Über das Projekt (Klick hier, um den Text zu lesen)
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„So, take of traps and scenes your fill,
And all you find, be sure to show it!
Use both the great and lesser heavenly light,—
Squander the stars in any number,
Beasts, birds, trees, rocks, and all such lumber,
Fire, water, darkness, Day and Night!
Thus, in our booth's contracted sphere,
The circle of Creation will appear,
And move, as we deliberately impel,
From Heaven, across the World, to Hell!“ 1 When, in the prelude to the FAUST, Goethe put these wishes into the mouth of the theater director in 1797, he could not in the least imagine how the technical possibilities on the stages of this world develop very soon. Today, the spectrum of stage-based technical possibilities encompasses such a large number of technical means that the safe handling of these demands on all those who work behind the curtain makes high demands. The task of the stage technician consists in nothing less than realization of always newly inventend worlds, which on th stages and then among the astonished spectators, trigger the fascination that the stage art have made for moren than 2000 years. Safety is paramount for the technician. Safety for themselves and their colleagues, saftey for all artists who work on the stage and safety for the audience - these are the top principles. It is long overdue that for all technical staff, the essential skills and abilities necessary to be able to work on the stage are brought to an internationally accepted level. Nothing less than that, this project ist trying. Just as art does not stop at any frontiers, the stage technician on all the stages of this world are to speak a common language, that is, to develop a common understanding of all aspects of safe work. In view of the great variety and international differences in working methods, attempts have been made to find the common denominator which ensures a safe working for all. Particular emphasis was placed on not establishing an academic degree, but by providing practical training, particularly through practical help, illustrative examples and well-understood descriptions. It shood be the starting point for all those who work together in the boards that mean the world, with creativity, respect, joy and above all with certainty! Hubert Eckart, CEO, German Theatre Technicians Assoziation
–––––––––––––––––––––––––––––––– 1 Auszug aus: Johann Wolfgang von Goethe. „Faust.“
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Basics (Click here to open the text)
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The European Safety Passport principles The main goal of the ETTE project was to develop understanding and trust between countries when it comes to health and safety competences. The teachers’ manual supports a wider understanding about the safety competences by describing them in great detail. To create trust in the individuals that master the health and safety competences, a standardised procedure was necessary to guarantee an equal measurement of the competences. This resulted in the development of a test procedure based on EN ISO/IEC 17024 quality standards. The candidates that pass the test are awarded the European Safety Passport. The starting points of this passport are stated in the position statement below: 1. The ETTE safety passport is a personal document owned by professionals and practitioners in the field of performing arts, entertainment or events. 2. The ETTE safety passport states the safety competences the wearer has shown in an assessment, agreed on between the participating countries. 3. The ETTE safety passport helps an employer or contractor to identify the safety competences in order to improve safety and fulfil his legal obligations. 4. The ETTE safety passport only states safety competences, it does not judge other professional capabilities. 5. The training materials for the ETTE safety competences, developed by the partner countries, are free to use by all organizations or individuals. We promote the use of these training materials in regular education, continuous training or self-study. 6. The assessment of the ETTE safety competences is sector specific and practice based. In other words, the practitioner is assessed in a sector specific, realistic environment and has shown that he/she is able to perform the competences. Underlying knowledge is tested where needed. 7. The assessment of the ETTE safety competences is done in a standardized way by qualified assessors according to the guidelines and quality insurance procedures developed by the partner countries. In other words, it does not make any difference where an individual is tested, the result should be the same. 8. The quality control of the assessment of the ETTE safety competences is done by the consortium of participating countries. 9. The basic set of competences consists of the lowest common denominator of safety competences in the participating countries. This is the minimum competence required to behave safely on stage and it is the basis for more specific safety competences. It includes a profound understanding of the fundamental mechanisms of safety. (This has no influence on the minimum level a country wants to set, it is only the common ground we build on.) 10. The specific competences can be assessed internally or externally. Internal assessment is developed and supervised by the partner countries. External assessment is pre-existing assessment by third parties that reaches the standards set by the participating countries. But 1. The ETTE safety passport does not say anything about social relations, wages or other matters that belong to the legal relationship between employer / contractor and employee / subcontractor. 2. The ETTE safety passport is not meant to dictate which competences you need to be allowed on a specific stage or in a specific country. It is the employer’s / contractor’s responsibility to decide which safety competences are required for a specific function or job, according to local legislation and traditions. Vision behind the ETTE project This book is the result of the ETTE project. This project started from a common vision on health and safety that has crystallised further during the project. We feel that it is important to understand this vision to be able to transfer it to the students and workers in the field. We hope our vision and the results of the project will contribute to a safer work environment where safety is not a burden, but a way of living.
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The ten competences (click here to read the text)
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The 10 basic health and safety competences are:
• Work with respect for own safety. • Contribute to a safe and sustainable working environment. • Work ergonomically. • Use personal protection equipment. • Work ergonomically. • Work safely at heights. • Work safely with mobile electrical systems under supervision. • Work safely with tools. • Work safely with chemicals. • Fit up and rig performance equipment.
