This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
A collection of tests is available to be used by school counsellors and students to assess aptitudes and skills.
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Abilities Tests
These tests, produced by the project experts, have been designed to unveil students’ abilities.
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Database of Aptitudes Tests
These tests, identified and reviewed by the project experts, measure the aptitude of the students.
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Database of Skills Tests
These tests, identified and reviewed by the project experts, measure the skills of the students
This section offers the access to a collection of tools to guide the students to choose their professional carrier.
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Job Profiles
The most researched job profiles have been identified in 6 countries.
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Skills
The most relevant skills for the labour market in the 6 countries involved have been identified.
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Entrepreneurship
From this section it is possible to access learning objects to promote entrepreneurial spirit among students.
What is the secret of success? This section might offer you an answer
Successful Entrepreneurs
A collection of interviews with successful entrepreneurs.
Successful Employees
A collection of interviews with successful employees.
Successful People
A collection of interviews with successful people.Six training modules are available for school teachers and counsellors to provide them with the skills to guide students in their professional carrier.
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1. Understanding Pupils
A module presenting the strategies to understand the pupils' personal aptitudes and characteristics
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2. Capitalise on Pupils Interests and Skills
A module presenting methodologies to build up on the students' interests in order to implement personalised educational paths
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3. World of Work
A module presenting tools and mechanisms available for young people to make a successful transition from school to work
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4. Innovative Entrepreneurial Experiences at Schools
A module presenting initiatives and strategies to foster entrepreneurship among students
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5. Mobility to Learn and Work
A module presenting the opportunities to study, carry out voluntary services and work experiences abroad
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6. Guidance, Counselling and Support Services
A module focusing on how to provide effective guidance, counselling and support to students
Events
The School&Work project has been promoted trough conferences and articles.
Conferences
The School&Work project was presented in a number of events in order to report about the activities carried out and the results achieved.
Press Review
The School&Work project partnership made contacts with web sites focusing on the fields of education.Network
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the School&Work project.
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Schools
From this section it is possible to access to the information about the schools involved in the School&Work Project in the 6 European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the School&Work portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Skills& Jobs
Homepage > Skills& Jobs > Job Profiles
Job Profiles
The most researched job profiles have been identified in 6 countries. For every profile, the related skills have been listed.
Teachers and school counsellors should use the information provided to enhance students' motivation underlining the consistency between what is learnt at school and the skills required by the labour market.
For every country the most researched job profiles are presented providing information on the related qualifications, knowledge, skills, competences and personal attitude.
NAME OF THE JOB PROFILE:Machining system technician
Description of the job profile
The machining system technician prepares, rules and leads the machining system to carry out precision parts, independently, on the basis of technical specialisations.He produces parts (metallic, in composite material) by removing some materials following different processes, until they are shaped (flat and cylindrical shapes) and of defined dimensions, individually or in series, using conventional machine control systems, numerically control and/or machining centres. According to the workstation, he may in particular provide turning and milling. The produced parts can range from a few millimetres to several meters. They are used to produce mechanical assemblies for all industries: automotive (as engines...), aeronautics (as undercarriage...), agriculture (as tractor cab...) or the medical sector (as pins connecting bones...)
In details:
From the received plans, the technician:
• analyses the job to carry out (he determines the operating range, he selects the cutting tools and instruments and he installs them on machines)
• pursues or performs the machining program, which determines the precise movement of tools and their trajectory
• tests and checks the conformity of the first parts made related to specifications and adjusts the settings before launching them in mass production
• guarantees the quality and the rhythm of operations by addressing anomalies in the shortest time possible
The technician also provides first level maintenance and service of the workstation.
The machining system technician conducts business mainly in a working group, under supervision. He works alone, in a team of workers doing the same job or within a multidisciplinary team.
The technicians are actively sought in various industrial sectors, such as aerospace, automotive, mechanical engineering, tooling and so on. Depending on the companies, organisational and production patterns and interventions could be realized on one, different or similar machine’s tools and in a production or maintenance department.
