Until recently, the electric vehicles were considered as one among many alternative fuel vehicles. In recent times, due to a high oil prices and environmental concerns, the awareness of the need for development of sustainable mobility based on renewable energy is growing. All automobile manufacturers produce models of electric cars, and they, slowly but unstoppably, take their place in traffic especially in urban areas. Through the previous project, Europe Electric Car (Leonardo da Vinci Partnership, 2012-2014), ŠKOLA ZA CESTOVNI PROMET (Road Traffic School) from Zagreb started to follow the new technologies in transport developing competences of students and teachers of vocational schools through education and training about electric cars. In addition, the cooperation with manufacturers and other stakeholders which are directly or indirectly involved in the development of electric cars and related infrastructure, was established. This project was a logical continuation with special focus on the environmental aspect of the concept of e-mobility using electricity from renewable sources.The main goal of this project was increasing the quality of teaching and learning in vocational education system through the development of innovative new educational module ELECTROMOBILITY and related forms of teaching and learning (ICT, OER), transfer and dissemination of good practice among European vocational schools and strengthening of the connection between vocational education and the labor market, with focus in the field of e-mobility.The project coordinator was Road Traffic School from Zagreb, and the partners were two vocational schools KOUVOLA REGION VOCATIONAL COLLEGE (Finland) and ŠOLSKI CENTER CELJE (Slovenia), Energy Institute Hrvoje Požar (EIHP) Zagreb, (Croatia), Avant car d.o.o. (Ljubljana, Slovenia), DUCATI components d.o.o. (Ludbreg, Croatia), NETEKO (Zabok, Croatia), and ACASA (Barcelona, Spain). Vocational schools from Croatia, Finland and Slovenia have educational programmes related to the transport and logistics in their framework, beginning already to address the concept of e-mobility. They have their own electric cars and some elements of the infrastructure required to teach about the concept. Existing infrastructure was upgraded during the project to serve as a teaching tool for efficient learning about the e-mobility concept.The project lasted 3 years. The realization of the project was divided into 3 phases. In the first phase (the first year of implementation) the teachers and participants from partner institutions passed through the trainings during which they studied the components of the e-mobility concept and application of the concept in different European countries. The goal of the training was to link education and educational experts (teachers) with the labor market and with the institutions that are experts in the field of the concept of e-mobility, also including transfer of knowledge, skills and good practice. In the second phase (the second year of implementation), teachers from vocational schools, in collaboration with entrepreneurs and all other e-mobility experts, created new educational module ELECTROMOBILITY as a supplement to existing curriculum in traffic and logistics, as well as innovative tools for the application of that module in education (tools for teaching and learning). The participants disseminated the project results by organizing seminars for teachers in transport and logistic, in their own country and surrounding ones, and to all public interested in this topic. In the third phase (the third year of implementation) the partner schools tested newly created module and the associated tools for learning by applying it in their schools. The students went on mobility in partner schools and in that way evaluated the module. In addition, the students and teachers from 3 schools organized the final event of the project – the meetings of the electric car owners (in all 3 partner countries).The project will have a positive impact through the development of professional knowledge and competence in the field of e-mobility, the development of basic and transversal skills, vocational programmes and the national curriculum modernization, improvement of teaching approach. The project established a cooperation between European vocational schools in the field of transport and logistics and cooperation between vocational schools and the economy, thus creating conditions for better networking and exchange of experiences, good practice examples, the organization of vocational training and mobility for students and teachers.Potential longer term benefits of this project will be visible through better coordination of the educational system and the economy as well as the popularization of the idea of e-mobility thus supporting the efforts of all EU members to ensure the share of energy from renewable sources in all forms of transportation in the amount of at least 10%

Professional drivers must achieve a safer, more efficient and environmentally friendly public transport in increasingly complex working conditions. EU countries are in great demand for skilled and educated professional drivers-it is estimated that the EU currently lacks about 150 thousand (IRU – World Road Transport Organization). Although the lack of trained drivers is more pronounced in countries without regular secondary education for this profession, it is also present in other countries confronted with insufficient interest for enrollment or to remain in the profession after regular education. The overall objective of the project is to strengthen the connection of vocational education in the transport and logistics sector with the labor market and to ensure quality education in the occupation of motor vehicle driver through the transfer and dissemination of knowledge, skills and good practice among European Vocational schools.The specific objective is to develop a sustainable partnership for the establishment and further development of national, regional and sectoral skills competition institutions as a way to increase attractiveness and excellence of vocational education and training for motor vehicle driver profession. As a long-term measure, contributing to the improvement and development of quality of this educational programme, the partners will develop a system of experience and knowledge exchange of students in the form of competitions taking place once a year. The competition would initially allow the transfer of knowledge, exchange of experience, enforcement of excellence and cooperation of