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Why do we need
this project?

 
  • Objectives
  • Work packages
  • Results
  • Objectives
  • Work packages
  • Results
Our challenge
PaintingSkillsAcademy takes up the current challenges of European craft using the example of the painter's craft, which are increasingly important for acting on the European labor market for (painter) craftsmen as well and which have a massive impact on the competitiveness and future viability of companies.

Shortage of skilled workers is slowing growth

Shortage of skilled workers is slowing growth


First of all, there is a shortage of young talent, and it is becoming increasingly difficult to find young people for a career in painting. In a few years, this trend could lead to an exponential increase in the cost of painting, which would weaken the demand for services and lead to an increase in construction damage and defects. That is exactly the direction that must be avoided.

The currently rather negative image is often attributed not only to the (construction) sector, but also to vocational training (for construction). It is important to improve construction quality, promote mobility and to increase the appreciation of apprenticeship compared to higher education.

The lack of a skilled workforce inevitably leads to business closures, job loss, increased shortages and damage due to inadequate or inadequate skills, and a significant increase in the cost of time-consuming maintenance and repair work.

With regard to digital skills, the focus of the public has so far been on Industry 4.0. But the market environment for the entire trade has also changed as a result of digital technologies. Digitization influences the type and scope of manual activities. In the future, this will also affect professions with a high proportion of non-routine and creative activities such as painting, as the modern and digitally savvy customer has new expectations of companies, products, services and communication. This creates new demands on companies, but also opportunities - for example with regard to product presentation and customer communication. In addition, new technologies in manufacturing, administration, marketing and other business areas may require adjustments to business processes and business models.
Small and traditionally structured companies are often overwhelmed when dealing with the topic of digitization. For high-performance companies that are already implementing digitization solutions internally, however, it is important to determine the future need for action and to stay up to date with new technological developments.

With regard to green skills, on the one hand the painting trade and other trades with the respective services contribute directly to the expansion of renewable energies and to increasing energy efficiency (and thus to greening the economy as a whole). On the other hand, craft businesses consume energy and can reduce their costs by using energy more efficiently. Green skills such as environmental, climate and resource conservation measures can be implemented immediately: in building energy efficiency (properly used energy efficiency technology, building renovation, thermal insulation materials, ...) as well as in environmental protection and sustainability (regulations on commercial waste disposal, chemical protection ordinance, packaging ordinance, ...).

The required skills and competencies are often not included in the current course programs. With the development of innovative approaches for the range of courses and with virtual / augmented reality (VR / AR) as new methodological approaches in the course environment, innovations are provided in a new way.

Other relevant skills for the entire craft are health and safety, foreign language skills and life skills.

Lack of quality

Lack of quality


In education and training
Only a few companies train young people because, for example, the legal hurdles are very high and professional, market-related and operational support is usually not available. Often, however, there is also a lack of professionally and pedagogically well-trained teachers, trainers and/or entrepreneurs. That means: if you are not well trained yourself, you cannot train well!
On the market
A lack of knowledge, skills and competencies inevitably lead to inadequate processing/execution of orders and thus to economic damage. In Germany, the total amount of damage investigated in 2018 was around 220 million euros. Experts are certain that the "real figure" is significantly higher. According to experts, the total damage within the EU is hundreds of billions.

Vocational education and training in the European context is underdeveloped.

Vocational education and training in the European context is underdeveloped.


This task is regulated differently in every European country. National sensitivities are often in the foreground, and there is currently hardly any exchange or joint learning.

A coherent structure for professional qualifications at all relevant levels of the European Qualifications Framework (EQF) of a sector is required, with great emphasis on work-based learning (WBL) and cross-border mobility.
Support comes from a transnational network of relevant organizations and actors in the sector who are able to address these challenges and ensure that VET is better tailored to the needs of a European labor market.

The project partners of the PaintingSkillsAcademy are all involved (with varying degrees of intensity) in the development of European vocational training solutions in their sector.


