The background With the Asset Management becomes the value added processes in the companies’ departments. The primary objective of each Asset Management is the cooperation between the functions of design, manufacturing, purchasing, installation, commissioning, operation, maintenance, improvement/ modification and recycling/disposal of equipment, machines and buildings. In addition, the effects concern in particular the health, the safety of the active employees and the environment. The result of these activities will have a fundamental impact on the competiveness and profit for an organisation. The Asset Management brings together the competence necessary for the actual areas and will have a positive impact according the specific aspects. The complexity of Asset Management requires competence which cannot be acquired in a concluded professional continuing education or a study. This was also recognised by the national and European professional committees and led to a standardization initiative which lead to the introduction in 2014 of the ISO 55000, 55001 and 55002. By that a binding recommendation exists for the requirements for the Asset-Management in these areas. The deriving qualification requirements are not defined however. This gap will be closed by the project presented here. Project targets In the project AMCOM the Qualification requirements are in terms of Innovation development of in-service training for the area of the work with accompanying education, so to speak, translated and processed. In addition a competence requirement profile is developed for the Asset Management. Modular education modules/curricula are formulated to cover existing skills gaps. These are prepared for different forms of learning so, that they can be integrated in the existing programmes of vocational education and training. This include particularly even that learning will be taking place at the work place. The use of open learning platforms will facilitate access to in-service training. So, alternatives should be created which provide at least the basic knowledge in "open" learning systems. Developing this system is actually with a final observation skills and a recognition on the basis of ECVET rounded. The ECVET principles are in accordance with the recommendation of the European Parliament and of the Council. Number and profile of the partners 6 European countries about full partnerships are involved in the project (Germany, Greece, the Netherlands, Bulgaria, Sweden and Turkey). The partnership is so designed that the necessary expertise is available for all defined activities. The resulting variety of partner corresponds to the basic idea of a European education project. The partners are structured as follows: • Professional experts – maintenance • Experts – ECVET • Specialist in the competence statement and -evaluation • National umbrella organisations – chambers • European umbrella organisations • Representatives of the social partners • Strategically advisory partners Description of the activities Through the standardization activities of the EU to Asset Management, which has resulted in 2014 to ISO 55000, implies a proven need for educational activities, which are addressed in this project. The project covers the following activities: 1. The project will structure the necessary evidence-based competence, skills and specialist knowledge for the purposes of a core profile and described as learning result units. 2. A cross-border uniform curricula that becomes modular on the basis of the defined learning result units, and made in such a way that it will allow an integration into available national programmes for the professional education and continuing education. 3. The application of ECVET and its "tool box" create the European frame to achieve this aim. 4. The variety of skills requires a cross-workplace learning, so that all pathways are available for acquiring the necessary skills. In particular the learning workplace causes that theoretical knowledge become action competencies. 5. Innovative instruments for the competence registration will be drawn up, which will at the end result in the formal, non-formal and informal learning processes to prove of the competences. 6. Learning in the workplace is characterised by the fact that some competencies cannot be imaged fully in the learning process. Therefore, innovative Web-based solutions are applied, which permit a complementary competence and by that efficiently complement workplace learning. 7. The education based on the principles of problem-based learning (PBL), which has strengths in the development of problem-solving skills in addition to knowledge. 8. A self test to be developed allows employees an objective observation of the own action and method competence.
• 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.