all partner schools, which would potentially spread to other interested schools in Europe in the future. The project connects the EU vocational schools from the sector of transport and logistics that educate students for the occupation of motor vehicle drivers. The project holder is Škola za cestovni promet from Zagreb (Croatia) and partners Kouvola Region Vocational College KSAO (Finland), Saobraćajno tehnička škola from Zemun (Serbia) and Lycée des métiers Maréchal Leclerc de Hauteclocque from Saint Jean de la Ruelle (France). The project will last 27 months. In the first phase of the project, each partner school will organize a professional training for teachers from other partner schools in one of the areas in the transport process. The aim of the training is to strengthen the connection of vocational education and the labor market, promoting work based learning to help transition from school to work. The business people will be included in the implementation of the training.In the second year of the project, the partners will organize a skills and knowledge competition for students educated for the motor vehicle drivers. The main goal of the competition is to acquire the modern competencies of motor vehicle drivers, characterized by safety, integrity and culture of motor vehicle management.With the competition, we want to popularize the driving profession and develop positive attitudes towards this profession.For the purposes of learning different areas in the transport process, partners will develop a web interface based on the exchange of knowledge and experience through a closed network of users-the INTRANET, which will expand after the project’s completion depending on the number of schools interested in accessing the network. The Intranet will contain current data, teaching materials in the field of transport, video content, interesting information, as well as various other interesting points about transport in road traffic. This approach, in which a limited number of users communicate and exchange information, will allow the improvement of the curriculum, and the created teaching materials and contents will be included in regular classes and used to perform lessons from different vocational school subjects.Students from the partner schools included in the project will acquire additional knowledge and skills through both the project activities and the competition system and they will be further motivated to work as drivers after graduation. Dissemination activities aimed at primary school pupils and unemployed will further promote vocational education for this profession.The project will have an impact on teachers and staff from partner institutions that will improve their professional competences. Teachers will be further trained to mentor students in skills competitions at local, national and EU level. The project will allow educational institutions to follow contemporary trends in the profession easily and to transfer this knowledge more qualitatively, with the help of modern technology, on to their students. Finally, all project activities are ultimately focused on the economy, as the project will enable students to enter the labor market more readily and easily, better education for the motor vehicle drivers’ profession and greater interest of motivated future students for it.

"BACKGROUNDDigitalisation and new technologies (robotics, AI, IoT, VR) lead to profound changes in all industries. The challenges to logistics as an interface industry are particularly great. Digital communication and online commerce, smart technology, mobile devices and automation are booming, cross-technology business models are prevailing, logistics are going digital. These developments influence all operational work processes and thus also the competence requirements of skilled workers.Key factors for the future of logistics are technologies as innovation catalysts and the changing role of humans in the system, focused customer orientation and sustainability. This development is also redefining occupational profiles. The demand for skilled workers with transversal and job-related digital skills is increasing rapidly. Therefore, education systems in Europe have to quickly find solutions in order to anchor digital technologies in vocational training and to impart job-related digital competences in a practice-oriented way.OBJECTIVESThe aim of the ""LOG-IN"" project is to significantly strengthen the acquisition of job-related digital skills in education and training in the logistics sector in order to prepare young professionals for the demands of a digital work environment. Thereby the project exceeds by far the previous training contents.Specific objectives are to strengthen the quality, sustainability and labour market relevance of education and training in the logistics sector, and the institutional capacities of schools as well as to promote collaboration of educational institutions. In this way, the project is making a contribution to enhancing the quality of vocational education and training towards excellence in innovation - in line with the EU strategy ""Europe 2020"".PARTNERSHIPThe project partners of the BGZ are vocational training institutions and universities from Germany, Croatia, the Netherlands and Poland, all with many years of experience in training and an extensive expertise in the field of logistics. Other actors from industry (associations & companies) and from education and research support the project as associated partners.ACTIVITIESThe partners are jointly developing a competence matrix for the field of digital logistics, a model for a digital learning environment for training in logistics professions, learning units on digital logistics, an advanced training course for teachers, and recommendations for stakeholders from vocational training, business and politics. Accompanying activities include networking with stakeholders, dissemination and pilot actions to anchor the model.METHODOLOGYThe partners form transnational working groups on the thematic priorities. The development and the use of the new learning units will be deployed in a participative process with learners and educators. Actors from business and politics will be involved in an ongoing dialogue - their feedback ensures the relevance and adaptability of the products.PARTICIPANTS/TARGET GROUPSParticipants of the project are the trainees of the 4 involved vocational training institutions (they will be taught with the model and the new learning units), the teachers of these schools (they will work with the model in