MOBILITY FOR LEARNING IN THE EUSAIR FRAME

a feasibility study

This project is funded by

the European Union

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Partners

Informest, Italy

Abruzzo Region - Department of Presidency and Relationship with Europe, Italy

Marche Region – Adriatic Ionian Macroregion Strategy and European Territorial

Cooperation Unit, Italy

AULEDA - Local Economical Development Agency, Albania

Bureau for educational services of Montenegro, Montenegro

Zadar County Development Agency ZADRA NOVA, Croatia

Ministry of Education, Science, Culture and Sport of the Herzegovina-Neretva

Canton, Bosnia and Herzegovina

Municipality of L’Aquila

Colophon This study has the aim to summarize the elements for an overview of the partners’ school

systems, the assessment criteria to apply for internships abroad the management of

Mobility projects in Adriatic IPA framework.

Authors

Biljana Petrović-Njegoš Montenegro

Fjona Çukani Albania

Gilberto Collinassi Italy

Haris Idriz BiH

Ida Taccaliti Italy

Ivan Zupan Croatia

Maria De Panfilis Italy

Mirela Koci Albania

Nevena Čabrilo Montenegro

Perkan Pervan BiH

Saverio D’Eredità Italy

Benoit Hamende Italy

Last Update 19 Dec 2016

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Table of Contents

1 FOREWORD .................................................................................................... 4 1.1 Rationale and aims of the project ................................................................. 4 1.2 Mobility for Learning: a tool supporting EUSAIR implementation ............. 4

2 COMPARATIVE GLOSSARY .......................................................................... 6

3 EUSAIR MOBILITY PROCESS SCHEME ..................................................... 17 3.1 Process scheme and reference standards mapping ................................. 17

3.1.1 MOBILITY PLANNING .......................................................................... 18 3.1.2 EUSAIR mobility planning recommendations ........................................ 19 3.1.3 MOBILITY PREPARATION ................................................................... 20 3.1.4 EUSAIR mobility preparation recommendations .................................... 21 3.1.5 MOBILITY EXECUTION........................................................................ 21 3.1.6 EUSAIR mobility execution recommendations ...................................... 22 3.1.7 MOBILITY CONCLUSION ..................................................................... 22 3.1.8 EUSAIR mobility conclusion recommendations ..................................... 23

3.2 Common guidance approach ...................................................................... 24 3.2.1 EUSAIR Guidance Visits catalogue ....................................................... 25

3.3 Common assessment principles................................................................. 26 3.3.1 Communication in foreign languages (KC2) .......................................... 26 3.3.2 Digital competence (KC4) ..................................................................... 26 3.3.3 Learning to learn (KC5) ......................................................................... 27 3.3.4 Interpersonal, intercultural and social competences (KC6) .................... 28 3.3.5 Personal and social well-being (KC 6A) ................................................ 29 3.3.6 Civic competence (KC 6B) .................................................................... 29 3.3.7 Entrepreneurship (KC 7) ....................................................................... 30

4 SUSTAINABILITY RECOMMENDATIONS .................................................... 31

5 CASE STUDY ................................................................................................ 32 5.1 Albania - Case Study Maritime and Tourism Sector .................................. 32 5.2 Croatia - Case Study Maritime and Tourism Sector ................................... 38 5.3 Friuli Venezia Giulia - Case Study Maritime and Tourism Sector ............. 41 5.4 Marche Region - Case Study Maritime and Tourism Sector ..................... 44 5.5 Montenegro - Case Study Maritime and Tourism Sector ........................... 49

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1 FOREWORD

“Journeying abroad provides for every person a school of training and experience of the most manifold

nature and is for the craftsman and tradesman all the more indispensable in that only through his own observation of alien conditions and circumstances can he make comparison with such as are familiar to him, thereby forming a correct perception of truth, beauty and usefulness and at the same time educating himself as an individual and craftsman. Exemption from the obligation of journeying may only be granted on the most imperative grounds”.