Overview of our aims

  • 1 Analyze the needs and requirements of the painting trade and check whether these are at least partially congruent with other trades
  • 2 Describe qualification standards for the painting trade at all relevant levels of the EQF: They show the common European core profile for the painting trade, which creates transparency and comparability and forms the basis for follow-up activities.
  • 3 On the basis of the learning outcome-oriented qualification standards, describe curricula for levels 1-5 of the EQF and make statements on how the learning outcomes can be achieved: subject-related, temporal sequence and structure, optimal learning forms and strategies, target-group-specific teaching and learning methods, possible learning locations (schools , Vocational training providers, companies)
  • 4 Formulate qualification offers of the PaintingSkillsAcademy for the different target groups at the different EQF levels and develop transnational joint programs for country-specific supplements in which learners can complete training and further education at different European learning locations
  • 5 Use innovative content and methods such as VR/AR components in the qualification offers so that learners can explore new ideas and approaches
  • 6 Establish mechanisms for the assessment of competences to ensure the recognition of prior learning (RPL) and the correct allocation to levels 1-6: European instruments are used for the cross-border recognition of acquired competences and national circumstances are not overridden.
  • 7 Develop a methodical-didactic and structural-organizational overall concept for a continuous qualification career in the painting trade (both vertically from level 1-6 of the EQF and horizontally with cross-border pan-European mobility)
  • 8 Establish the first European “Sector Skills Academy” on the example of the painting trade
  • 9 Creation of best practice for problem solving in other trades

"Rethinking" and "thinking differently" without forgetting traditions must be the way for the craft.

This also means that the recognition of individual life biographies and the skills acquired is possible.
This is the only way to achieve mutual trust and appreciation, which form the basis for mobility and European cooperation.
Our tasks

Work Packages

WP1

Stock-taking of the initial situation

The status quo report, the "PaintingSkills KeyPoints", not only serves as a starting point for the work in the further work packages. For all interested readers it provides facts and figures about the starting situation in the European painting trade and underpins the concerns of our project.

Result:
PaintingSkills Keypoints

WP3

Multilevel Qualification Portfolio on EQF levels 1 to 6

The project consortium is developing a multi-level qualification portfolio with units of learning outcomes and learning outcomes in order to be able to map the entire range of services in the painting trade. The portfolio documents in a matrix learning outcomes that a person should or must have after completing a qualification. For this purpose, descriptions of competencies that have already been carried out from previous projects are taken up, checked for updates and existing “gaps” closed: For EQF levels 3 and 4, the preliminary work from the PaintingSkillsNetwork project is used, for level 6 that of the EUROPA-MEISTER project. Descriptions of competencies at levels 1, 2 and 5 do not yet exist and are being newly developed for the PaintingSkillsAcademy. Based on the industry-specific activities/competencies that are comparable in all European countries (e.g. coating of ceiling and wall surfaces), exam-relevant competencies (based on existing framework curricula) are included and supplemented by country-specific supplements (additional qualifications), which are important for cooperation on a European level.

Result:
Multilevel Qualification Portfolio for the Painting Trade

WP4

Learning outcome-based, profession-wide, modular curricula for EQF Levels 1-6

Within the framework of WP4, the previously formulated qualifications are didactically implemented, i.e. with which qualification programs an interested person can achieve the desired, individual goal. On the basis of the learning outcome-oriented qualification standards, curricula are described for levels 1-5 of the EQF, which state how the described learning outcomes can be achieved (comparable activities have already been undertaken in the EUROPA-MEISTER project for level 6). They make statements on the technical and temporal sequence / structure, on optimal forms and strategies of learning, on target group-specific teaching and learning methods and on possible learning locations (schools, vocational training providers, companies). The use of ICT in the learning methods (blended learning) is applied to level 6 and aimed at level 5, for levels 1 to 4 possible applications are being examined.

