Asset-Management -competence developement, -profiling and knowledge Erasmus Project

Project Title

Asset-Management -competence developement, -profiling and knowledge

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: Recognition (non-formal and informal learning/credits); Recognition, transparency, certification; New innovative curricula/educational methods/development of training courses

Project Summary

• Context of the project;
Asset management is used to design the value-added processes in companies. The primary goal of each asset management is to maintain the value of plants, machines and buildings. In addition, the impacts in particular concern health, the safety of the employees and the environment. The complexity of asset management requires competencies that cannot be acquired in concluded professional continuing education or a study. This led national and European technical committees to a standardization initiative which led to the entry into force of ISO 55000, f. in 2014. There is thus a binding recommendation for the requirements for asset management in the areas mentioned. However, qualifying requirements deriving there from are not defined.

• Objectives;
In the AMCOM project the qualification requirements for asset management were translated and prepared for the first time for the area of vocational education and training in the sense of an innovation development. To this end, a competence requirement profile was developed for asset management. Modular education modules / curricula were formulated to cover existing competence gaps. These have been prepared for different learning forms in such a way that they can be integrated into existing vocational training programs. The use of open learning platforms is intended to facilitate access to vocational training courses. In this way, alternatives were created which at least provide basic knowledge in “open” learning systems. The developed system has also made an assessment of the necessary learning services in the form of the “Notional Learning time”.

• Participating institutions;
The project involved 6 European countries. The partnership was designed in such a way that the necessary expertise was available for all defined activities. The resultant partner variety corresponded to the basic idea of a European educational project.
The partnership was structured as follows:
• Experts – maintenance, company organization and ECVET
• Specialist in competency detection and evaluation
• National umbrella organizations, European umbrella organizations and representatives of the social partners
• Strategic consulting partners

• Main activities;
1. The project has structured the necessary competencies, skills and specialist knowledge in the sense of a core profile and described as learner units.
2. A transnationally uniform curriculum was developed modularly on the basis of the defined learner units.
3. For the application of ECVET and its “Toolbox” an analysis was made on the empirical determination of the Notional Learning Time as a measure of the learning performance
4. The diversity of competences requires interdisciplinary learning so that all learning paths are necessary to acquire the necessary skills. This is why the place of work has been included.
5. Learning at the workplace is characterized by the fact that competence areas can not be fully mapped in the learning process. Therefore, on the basis of innovative web-based solutions, learning opportunities have been created that complement the learning at the workplace.
7. For example, an educational offer was developed based on the principles of problem-based learning (PBL).
8. A developed self-test enables an assessment of one’s own competencies

• Results and impact;
9 intellectual outputs were developed:

Asset Management Asset Management
Competence and learning outcomes description for asset management
Structured learning outcome matrix
Learning Outcomes Matrix
Modularized learning units
ECVET methodology and tools
Knowledge transfer based on the principles of problem-based learning (PBL)
Web-based open learning platform
Self-test asset management
Job description – asset manager

The project results enable interested people to develop their skills in the field of asset management.
The results of the project also enable cross-country qualifications to be carried out which are equivalent in content and quality.

• Long-term benefits.
The project results enable countries to support the mobility of specialists in both the medium and long term, while at the same time assessing and using foreign-language staff according to their knowledge and skills.
In this way it becomes possible to react more flexibly to demographic and economic developments.

The integration of the national industry associations promoted the sustainability of the project. A continuation beyond the end of the project is ensured by the publication and the formation of the further training processes.

EU Grant (Eur)

Funding of the project from EU: 349353 Eur

Project Coordinator

Wissenschaftlich-technisches Büro für Instandhaltung GmbH & Country: DE

Project Partners

• ATLANTIS ENGINEERING AE
• Necmettin Erbakan Üniversitesi
• Stichting Hogeschool Utrecht
• Föreningen UTEK:s Servicebolag UTEK AB
• IBS-CEMES Institut GmbH
• WVIS – Wirtschaftsverband für Industrieservice e.V.
• BALKAN SERVICES