General Crafts and Trades Law German Crafts and Trades Congress

Frankfurt - 15 August 1848

1.1 Rationale and aims of the project A rise in the number of mobility processes within the education and vocational training system is one of the main objectives of the European Commission and one of the priorities for the current 2014-2020 programming period. It is obvious that one of the variables through which the number of vocational training mobility can be increased will be the ATTRACTIVNESS of these study or work experiences abroad and therefore the USAGE VALUE the learning outcomes of such experiences abroad can guarantee. The project draws from the need to identify the elements characteristic of the IPA frame that can stimulate, foster and improve MOBILITY EXPERIENCES for students of the schools and VET providers of the regions/states facing the Adriatic sea. The following "general" principles have been taken in consideration for the IPA Mobility frame design:

• Move and Train trainers first ! (see Go&Learnet project) • First hand Economic discovery ! (see Go&Learn initiative) • Careful ex-ante training and mobility preparation ! (see Premo/Track project s’

recommendations) • Define transparent learning outcomes (refer to EU key competence +

professional standards reference region FVG) • Standardize the proposal (develop a common catalogue of guidance and

economic discovery study visits, define a clear costs’ frame) • Join forces to get further funding for sustainability (shared scouting)

The recommendations of the "European Quality Charter on Internships and Apprenticeships" developed within the Pact for Youth initiative and the "Mobility Charter committment" of the Erasmus+ programme has also been taken as a reference.

1.2 Mobility for Learning: a tool supporting EUSAIR implementation

The so called “Adriatic-Ionian macroregion” is a functional area primarily defined by the Adriatic and Ionian Seas basin. Covering also an important terrestrial surface area, it treats the marine, coastal and terrestrial areas as interconnected systems. With intensified movements of goods, services and peoples owing to Croatia’s accession to the EU and with the prospect of EU accession for other countries in the Region, port hinterlands play a prominent role. Attention to land-sea linkages also

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highlights impacts of unsustainable land-based activities on coastal areas and marine ecosystems. Counting more than 70 million people including 8 countries, 4 of them Member States of EU, Adriatic Ionian macroregion plays a key role in strengthening geographical continuity in Europe. Built on the Adriatic-Ionian Initiative EUSAIR has been endorsed and approved by the European Commission in November 2012 with the aim of providing the 8 countries and related regions of a common policy framework identifying challenges, priorities and line of action. EUSIAR is built on four thematic pillars: Blue Growth; Connecting the Region; Environmental quality; Sustainable tourism, while, ‘Strengthening R&D, Innovation and SMEs’ and ‘Capacity building, including communication’ are two cross-cutting aspects across each pillar. In 2013, following Commission Communication, the Strategy has been integrated by the Action Plan. The Action Plan is one of the outputs of the Strategy approach. Its aim is to go from ‘words to actions’ by identifying the concrete priorities for the macro-region and providing contents (in terms of concrete projects) to the pillars. As far as BlueSKILLS is concerned two are the pillars to which the project is aimed to contribute: Pillar 1 Blue Growth and Pillar 2 Sustainable Tourism. The project fully matches with crosscutting issues stated in EUSAIR Action Plan for pillar 1 “Blue Growth” and 4 “Sustainable Tourism” where topics related to the “Brain Circulation”, entailing the creation of region of knowledge based on the mobility of students and researchers as well, and the improvement of the quality of education system (lifelong learning, vocational training and skills development) are clearly outlined. The project is thus coherent with the capacity building action that is horizontal to all priorities focusing in particular on the impact that the further integration of education and VET system may have on the Sea Economy and Tourism sector. As for the 1st Pillar BlueSKILLS may trigger the “Brain circulation” and the creation of a real “Region of knowledge” that should start from the scratch, meaning the educational system, toward the productive value chain of “Blue Technologies”. Moreover, for what concerns the specific objectives “Maritime and marine governance services”, the concrete results achieved in the framework of the project

may have a direct impact on the overall aim to harmonize and coordinate different administrative and governance systems. A direct connection with the action “Maritime skills” is clearly visible, referring to those initiatives aimed to develop networks of academics, training institutes on maritime professional/profiles. BlueSKILLS put forward the pre-conditions for developing new training curricula in which mobility of students and teachers are essential to complete an international training profile. As for the 2nd Pillar, related to Sustainable tourism, the project address the topic of tourism sector skills development, in particular for the increase of qualified labor force. Specific objective 4.2 “Sustainable and responsible tourism management” is fully matched, answering to the action line “Training in vocational and entrepreneurial skills in tourism”. Fostering the cooperation at secondary education / vocational and educational school level implies a common acknowledgment of the professional skills and profiles required by the tourism sector. In this sense, the project achievements may empower tourism labor market and lead to an improvement of tourism related skills and workforce offer.