class) as well as companies and associations, authorities and regulatory bodies (they will participate in working groups and multiplier events). Further target groups are teachers and learners from other institutions (as users of models and learning units in training and of the training course) as well as other actors from business, politics and administration (in particular with regards to applying recommendations for their field of activity).RESULTSThe main results of ""LOG-IN"" will be transferable solutions for integrating digitalisation into vocational education and training - models for digital learning (learning 4.0) and innovative learning units for digital logistics (work 4.0). In this way, young professionals will be enabled to acquire important digital skills for their careers. Further results will be improved competences of VET teachers, closer cooperation between VET and HE and a stronger internationalisation of vocational training institutions.IMPACTSThe exemplary integration of new digital content into training in the logistics sector, excelling the traditional occupational profile of the sector, will strengthen the future viability, quality and attractiveness of vocational education and training in Europe. It will improve the employability of trainees on the European labour market and at the same time help companies to meet their demand for skilled workers with relevant competences. On the long-term benefits will be economic, social and societal: attractive training opportunities, international cooperation in vocational training, secure employment and career opportunities for young skilled workers, competitiveness and quality in the logistics industry."

CONTEXT/BACKGROUND OF THE PROJECT: Slovene educational system (in general) cannot compete with educational systems in other EU and third countries due to following reasons:1. Inadequate competences and skills of teachers. 2. Inability to transfer knowledge to actual firms' needs. 3. Limited use of teaching methods in the teaching process.4. Limited use of innovative information communication technologies in the teaching process.Weaknesses of Vocational Education Training (VET) in logistics are beside mentioned facts also:•Not enough career-oriented curricula to respond on employers' requirements.•Not enough practical oriented curricula to respond on rapid technological changes. VET in logistics is, therefore, not attractive and it is difficult to enter the job market. Reasons for above mentioned facts in VET in logistics are:1. Insufficient qualified teachers and trainers in VET.2. VET schools in logistics are not equipped with up to date tools and technology.3. Curricula in VET is not harmonized with requirements of today and tomorrow.4. Lack of trainings that offer up to date and targeted logistics skills.OBJECTIVES:The aim of the project is:1. to foster the quality of human resources in logistics,2. to build up the capacity of VET institutions in logistics (EQF Level 4), 3. to enhance the quality and relevance of VET in logistics (EQF Level 4),4. to start promoting the reform of VET in logistics in Slovenia and the partner countries.5. modernization of curricula in VET in logistics (up to date curricula, innovative teaching methods).NUMBER AND TYPE OF PARTICIPANTS:1. 10 partners (4 main partners and 6 VET schools in logistics and transport (2 from Italy, 3 from Slovenia, 1 from Croatia). Main partners are: University in Ljubljana, the Faculty of Maritime Studies and Transport (FPP) is an integral part of the University of Ljubljana, an education and training institution engaged in scientific and research work, primarily in the fields of logistics and maritime studies. The Institute for Transport and Logistics (ITL) is a research institute in the fields of mobility, transport & logistics. The French Transport Federation Union, the AFT is the organisation responsible for the development of Vocational Education and Training (VET) in the Transport and Logistics industry. Its mission is to work for companies covered by the French national collective agreement for road transport (passengers/ goods) and related activities such as logistics and forwarding, as well as industrial and commercial companies with their own means of transport (private - or own-account - transport). The Faculty of Transport and Traffic Sciences, established in 1984, is a faculty of the University of Zagreb, and the leading high education as well as scientific and research institution in the field of transport and traffic engineering in Croatia. 2. French, Slovene and Croatian Ministries for Education.3. 49 logistics companies, producers and retailers.4. One secondary school from Spain (Institut de Vic, Spain: 4 students and 1 teacher), one secondary school from Italy (ITIS, Italy: 4 students), one school from Croatia Srednja Škola Zlatar (CR) (1 teacher) and one sceondary school from France LPO Broceliande (F) (2 teachers).ACTIVITIES: To reach above mentioned goals, a four-step approach was used:1. In the first step a SWOT analysis of the current curricula and training methods of VET in logistics and transport in the project countries (Slovenia, Italy, France and Croatia was made. Then, the satisfaction of the transport and logistics industry (49 companies) with students who graduate from VET in logistics and transport was analysed, and the current and future needs of the transport and logistics industry were identified. 2. Based on the results of the first two steps, a training programme was developed for students and teachers of VET (5 training modules).3. In the last step of the project these TMs were tested through a six-day summer logistics school (Portorož, Slovenia, 9th-14th September.RESULTS:Results of the 1st activity: - SWOT analysis of the secondary school curricula,- semi-structured interviews template,- results of semi-structured interviews conducted with 49 experts from the logistics and transport industry.- 5 Training Modules (TM).Results of the 2nd activity:- Units related to the five qualifications of the TMs identified in the first activity of the SLS project. - Detailed lesson plans for each TM.- VET Level 4 in Logistics and Transport – a Training Handbook.Results of the 3rd activity:- VET Level 4 in Logistics and Transport – a Teaching material.- 9 evlauation templates.- Results of the evaluation of the project and SLS. Result impact secondary schools in VET of transport and logistics (students, teachers, management), Ministries of Education responsible for VET in logistics, logistics industry and logistics training organisations.