Results:
Modular curricula for EQF Levels 1-5
Modular curricula for cross-trade units
Module Manual

WP5

Transnational Training Provisions of the PaintingSkillsAcademy

On the basis of the qualification standards and the curricula, concrete educational offers of the PaintingSkillsAcademy are formulated for the various target groups at the various EQF levels. For country-specific supplements, transnational joint programs are being developed in which learners can complete training periods at various European learning locations. Workshop concepts (including expert workshops, train-the-trainer measures) are designed for learning between the generations. The WP5 is the dynamic part of the Academy: In addition to the conceptual basics with sample offers, the technical prerequisites are created on which the PaintingSkillsAcademy can later grow by constantly expanding the product range.

Results:
Workshop/course concepts and model workshops/courses
Virtual map of European VET providers for the painting trade
European lecturer pool
Dynamic products catalogue of the Academy
PaintingSkills Mobility Advisor
PaintingSkills e-Guide System
Skillsbank and YOMTOOL implementation

WP7 and WP8

Procedures and structures for competence assessment at all levels and stages

In order to ensure the recognition of prior learning (RPL) and the correct assignment to levels 1-6, mechanisms for assessing competencies are set up. For the assessment methods in all forms of learning, assessment procedures are described at all levels. European instruments are used for the cross-border recognition of acquired skills. The Academy will be monitored by a committee of experts to be created, which will assume control and management during the PSA development phase and a control function in later phases.

Results:
CCompetence assessment procedure (entry level)
RPL Manual,
Quality standards and assessment procedures
Procedures for cross-border assessment and recognition
PaintingSkillsAcademy certificates on EQF levels 1-6
Panel of Experts
Recommendations for national recognition

WP6

Training Innovation Lab for Augmented Reality (AR) & Virtual Reality (VR)

The aim of this work package is to identify possible applications of Virtual Reality (VR) and Augmented Reality (AR) in practical training in the painting trade and, on this basis, to create, develop and test sample offers. The selected sample lessons enrich existing teaching and learning scenarios with AR and VR and create new AR and VR-based teaching and learning scenarios for practical training environments. The focus is always on the didactic added value in terms of the motivation of the learners, the quality of the results, the speed with which work tasks are carried out, etc.

Results:
Setting up Training Innovation Lab
AR and VR enriched or based teaching and learning scenarios for painters
Learning Video Portfolio
Open Training Innovation Lab day

WP12 and WP13

Concept for the implementation of the Academy after the end of the project (business case) and recommendations for the use of the project results for other sectors

The PaintingSkillsAcademy will be established as a self-supporting structure for vocational training and further education for the European painting trade, which will use the jointly defined qualification standards and sample curricula as a basis and make target group-specific offers via the partners involved in the Academy. It should serve as a role model (best practice) for the transfer to other branches of European craft and to increase the attractiveness of vocational training in general.

Results:
Business case with strategic roadmap for the creation of the PaintingSkillsAcademy
Policy statement

WP1

Stock-taking of the initial situation

The status quo report, the "PaintingSkills KeyPoints", not only serves as a starting point for the work in the further work packages. For all interested readers it provides facts and figures about the starting situation in the European painting trade and underpins the concerns of our project.

Result:
PaintingSkills Keypoints

WP3

Multilevel Qualification Portfolio on EQF levels 1 to 6

The project consortium is developing a multi-level qualification portfolio with units of learning outcomes and learning outcomes in order to be able to map the entire range of services in the painting trade. The portfolio documents in a matrix learning outcomes that a person should or must have after completing a qualification. For this purpose, descriptions of competencies that have already been carried out from previous projects are taken up, checked for updates and existing “gaps” closed: For EQF levels 3 and 4, the preliminary work from the PaintingSkillsNetwork project is used, for level 6 that of the EUROPA-MEISTER project. Descriptions of competencies at levels 1, 2 and 5 do not yet exist and are being newly developed for the PaintingSkillsAcademy. Based on the industry-specific activities/competencies that are comparable in all European countries (e.g. coating of ceiling and wall surfaces), exam-relevant competencies (based on existing framework curricula) are included and supplemented by country-specific supplements (additional qualifications), which are important for cooperation on a European level.