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2 COMPARATIVE GLOSSARY

The first element of analysis taken in consideration by the workgroup is the comparison between the various school and VET systems characteristics and rules of the various project’s partner countries. This job leaded to a common "COMPARATIVE" GLOSSARY of terms relevant for the mobility frame. The glossary aims to help school and VET operators to have a simple and clear view of the meaning each concept/term of the glossary assumes in the various countries, thus fostering mutual understanding. To each concept a definition in English language is given, which has been checked by the project’s experts' workgroup, the English definition is to be intended as the definition attributed to the term within the BlueSKILLS EUSAIR (EU Strategy for the Adriatic and Ionian Region) MOBILITY FRAME. To the English language description then, the experts group associated for each partner country/region are asked to describe the meaning (and/or concrete application) attributed to the term in the various countries. The “meaning” can be the same or differ from the common one, mainly depending on the rules and law to which such concepts should be compliant to in the partner countries.

ASSESSMENT

The process of appraising professional competence against predefined criteria, can be carried out by a company via the observation behaviours on the job or by an assessment body via the standards that body refers to Albania BIH Croatia Italy Montenegro

In both Vocational high schools and VET Centres there are ongoing and final assessment moments. The evaluation carried out in both cases is compliant with a frame-curricula, vocational training programs and principles and criteria of evaluation established by the National Agency of Education, Vocational Training and Qualifications (NAVETQ). Assessment of competences as a result of formal and informal education is carried out relying on the guidelines for students evaluation based on an integrated system and flexible professional qualifications in accordance with economic and social changes, with the needs of labour market, which enables human resource development and infrastructure.

The assessment of acquired formal education takes place in schools, and it is based on curriculum/ educational plan and program. This evaluation is carried out for the purpose of application to the Employment bureau, and/or the purpose of enabling the horizontal and vertical mobility of students. The assessment of informal education is performed solely by private companies, that do not need a certificate for verification of competences, because the crucial assessment is the understanding of work

The assessment of acquired formal education takes place in schools during the course by the teacher, and it is based on curriculum/ educational plan and program. External evaluation (state exam) is carried out throughout verification of the National Centre for the Evaluation of Education.

Describe the personal history of experiences of a person. Can take place in: - schools/VET referring to the national/regional curricula - certification bodies referring to the national/regional standard of certification of competences acquired in non-formal frames - companies (as for internships) referring to internal or sectoral standards

Checking of the competencies acquired during formal education, is carried out continuously by the teacher, in accordance with the curriculum, adopted by the National Council of Education. Checking of the competencies that are the result of non-formal and informal learning is carried out in accordance with the examination catalogue that for a certain professional qualifications is adopted by the National Council of Education. In the examination catalogue are defined standards of knowledge and skills and the criteria for their verification. Checking is conducted by licensed education providers. Before the amendments to the law on national professional qualifications (June 2016) checking have been conducted by the Examination Centre.

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SELF ASSESSMENT

The process of appraising professional competence against predefined criteria carried out by an individual Albania BIH Croatia Italy Montenegro

In the education system of the Republic of Albania self-assessment is a non recognized practice.

It is possible to acquire a certificate about training or education within non-formal frames, through certain courses and training programmes.

Schools are obliged to use results of the national exams and any other performance indicators for analyses and self assessment, for the purpose of continuous improvement of the school quality. Self assessment of schools and VET centres is evaluated and monitored by Quality committee, appointed by the institution body, elected through the institution statute

Allowed by: - certification of competences acquired in non-formal frames - schools/VET (as for internships) referring to the personal experience in a company

There are legal requirements for evaluation of knowledge and skills that the student possesses, independently of the context of the acquisition, which is regulated by the Law on National Vocational Qualifications. This law defines national vocational qualification as officially recognized qualification, developed on the basis of occupational standards and acquired through checking of knowledge and skills: - checking after the specific education and training programs - training programs for adults; - direct testing of earlier (pre) knowledge, skills and competences, regardless of the manner of their acquisition; - completion of a part or module of the program. Checking is conducted by licensed education providers.

