrian Theatre Techniccal Society (w www.athg.a at)

The Austtrian Theatree Technical SSociety (OETH HG) was founded in 1973 3 with the obbjective of crreating a commun nication platfform on a na ational and innternational basis to pro omote the exxchange of sp pecialist experien nce and ideas. Additionallly the OETH G has the function of ma aintaining annd coordinating the connectiion to authorities, media a and instituttions. The OEETHG sees itself as a proffessional asssociation for emplloyees and frreelancers w who are all w working in the e field of stag ge work and events. Furtherm more the OETTHG is a mem mber of inteernational orgganizations ssuch as OISTTAT (Organisa ation Internationale des Sccénographess, Technicienns et Architecctes de Théâ âtre) and thee ITI (Internattionales Theateriinstitut) of U UNESCO – Austria sectionn.

In addition the projeect was supported by ma ny stakehold ders who havve not been listed here b by name.

I.3

Course e of the projject

The courrse of the project was divvided into 8 work packagges (WP): WP 1: Prroject managgement Structured project im mplementation with coo rdination, bu udget manag gement, com mmunication,, quality ment, produ uct developm ment phase aand the follow wing main ta asks: managem ‐ Developing, collecting and distrribution of a ll project‐related documents and agrreements ‐ Settingg‐up of an inffrastructure for collaboraation and communication support ‐ Organizzation von 5 project mee etings of GPO OCS with the e relevant partner organi zation on phase + an nalysis WP 2: Data collectio Research h in partner countries on n education aand training course in event technoloogy Collectio on of trainingg regulationss, curricula ettc. Characteerization of eeducational p paths in the light of the rrelevant (voccational) eduucational systems Field ressearch / qualitative intervviews with sttakeholders (e.g. heads o of educationnal training institutio ons, responssible relevantt bodies and associationss etc., event technicians,, clients), inq quiries about co ompetences required forr this professsion, raising sstakeholder satisfaction with trainingg or people w who have competed the respective vvocational traaining, assessment oppo rtunities on the job market WP 3: Design of the competence e matrix Development and fo ormulation off a competennce matrix u using the VQT TS principless Characteerization of ccore areas off operations and core tassks related to o the work Preparattion of topicss and main focus areas foor the expert workshop WP 4: Design of the safety matrrix Development and fo ormulation off a safety maatrix using th he VQTS principles Characteerization of ccore areas off operations and core tassks related to o the work Preparattion of topicss and main focus areas foor the expert workshop ompetence m matrix and saafety matrixx WP 5: Teest of the co "Serviceability test" of the competence matrrix and safetyy matrix Tentative allocation of ECVET po oints Field ressearch / qualitative intervviews with sttakeholders Inquiry into the competences rellevant to thiss profession,, raising satissfaction



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AP 6: Reecommendaations and co onclusions Comparaative charactterization of the profiles of the differrent training courses Analysis of the differrences and commonalitiees Identification of vocaational areass and compeetences with regard to affiliation to bbasic schoolin ng or main foccuses in furth her training Recomm mendations fo or the use off the matricees in order to o increase tra ansparency aand promote e the recognition of differeence trainingg courses in tthe partner countries Recomm mendations fo or the promo otion of worrkforce mobility WP 7: Su ustainabilityy und distribu ution The objeective of all aactivities in this work pacckage to distribute and publish the reesults and fin ndings, is to stimulate and pro omote discussion for the mutual reco ognition of vo ocational tra ining and ed ducation in Europ pe as well aw wareness and raising acceeptance for the further application off the products (compettence matrix, safety matrrix, recommeendations) w within the tarrget groups iin Europe. WP 8: Q Quality management and d internal / eexternal evalluation Development of a qu uality managgement and eevaluation plan, to ‐ create a shared visiion of a quality managem ment approach and an asssessment sttrategy for th he project ‐ establissh a quality m management and evaluaation concept and the resspective taskks therein ‐ define the instrumeents and indicators for e nsuring high h quality of th he project annd a supportting evaluatio on strategy Regular use of qualitty management tools (6 m months) with analysis, co onclusions a nd follow‐up ps, mid‐ term and d final evaluaation Evaluatio on of the con ncept and th he project im mplementatio on instrumen nts The work package is directly rela ated to all of the other work packages



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I.4

R Results and d interim re esults in thee course of tthe project

Work Focus packagee

Time slot

Result

WP 2

urses in ET Survey of training cou in the cou untries AT, CH, DE, FL

Nov 11 ‐ Dec 11

Report: T Training and further education in event technology

WP 2

Survey of training keyy areas in country m mix

Jan 12 ‐ Mar 12

Report: F Findings ‐ skiills and compete ences in ET

WP 2

Evaluation n of training focuses in country m mix

Mar 12 ‐ Jun 12

Brochure e on ET key aareas in train ning in country mix

WP 3

Draft verssion of comp petence matrix

Mar 12 ‐ Sept 12

Compete ence matrix ((draft version)

WP 4

Draft verssion of safetyy matrix

Sept 12 ‐ Jan 13

Safety m matrix

WP 5

Evaluation n with stakeholders: competen nce matrix

Feb 13 – Aug 13

Stakeholders – evaluuation form // compete ence matrix qquestionnairre

WP 5

Evaluation n with stakeholders: safety maatrix

Feb 13 – Aug 13

Stakeholders – evaluuation form // safety matrix questionnairee

WP 6

Conclusio ons and recommeendations

Jul 13 ‐ Sept 13

Report: C Conclusions and recommendations

WP 7

Revaluatio on / dissemination

Oct 11 ‐ Sept 13

Revaluattion and disssemination action plan



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I.5

The Pro oducts

Product

Descriiption

Website

Projecct website fo r general pro oject information and as s a collaborattion tool (w www.ecvaet..eu)

Flyer

Projecct flyer on geeneral product informatio on

Analysiss Report

Brochu ure on ET keey areas in traaining in cou untry mix

Compettence Matrixx

Draft vversion of coompetence m matrix based on VQTS Moodel

Safety M Matrix

Draft vversion of sa fety matrix b based on VQ QTS Model

Test Evaaluation Report Report on the eva luation of the draft version of the coompetence m matrix and safety matrix Consolid dated Compettence Matrixx

holders from m Consolidated com petence mattrix from feedback phasee with stakeh the ind dustry

Consolid dated Safety M Matrix

Consolidated safetty matrix fro om feedback phase with sstakeholderss from the industtry

Conclusions and mendations Recomm Report

Report on conclus ions from prroject activitiies and recom mmendation ns

nd on the project websitte www.ecvaaet.eu. Productss can be foun