Learning - but how? (click here to read the text)
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Book / course Using books for delivering of learning content seems old-fashioned. But still, a lot of learners appreciate to have a physical object to read from or to look things up in. A book gives the images of a defined set of knowledge that can be managed and finished. This contrasts with web resources that seem to be "never ending". The use of books seems to give added value to the content. Learning from a book is a non-synchronized activity. It is one-way communication of collective content. You can read it in any order. It is a typical way of pulled learning, where the initiative lays with the learner who receives no feedback. Learning is as intensive as the learner wants. The learner needs to have the book to access the content. Books are difficult to adapt, and cannot contain video, audio, or interactive tools. A book supports face-to-face training and provides the opportunity to re-read the content in another format, providing new insights. During training on the floor, a book is useful as a reference when discussing issues on the floor. It can also support the mentor that is training the learner. Website Websites are useful for informal learning, because they reach a wide audience without any intervention of the content provider. They can help spread the news and create support in the working field. Learning from a website is a non-synchronized activity, it is one-way communication of collective content. You can read it in any order. It is a typical example of pulled learning, where the initiative lays with the learner who receives no feedback. Learning is as intensive as the learner wants. The learner needs to have Internet access and a computer to access the content. Websites are easy to adapt and can contain video, audio, or interactive tools. During training on the floor, websites are useful as a reference when discussing issues on the floor. They can also support the mentor that is training the learner. Learning platform A learning platform is a sophisticated website, that integrates different types of content, tools, and evaluation methods. The learner is identified by a login and his/her activity can be monitored. A teacher can give feedback within the platform. Learners can follow the foreseen learning path, but also look up information when necessary. The use of E-learning is NOT less work, not for the teacher, nor for the learner. It is not less intensive or cheaper, but it is more flexible and easier to combine with work. The organisation of learning with a learning platform is easier, because it is time and place independent. It is less time consuming in the sense that no indirect time is wasted on transport or waiting. Learning platforms are useful for formal learning and supporting in practice learning. They form a flexible way to support classical teaching as well as hands on training, where they can also support the mentor. Learning from a learning platform is a non-synchronized activity, but it allows two-way (non-synchronised) communication. It contains collective content. You can either steer the reading or the learners can read it in any order. It is a typical way of pulled learning, where the initiative lays with the learner who can receive feedback. Learning is as intensive as the learner wants. The learner needs to have Internet access and a computer to access the content. Learning platforms are easy to adapt and can contain video, audio, or interactive tools. Ideally, the content of a learning platform is built up out of small elements that only ask for a minimum of time to "consume". This means the learner only needs a short focus, which generates a high impact. Micro learning Micro learning is an alternative way of E-learning. The learner receives (on a smartphone or other device) small bits of learning content (5 to 10 min. of learning) on a regular base. This can include text, video, or activities. At the end of each block, the learner answers questions. If the answers are not satisfactory, the block returns after a while. If they are satisfactory, only some questions return as rehearsal at the end of a larger whole. Micro learning is a non-synchronized pushed learning activity, with two-way communication. The individual content is steered and the initiative lies partly with the teacher, even if this can be largely automated. The learner gets feedback, which can be partly automated. The activity is as intensive as the learner wants, but it is steered and can be followed up by the teacher. The learner needs Internet and a smartphone or computer. The content is easy to adapt and can contain video, audio, or interactive tools. Blended learning In most learning situations, there is not one single best method to bring the content to the learners. Different subjects or practices need a different approach, or even better, a combination of approaches. This what we call blended learning. A competence will need an introduction, training, and repeating till it is mastered by the learner. These different methods can be supported by reading text of watching videos. A knowledge block like "Five steps to reduce risk" will require deep understanding, based on face-to-face introduction and discussion. After this, learners can look independently at examples and complete exercises to deepen the understanding and apply what they have learned. Other knowledge blocks may be studied completely online, without any interference of the teacher. To remember the meaning of different signs, you don't need valuable face-to-face time. It is probably more effective to rehearse them in the format of a quiz or game. Blended learning can be organised in a sequence of different types of learning. For example, the learner first prepares by reading a text in the textbook, then there is a face-to-face teaching session to deepen the understanding. The advantage is that the learners already have been introduced to the subject, so the teachers can start with the discussion immediately. After this session, learners can practice online and answer rehearsal questions. Again, the teachers gain valuable time, that can be used to support learners. A secondary advantage of using different methods is that it keeps learners fresh and motivated. It is up to you now! It is up to you now! We hope we created a useful tool to improve safety in the working field and to level-up the health and safety awareness. It is up to you now to use to content, choose a method that fits your audience, and choose the medium that fits your situation. We are very interested in hearing from you how you implemented all this and how we could improve. Please give us feedback!
Wie geht es weiter? (Klick hier, um den Text zu lesen)
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After completion of all documents, manuals and the eLearning platform, the application for adoption as an IGVW industry standard is filed in Germany. Similar to the SQQ2 standard, educational institutions, but also personnel service providers, theatres and service companies should be able to qualify suitable persons as auditors / assessors after the entry into force of the standard and then carry out the examinations. The issue of the certificate (ETTE passport) could then be carried out centrally via the IGVW - as with the "SQQ".
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