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CERTIFICATION

Formal (i.e. with legal validity) document issued by an awarding body attesting that earning outcomes acquired by an individual have been assessed against a predefined standard Albania BIH Croatia Italy Montenegro

NAVETQ issues certificates of professional qualifications for individuals.

In B&H, the process of certification is defined and regulated by laws, on the following levels: Entity of Republika Srpska, cantons of Federation of Bosnia and Herzegovina, and District Brčko. The formal and official document, issued by registered high school, or registered institution for education of adults, holds a legal validity.

Licenced schools/VET centre or authorized certification body issue formal and official document to students (diploma), which is a confirmation that the person has acquired the qualification of education level.

formal and official document issued by a school/VET or authorized certification body can be of a professional profile or certificate single competences (depending on the region)

Schools licenced by Ministry of Education to implement a curriculum after completing education under the certain program, are issuing diplomas to students. The form and content of the diploma is prescribed at the national level. Diploma is a confirmation that the person has acquired the qualification of education level A person who has acquired a national vocational qualification receives the cerificate. So far, the certificate of professional qualification was issued by the Ministry of labor and social welfare. After amendments to the Law on national vocational qualifications certificates will be issued by a licensed education providers.

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COMPETENCE

The capability to carry out a professional activity, at different levels of mastership, whose descriptor is a cluster of observable behaviours Albania BIH Croatia Italy Montenegro

Vocational secondary schools for each level of education have a specific list of standardized competencies. These competences come together with the curricula and are defined by the relevant ministry. Five competences are determined by NAEVTQ and standardized at the national level while a sixth competence can be chosen by the schools within a list determine by the ministry. VTC in this regard are flexible. Based on the frame-curricula instructors together with the curricula specialist define the subject program. So instructor eases on competencies selection that needs to be taken by the student.

In B&H there is no established standard, or established methodology for recognition of informal education, but specific required skills and competences are evaluated without formal certificate we rely on curriculum/educational plan and program, which contains the description of competencies and requirements that need to be fulfilled in order to accomplish certain competence/profession.

Competences are a individual set of skills and abilities, taking into account knowledge, abilities and levels of autonomy. The competences students gain at the end of the vocational education are predetermined trough curriculum and working plan.

the individual set of skills and abilities, taking into account knowledge, abilities and levels of autonomy

The Law on National Vocational Qualifications prescribes procedures to verify the previously acquired knowledge that enable acquirement of professional qualifications, responsibilities of individual institutions, organs and bodies, composition of examination committees and other issues of importance for the acquisition of professional qualifications. The Law prescribes the contents of the catalogue according to which is verifying the recognition of prior learning: knowledge and skills standard, criteria of the checks, the material conditions of the organizer of education, profile and level of education of examiners, etc.

EVALUATION

Process aimed to collect, interpret and present information in order to determine the level of mastership of a certifiable competence Albania BIH Croatia Italy Montenegro

The evaluation in public and accredited non public VET is continuous and annual is done based on exams, with the participation of social partners. The criteria and rules of examinations and testing are defined by the guidelines of relevant minister.

There is no fully developed standard of profession, qualification standard, or learning outcomes standard. These standards are established for some sectors, but are still not fully established and applicable to all sectors. The establishment process is still ongoing.

Evaluation of the actual achievement of competences or skills by relating them to a set of specific anticipated standards of evaluation. At the end of vocational education each student write and defends final thesis to receive the diploma.

evaluating the actual achievement of competences or skills by relating them to a set of specific anticipated standards of evaluation

In accordance with the Law on National Vocational Qualifications, in the evaluation of prior learning, for each candidate is prepared an appropriate portfolio with already acquired certificates that are confirming acquired competences. Thus, in the process of validation of prior learning the evidences that the candidate has are valued in order to confirm the acquired competences.

