Der Widerspruch zwischen nationalen Berufsbildungssystemen und dem europäischen Arbeitsmarkt: der Fall der Maurerqualifikationen

This paper draws on research into bricklaying qualifications in eight countries to show how equivalence might be established between qualitative differences in occupational qualifications so facilitating the implementation of a European Qualifications Framework (EQF). These differences are associated with different forms of vocational education and training (VET) and related to social partner (trade union and employer) involvement and the significance attached to underpinning knowledge and broader educational components. A main distinction is drawn between countries where bricklaying continues to be predominantly a ‘trade’, based on narrow skills gained at the workplace, and those where it is conceived as a broader occupation with a substantial knowledge base. A contradiction exists between national VET systems and the European labour market, from which stems the necessity for a European Sectoral Qualifications Framework (SQF) if differences in qualification are to be recognised and if the EQF is to function as a meaningful translational device.

What kind of expertise is needed for low energy construction

The construction industry is responsible for 40% of European Union (EU) end-use emissions but addressing this is problematic, as evident from the performance gap between design intention and on-site energy performance. There is a lack of the expertise needed for low energy construction (LEC) in the UK as the complex work processes involved require ‘energy literacy’ of all construction occupations, high qualification levels, broad occupational profiles, integrated teamworking, and good communication . This research identifies the obstacles to meeting these requirements, the nature of the expertise needed to break down occupational divisions and bridge those interfaces where the main heat losses occur, and the transition pathway implied. Obstacles include a decline in the level, breadth and quality of construction vocational education and training (VET), the lack of a learning infrastructure on sites, and a fragmented employment structure. To overcome these and develop enhanced understanding of LEC requires a transformation of the existing structure of VET provision and construction employment and a new curriculum based on a broader concept of agency and backed by rigorous enforcement of standards. This can be achieved through a radical transition pathway rather than market-based solutions to a low carbon future for the construction sector.