It is a known fact that the students of the machinery department who graduated from Vocational and Technical Education institutions do not have the qualifications to meet the needs of the industry. Students graduating from these institutions are far behind the industry requirements and are extremely unequipped. In addition, we would like to point out that the competence of CNC CAD-CAM applications in a holistic way is not formed within MYK (Vocational Qualification Institution) and in the national qualification system.
Today, there are two main branches in machine machining departments in vocational and technical schools. These are the CNC (Computer Numerical Control) department, which trains CNC operators, and Computerized Machine Drawing departments, which graduate students who can design machine parts to be produced. Therefore, while the students who graduate from the CNC department can become CNC operators, the students in the Computerized Machinery Painting departments graduate as Machine Painters who can design the parts to be produced. It is known that the communication between these two departments in vocational education institutions is extremely weak.
The fact that the students who graduate from these institutions are far from meeting the needs of the industry is the main problem of the sector we have been in for years.
Today, in the sector, especially in medium-sized enterprises, these two areas are intertwined and are handled holistically. A qualified intermediate staff is knowledgeable not only in these two areas but also in CAM applications that show toolpaths.
There is no serious cooperation in this issue in Vocational-Technical Schools and it is a known fact that it cannot meet the needs of the industry even in the field it is related to. This is the determination of both MEO and its representatives in the Machinery sector.
For example, to manufacture a machine part, a qualified intermediate staff must know;
1- A CAD program to design,
2- A CAM program that shows toolpaths to produce on the CNC machine
3- the CNC operation to produce a workpiece on the bench.
It is not possible for a staff member who does not know one of these three practices to be a qualified employee. Even the best of the students who graduated from VET institutions know only one of these applications.
Although there are serious developments in the field of industry and technology in the 21st century, it is the main determination of all the enterprises visited that the VET institutions lag far behind these
developments. The Vocational and Technical Schools direct a small portion of their graduates to the industry, and many students shift to different sectors. This means a serious loss of labour, time and workforce.
Students who graduate from these institutions are used as a cheap labour force that cannot meet the needs of the industry but is forced to meet the employment needs of the industry. Therefore, these graduates are not employed in their fields due to professional inadequacy and lack of self-confidence. Employers have some hesitations about employees with incompetence. This situation causes the graduates to experience traumas in their social lives. As a result, most of these graduates tend towards professions outside of their practice.
It has been a necessity to bring together these three practices mentioned above to contribute to these institutions and to train qualified intermediate staff.
We aimed to improve the quality of these students to create a sense that the students who graduated from these institutions would be considered as 'qualified intermediate staff’, not 'unqualified intermediate staff' and low-cost labour.
The main motive of our 'CNC CAD-CAM' project was to obtain products consisted of 3 modules with 160 course hours. With this project, we wanted to improve the competencies of the incompetent students in a way to meet the demands of the industry, as qualified intermediate staff.
To meet our needs, we have created alternative, holistic, easy and understandable CNC CAD-CAM Training materials for Vocational Education institutions, students, teachers and people in the sector all over Europe.
1- We have prepared a report covering a CNC CAD-CAM analysis in Europe to identify the best practices in the partner countries.
2- To develop an action-based definition of learning outcomes and competencies for a modular education system, we created 3 modules with a 160-hours environmental education.
• We created one CNC module and videos consisting of 60 lesson hours
• We created one CAD module and videos consisting of 50 lesson hours
• We created a CAM module and videos consisting of 50 lesson hours.
3- We have developed a methodology that evaluates ECVET modular education systems in vocational education and the flow of informal and non-formal learning achievements.
4- We created an online competency-based platform.
5- We created the ECVET Platform that evaluates new competencies.
6- We created Training Materials for CNC CAD-CAM Training.
OUR PROJECT PARTNERS:
|P1 BAŞAKŞEHİR MEM- COORDİNATOR- TURKEY|
|P2 TS SISAK- ROMANIA|
|P3 AIJU- SPAIN|
|P4 BASD- BULGARIA|
|P5 İkitelli IOSB- TURKEY|
|P6 CTMS- ROMANIA|
|P7 TEKYAZ- TURKEY|
|P8 EURECONS- GERMANY|
WEB Page of Our CNC CAD-CAM Project