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EU KEY COMPETENCE DESCRIPTOR

An element of the set of 8 transversal competencies for lifelong learning defined by the EU ‘Key Competences for Lifelong Learning — A European Reference Framework’ (initial education and training offers all young people the means to develop the key competences to a level that equips them for adult life, and which forms a basis for further learning and working life) Albania BIH Croatia Italy Montenegro

Key competences are including traditional skills such as 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology are included in the curriculum; 4) Digital competence and Learning to learn through teaching strategy; 6) Social and civic competences are included as a separate subject; 7) Sense of initiative and entrepreneurship are included as cross-curricular topic trough full curriculum and horizontal skills such as; Cultural awareness through separate subject

There are 10 key competences identified by Agency for pre-school, elementary and high school education, defined in accordance to EU referral frame The most distinguished competence is the entrepreneurship competence. The model established for key competence of entrepreneurship through the project, based on achieving learning outcomes through the subjects, planning of the curriculum, through school projects and partnerships, is/will be applicable to other key competences.

According to the National curriculum there are 8 key competences for Lifelong learning process: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology are included in the curriculum; 4) Digital competence and 5) Learning to learn trough teaching strategy; 6) Social and civic competences are included as a separate subject; 7) Sense of initiative and entrepreneurship are included as cross-curricular topic trough full curriculum and horizontal skills such as; 8) Cultural awareness trough separate subject

The EU KC are a included in the Civic Competencies’ module in all the region FVG IVET courses.

Key competences are including 'traditional' skills such as 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology are included in the curriculum; 4) Digital competence and 5) Learning to learn trough teaching strategy; 6) Social and civic competences are included as a separate subject; 7) Sense of initiative and entrepreneurship are included as cross-curricular topic trough full curriculum and horizontal skills such as; 8) Cultural awareness trough separate subject

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INTERNSHIP / TRAINEESHIP

A period of training on the job, carried out inside a company. Can be linked to education/training paths. Can be characterized by a training project and the specification of learning outcomes to be reached, or can be aimed to counselling or placement. Albania BIH Croatia Italy Montenegro

In secondary vocational schools alternance periods are conducted at the businesses. The practice begins in the first year with 6 hours per week at the business, in the second year with 12 hours a week at the business, third year 15 hours a week at the business and the fourth year with 6 hours at the business. The practice hours are standard defined in the frame -curricula or base programs provided by NAEVTQ. VTCs don't foresee business practices because it is performed inside the institution labs.

Available through Employment services of Cantons and EU financed projects and initiatives, in order to give an opportunity for young people to get their first employment. This arrangement provides certain benefits, for both, the companies and the interns. Students in certain professions, like medical profession, have an obligation to take professional examination /state qualifying exam after they complete their internship/ traineeship.

Traineeship takes place in schools and in commercial sector trough practical courses and exercises (for tourism such as hotels or restaurants and for maritime on ships such as ship owned by the Ministry of transportation). The number of hours is determined trough curriculum. Students are able to perform practical training in foreign institutions also (such as Erasmus+).

Available as - a “tirocinio aziendale” as not payed job experience for all citizens - EU funded traineeships, usually linked to courses or initiative (i.e. Youth guarantee) Planning and design of activities are normally planned by the company.

Internship is done with the employer for a period of 6 months to a year. All graduates from secondary school and students who apply for a public announcement of the Ministry of Education and Ministry of Labor and Social Welfare have the opportunity to do internship with the employer. Interns are paid by the Government.

LEARNING OUTCOMES

Statements of what a learner knows, understands and is able to do on completion of a learning process defined in terms of knowledge, skills and competence

Albania BIH Croatia Italy Montenegro

Certificates are the official documents certifying the fulfilment by the students / trainees, the achievements of the programs accredited by VET Centres and besides the evaluation do not containing detailed elements of learning, but they adhere in a general way to the curriculum and professional profile. The knowledge taken by the student beyond the scope is not reflected in the certificate that is standardized.

Certificates and diplomas do not contain the learning outcomes, nor the competences possessed by the owner of that diploma. The subjects and program modules are listed instead.

Certificates and diplomas is a statement reflecting the result of the development of skills and competences acquired during education. It does not contain the learning outcomes but they are strictly defined in the curriculum or occupational profile.