Economical sectorSecondary
CountryBelgium
Qualifications requiredFull-time Education: Technical and Vocational high school (5th, 6th and 7th), field “industry”.
Training can be done via different channels and networks:
• Dual Education System (in “CEFA”), which combines apprenticeships in a company and vocational education at a vocational school in one course. An educational team accompanies, supports and guides students in all aspects of their project. Modules are the same as in full-time Education.
• Social advancement Education, high school, qualification (Machining technician, machining systems operator...)
• FOREM (Public Service of Employment and Training in Wallonia) and the competence centres also providing the training in machining systems (CNC lathe, CNC milling machine ...)
• Adults (>18 years old) who have learned the vocation through practice could have their skills officially recognised through validation of skills.
Training can be done via different channels and networks:
• Dual Education System (in “CEFA”), which combines apprenticeships in a company and vocational education at a vocational school in one course. An educational team accompanies, supports and guides students in all aspects of their project. Modules are the same as in full-time Education.
• Social advancement Education, high school, qualification (Machining technician, machining systems operator...)
• FOREM (Public Service of Employment and Training in Wallonia) and the competence centres also providing the training in machining systems (CNC lathe, CNC milling machine ...)
• Adults (>18 years old) who have learned the vocation through practice could have their skills officially recognised through validation of skills.
Knowledge| Knowledge |
Description | Level |
| Knowledge of materials/goods and techniques/procedures | Materials (denomination, composition, machining characteristics...) Machining (definition, types, production specificities...) | Level 4 |
| Sciences and Mathematics | Mathematics (basic mathematical notions: 4 operations, percentages and unit conversions, geometrical shapes, angles, arcs, chords...) | Level 4 |
| Specific knowledge | Knowledge of the sector of activity (common professional terminology...) | Level 4 |
| Using of technical tools | Machine’s characteristics (types, use modes, security measures...) | Level 4 |
Skills| Skill |
Description | Level |
| Graphics | Spatial ability: the technician mentally pictures the pieces in three dimensions based on a plan or a sketch, they see them evolve in space | Level 4 |
| Graphics | Plans reading and/or interpreting (reading, decoding, interpreting plans, sketches, sheets…) | Level 4 |
| Computer Skills | Ability to use digital command software | Level 4 |
| Managing safety rules | Applying the specific safety rules to use machining systems | Level 4 |
| Organisational skills | Managing one’s workstation (ordering and maintaining the small equipment and environment of the workstation) | Level 4 |
| Quality management skills | Supervision of the machining process: controlling the programme proceedings, the good production of the piece, intervention if needed | Level 4 |
| Using of technical tools | Machinery handling (performing turning and milling operations …) | Level 4 |
Competences| Competence |
Description | Level |
| Adaptability | Adaptability (adapting to the evolution of technologies and materials) | Level 4 |
| Analytical thinking | Anticipating or detecting the causes of malfunctions, participating in diagnosis to spot and ascertain the possible origins of the malfunction(s) | Level 4 |
| Assessment | Self-control (controlling one’s work, maintaining quality respecting the quality process of the company) | Level 4 |
| Problem solving | Handling problems (detecting anomalies and solving them, reacting quickly and serenely, self-control in case of unexpected event) | Level 4 |
| Teamworking | Team work (coordinating one’s interventions with the different team members and/or other trades) | Level 4 |
Personal AttitudeThe technician is usually standing while performing the tasks. It requires constant attention and good spatial representation as well as a good sight.
The activity requires wearing security equipment adapted to the tools. It also involves, in some cases, to use lubricant products (risk of allergies).
Depending on the organisation, the work can be performed in normal schedule or shift work (2x8, 3x8...) and in the weekend.
The work also requires the following qualities: accuracy and observation, rigor and meticulousness.
The activity requires wearing security equipment adapted to the tools. It also involves, in some cases, to use lubricant products (risk of allergies).
Depending on the organisation, the work can be performed in normal schedule or shift work (2x8, 3x8...) and in the weekend.
The work also requires the following qualities: accuracy and observation, rigor and meticulousness.
Job Profile in national language