"The increasing digitalization of the world of work and the introduction of new technologies, systems and processes are changing the way in which companies work and, as a result, the competence requirements to the staff. New technologies require new skills that significantly exceed the traditional job profiles. The change of automotive companies from repair shops to quality service companies defines the need for technicians with diagnostic and repair skills for computer-aided integrated vehicle technology, general knowledge (e.g. on safety and environmental protection) as well as high methodical competence. At the same time, in view of the increasing shortage of skilled labour, VET must become more attractive to young people - above all through interesting new content, participatory forms of learning and access to innovative (digital) tools in the classroom.This is where our project ""Good Practice on the Move"" starts. The PROJECT OBJECTIVE was to show perspectives for a successful integration of digitalisation and innovative technologies in vocational education – exemplarily for the automotive sector, as a contribution to strengthening the attractiveness, quality and sustainability of vocational education and training, innovation excellence and ultimately the competitiveness of the European economy - in line with the EU's ""Europe 2020"" strategy. TARGET GROUPS comprised the management and teaching staff in VET and higher education, as well as the regulatory bodies. FINAL BENEFICIARIES were the trainees in automotive professions and the companies in the sector.Under the lead of the BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH, the PROJECT PARTNERS - VET schools, universities and associations from seven EU countries (Austria, Croatia, France, Germany, Italy, Lithuania and Poland) - all with long-term experience and vast expertise, joined forces to bring together a range of innovative materials and tools on digitisation and new technologies tob e used in VET, tested them for quality, practicality and transfer potential along jointly developed indicators and documented them in a good practice catalogue. Joint learning activities in the project (virtual and face-to-face) served mutual learning and supported the competence acquisition of the partners involved. In parallel, we discussed with education stakeholders, researchers, representatives of companies and sector associations as well as public authorities on the institutional anchoring of new digital technologies and digital learning forms in regular education (in curricula and teaching practice), on capacity building and internationalisation of education providers and on the further development of the VET systems. The findings from the work with trainees, students, teachers and stakeholders from education, science, business, politics and administration were and are used for the further development of materials and tools and for the capacity building. Accompanying PR and dissemination (project website and internet presences of the partners, portals, social media, project events, information in networks, etc.) made the project and its results largely visible.The RESULT is a catalogue of materials/tools for teaching new technologies in VET, indicators of good practice, questionnaires and advice on capacity building as well as lessons learned. The participating institutions use the materials and tools in the training and intensify their international cooperation. The improved competences of teachers, the closer cooperation between VET and higher education and the strengthened international exchange provide benefit both to students and teachers.The project has reached 620 people directly & 770 potentially interested. Through dissemination activities, another 3.000 actors have already benefited.IMPACT comprises more understanding of digitisation and its effects, more interest in the training courses among young people and an increase in the quality of VET in automotive professions, further development of occupational profiles, better permeability between vocational training and higher education. And through apporaching the system level, the project also influenced the regulatory VET systems.The LONG-TERM BENEFIT is an economic one, a social one and a societal one: It means increased competitiveness in the automotive industry, attractive employment opportunities for young skilled workers, more service quality for consumers, widespread use of digital solutions to expand functionality and value in use, but also to strengthen environmental protection. Finally, new technologies become an integral part of the society and their command an essential element of quality of life."