The result of the development of skills and competences happened during a course or a job experience

Certificates and diplomas do not contain the learning outcomes but they are strictly defined in the curriculum or occupational profile

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MUTUAL TRUST

Reciprocal recognition of the capability of carrying out an assessment or validation activity on the base of common standards

Albania BIH Croatia Italy Montenegro

Applied by Universities in the Erasmus frame, by companies within sectoral networks or training networks

Applied within the Erasmus frame, at Universities Mutual recognition of competences and skills is present in private sector, among companies.

Applied by Universities in the Erasmus frame or CEEPUS, by companies within sectoral networks or training networks

Applied by Universities in the Erasmus frame, by companies within sectoral networks or training networks (i.e. ITS or IFTS frames)

Applied by Universities in the Erasmus frame, by companies within sectoral networks or training networks

PROFESSIONAL COMPETENCE DESCRIPTOR

An element of a standard set of professional competences referred to for assessment, validation or certification purposes. The standard should be linked to work processes or professional profiles repertories approved and recognized by the labour market. It is normally the minimum certifiable element of a certification repertoire. Albania BIH Croatia Italy Montenegro

NAEVTQ compiles and reviews the national register of professions, training, levels and relevant standards, which are compliant with international best practice, in particular with the European Qualifications Framework and the European System of Credit for VET and ensure the cooperation of all society contributing actors, at all levels and stages of planning, development and implementation of VET programs.

There is a road map for mutual recognition and validation of 7 professions, between EU states and B&H. The development of classification frame is currently in the process.

The NQF for competences acquired in non-formal contexts adopts the EQF format

The NQF for competences acquired in non-formal contexts adopts the EQF format , at regional level the minimum level of certification is called QPR (Professional Qualificator) Each region can have different Regional Qualificators (QPR) sets that should match with the national processes/AdA set (aree di attività – areas of activity)

he NQF for competences acquired in non-formal contexts adopts the EQF format

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RECOGNITION

The (added) value given to an assessment, validation or certification of a professional competence by the labour market or by the school/VET systems (see study credits); it can be formal, i.e. defined in the work contracts and thus compulsory, or informal, i.e. acknowledged by a company on the base of its own criteria

Albania BIH Croatia Italy Montenegro

In high school vocational education under the relevant law are allowed students to carry out teaching practice at the business. VTC at the end of the course and in the framework of cooperation with various private and state institutions is performed an internship.

Recognition of formal study titles under the relevant law are applied in accordance with the curriculum. Practical classes are held in the agreements with certain companies but the jurisdiction to implement the program have the teachers in accordance to the curriculum.

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Recognition of formal study titles is applied usually: - for the authorization to carry out some profession (often determined by professional associations) - by public bodies when they organize concourses to hire personnel - by the contracts for the level of pay and enrolling of employees

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STAGE

A period of an education/training path which is planned to be carried out inside a company. Characterized by a training project and the specification of learning outcomes to be reached, it is an integral –non detacheable- part of the curricula. Albania BIH Croatia Italy Montenegro

Vocational high schools do not offer stage. VTC to the end of the courses offer trainees an internship period (not standardized) in state or private institutions with which it has agreements. These internships are not defined in the frame- curricula or based programs provided by NAEVTQ.

The stages are predetermined by the educational plan and program/the curriculum. It is possible for advanced students to progress sooner, whereas it is arranged for the process to move faster, without skipping any stage of the process.

Stages periods are predetermined by the educational plan and program/the curriculum. Students have a mandatory practice with the employer based on the agreed contracts throughout the duration of the education (three or four years).

The schools system foresee “alternance” periods for all students of the secondary school (alternanza) The VET systems foresee compulsory stage periods in second and third year of iVET courses In both cases the stage planning and content design is up to the course planner.

Stages periods are predetermined by the educational plan and program/the curriculum. Students have a mandatory practice with the employer after the first, second and third grade, and there is also a dual form of education.

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STUDY CREDITS

The formal (added) value given to an assessment, validation or certification of a competence (or study experience) owned by a person in terms of recognition of study credits for the purpose of reducing education/vet paths lengths Albania BIH Croatia Italy Montenegro

In vocational secondary schools - Level I provides with 64 credits, - Level 96 credits - Level III ì 128 credits. These credits are defined in the Albanian qualifications framework but not by ECTS. Post secondary vocational education (non-university), public and private, with a duration of 1-2 school years begins after the completion of vocational secondary education (level III) or gymnasium. When it lasts 2 years gathers 120 European credits (ECTS), ends with a diploma "Professional Diploma ..." in the field of the education completed. The public VTCs do not use the credits system.