Result:
Multilevel Qualification Portfolio for the Painting Trade

WP4

Learning outcome-based, profession-wide, modular curricula for EQF Levels 1-6

Within the framework of WP4, the previously formulated qualifications are didactically implemented, i.e. with which qualification programs an interested person can achieve the desired, individual goal. On the basis of the learning outcome-oriented qualification standards, curricula are described for levels 1-5 of the EQF, which state how the described learning outcomes can be achieved (comparable activities have already been undertaken in the EUROPA-MEISTER project for level 6). They make statements on the technical and temporal sequence / structure, on optimal forms and strategies of learning, on target group-specific teaching and learning methods and on possible learning locations (schools, vocational training providers, companies). The use of ICT in the learning methods (blended learning) is applied to level 6 and aimed at level 5, for levels 1 to 4 possible applications are being examined.

Results:
Modular curricula for EQF Levels 1-5
Modular curricula for cross-trade units
Module Manual

WP5

Transnational Training Provisions of the PaintingSkillsAcademy

On the basis of the qualification standards and the curricula, concrete educational offers of the PaintingSkillsAcademy are formulated for the various target groups at the various EQF levels. For country-specific supplements, transnational joint programs are being developed in which learners can complete training periods at various European learning locations. Workshop concepts (including expert workshops, train-the-trainer measures) are designed for learning between the generations. The WP5 is the dynamic part of the Academy: In addition to the conceptual basics with sample offers, the technical prerequisites are created on which the PaintingSkillsAcademy can later grow by constantly expanding the product range.

Results:
Workshop/course concepts and model workshops/courses
Virtual map of European VET providers for the painting trade
European lecturer pool
Dynamic products catalogue of the Academy
PaintingSkills Mobility Advisor
PaintingSkills e-Guide System
Skillsbank and YOMTOOL implementation

WP12 and WP13

Concept for the implementation of the Academy after the end of the project (business case) and recommendations for the use of the project results for other sectors

The PaintingSkillsAcademy will be established as a self-supporting structure for vocational training and further education for the European painting trade, which will use the jointly defined qualification standards and sample curricula as a basis and make target group-specific offers via the partners involved in the Academy. It should serve as a role model (best practice) for the transfer to other branches of European craft and to increase the attractiveness of vocational training in general.

Results:
Business case with strategic roadmap for the creation of the PaintingSkillsAcademy
Policy statement

WP6

Training Innovation Lab for Augmented Reality (AR) & Virtual Reality (VR)

The aim of this work package is to identify possible applications of Virtual Reality (VR) and Augmented Reality (AR) in practical training in the painting trade and, on this basis, to create, develop and test sample offers. The selected sample lessons enrich existing teaching and learning scenarios with AR and VR and create new AR and VR-based teaching and learning scenarios for practical training environments. The focus is always on the didactic added value in terms of the motivation of the learners, the quality of the results, the speed with which work tasks are carried out, etc.

Results:
Setting up Training Innovation Lab
AR and VR enriched or based teaching and learning scenarios for painters
Learning Video Portfolio
Open Training Innovation Lab day

WP7 and WP8

Procedures and structures for competence assessment at all levels and stages

In order to ensure the recognition of prior learning (RPL) and the correct assignment to levels 1-6, mechanisms for assessing competencies are set up. For the assessment methods in all forms of learning, assessment procedures are described at all levels. European instruments are used for the cross-border recognition of acquired skills. The Academy will be monitored by a committee of experts to be created, which will assume control and management during the PSA development phase and a control function in later phases.

Results:
CCompetence assessment procedure (entry level)
RPL Manual,
Quality standards and assessment procedures
Procedures for cross-border assessment and recognition
PaintingSkillsAcademy certificates on EQF levels 1-6
Panel of Experts
Recommendations for national recognition
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Contact us
Head of Project Management
Sven Ebert
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Head of Painter Master School
Ines Jeschke
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Erasmus + program
The European Union

The European Commission's support for the production of this publication does not constitute endorsement of the content, which reflects only the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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