No system of credits/points established. It is possible to evaluate the levels of competence according to curriculum/the education plan and program, as well as to certify the acquired skills. In the field of adult education, it is possible to evaluate the skills and competences by taking the exam.

It is possible to evaluate the levels of competence according to curriculum/the education plan and program, as well as to certify the acquired skills.

Official reduction of a course length based on the assessed competences already in possess of a candidate

It is possible to evaluate the levels of competence according to curriculum/the education plan and program, as well as to certify the acquired skills.

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VALIDATION

Confirmation by a competent body that learning outcomes acquired by an individual have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification, and is applied to competences acquired in non-formal Albania BIH Croatia Italy Montenegro

"Formal learning in VET" is clearly designed as a form of teaching, in terms of objectives, time and resources. Formal learning is intentional and planned by the student or the trainee. The completion of this learning cycle is certified. "AFP non-formal learning" is the learning that involves planned activities, not necessarily designed as a form of teaching, in terms of objectives, learning time or learning support, but important elements of learning. Informal learning is purposeful, planned by students or trainees, who generally is not certified, but in special cases can be certified. "The informal learning in VET" is the learning, which is obtained from daily activities that are related to work, family or leisure. This type of learning is not structured and organized in terms of objectives, time or learning support. In most cases, informal learning is unintentional, unplanned by the individual, and shall, as a rule not be certified.

No formal process of evaluation and certification of competences acquired through informal education.

No formal process of evaluation and certification of competences acquired through informal education.

Formal process of documentation (by third party) that a person masters a competence by using criteria sets that can lead to a certification

No formal process of evaluation and certification of competences is according with NQF.

3 EUSAIR MOBILITY PROCESS SCHEME

3.1 Process scheme and reference standards mapping

ACTIVITY OUTCOME REF STD

MOBILITY PLANNING

MOBILITY FOR MUTUAL TRUST (TEACHERS)

• network development • increased mobility rates

• EUSAIR Guidance Teachers

MOBILITY GUIDANCE & TRAINEE-SCHOOL MATCHING

• effective matching • consciousness of choice • interviews • careful training planning and schedule

• EUSAIR Guidance Students • EU KC competence std • Individual Training Plan: Europass • local curricula

TRAINING PLAN FORMALIZATION

• transparent learning outcomes • EU KC • sectoral professional std

MOBILITY PREPARATION

LANGUAGE TRAINING

• better learning results • higher foreign language skills

• EU KC2

CULTURAL TRAINING & PREPARATION ACTIVITIES

• knowledge of context • intercultural competences

• EU KC6 as foreseen by the funding body and/or the Erasmus+ mobility quality commitment

SCHEDULE PLANNING

• curricular synchronization • travel planning

• as foreseen by the funding body and/or the Erasmus+ mobility quality commitment

LOGISTIC ARRANGEMENTS

• in family, boarding schools, etc. • distance from school, etc.

• as foreseen by the funding body and/or the Erasmus+ mobility quality commitment

MOBILITY EXECUTION

WELCOME AND PREAMBLE

• hosting procedures • local trainers and schoolmates helping integration

as foreseen by the funding body and/or the Erasmus+ mobility quality commitment

IN-SCHOOL ACTIVITIES

• check of training program feasibility • delivery of lessons or on the job experience

• reference to ITP (checked at arrival)

MONITORING AND FEEDBACK

• feedback on the experience • learning assessment

• feedback forms • SST EUSAIR

MOBILITY CONCLUSION

ASSESSMENT BY HOSTING SCHOOL: EUSAIR EU KC SST SET

• official certification of mobility • student portfolio updated

• Europass supplement • SST EUSAIR EUKC • ITP

ASSESSMENT BY SENDING SCHOOL : PROFESSIONAL COMPETENCIES, IF ANY

• recognition of credits • SST EUSAIR EUKC • local curricula evaluation standards

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School and Vocational education systems has a key role in supporting the aims of the Europe 2020 strategy. This strategy makes clear that it’s fundamental to encourage more workplace learning experiences, a closer collaboration and partnerships between public services, education and training providers and employers, at several levels and a greater validation of skills and competences acquired in non-formal and informal contexts. The EUSAIR mobility frame refers to this more general cooperative and mutually empowering process, and is aimed to build a set of conditions that can help to solve some of the following essential problems of the mobility initiatives:

• Mobility programs foresee long periods of permanence without adequate ex-ante guidance and economic frames discovery

• Low level of mutual interest in and understanding of a neighboring country’s economic fabric and history

• Lack of information about all the opportunities related to mobility addressed both to teachers and to students

• Standardization of the mobility experience is quite low and financial support not constant

• Missing transnational mobility as a standard part of education and VET curricula

The process depicted in the scheme of the page above tries to cover all the relevant steps involving a student's mobility process, from design to assessment. The frame is not particularly innovative, since this kind of experience have a long term experimentation in Europe and uncountable projects have designed tools and methods able to support mobility. It also refers to the Erasmus+ Mobility Quality Commitment. The following elements are anyway the drivers of the EUSAIR frame:

• move the teachers' first; • enhanced guidance and matching activities between students and hosting

bodies; • foster the learning of languages of the EUSAIR basin; • minimum common reference of assessment standard; • focus on the "usage value" the experience has for a student;

The following paragraphs illustrate in more detail principles linked to the depicted process.

3.1.1 MOBILITY PLANNING As for this issue, the Erasmus+ VET Mobility Quality Commitment specifications are: Obligations of Sending organization

• Choose the appropriate target countries and host country partners, project durations and placement content to achieve the desired learning objectives.

• Select the participating trainees or teachers and other professionals by setting up clearly defined and transparent selection criteria.

• Define the envisaged learning outcomes of the mobility period in terms of knowledge, skills and competences to be developed.

• If you send learners or teachers and other professionals who face barriers to mobility, special arrangements for those individuals must be made (ie those with special learning needs or those with physical disabilities).

Obligations of Sending and Hosting organization • Negotiate a tailor-made training programme for each participant (if possible during

the preparatory visits) • Define the envisaged learning outcomes of the mobility period in terms of knowledge,

skills and competences to be developed.

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• Establish the Learning Agreement with the participant trainee or teacher to make the intended learning outcomes transparent for all parties involved.

• Establish appropriate communication channels to be put in place during the duration of the mobility and make these clear to participant.

• Agree monitoring and mentoring arrangements.

Obligations of Hosting organization • Assign to partecipants tasks and responsibilities to match their knowledge, skills and

competences and training objectives as set out in the Learning Agreement and ensure that appropriate equipment and support is available.

Obligations of Participant • Establish the Learning Agreement with the sending organization and the host

organisation to make the intended learning outcomes transparent for all parties involved.

3.1.2 EUSAIR mobility planning recommendations MOBILITY FOR MUTUAL TRUST (Teachers) A carefully designed training plan, agreed before the mobility is a tool for transparency: each of the involved subjects will know what they are working for. For this purpose the training plan should be developed using a language understandable by teachers (both of the sending and receiving school) the student, the companies -if any-. Under this point of view the well consolidated concept of "competence" should be adopted, which means in simple words to express expected learning outcomes in a observable and measurable way. This means a list of observable behaviors, not a list of theoretical contents. Since there are many standards available, depending on the country (or region) certification systems, as a common ground of relationship about professional and transversal competence the following will be taken in account: Professional competences

ESCO european standard of skills / competences / qualifications

ALTE / LIMA-ELP for the foreign language;

for the maritime sector the IMO standards;

the regional repertoires, when available;

the TBase database developed by the LLP Track project.

Transversal competences

EU KEY COMPETENCES SET;

DIGICOMP European reference for digital competences;

ECDL syllabus;

ENtreCOMP entrepreneurial competences Eu reference;

Learning to learn (JRC technical report: Learning to Learn: What is it and can it be measured?).

In addition we have the specific education/VET curricula the partner schools should be compliant with, which should be taken in consideration when planning exchanges of students among such institutions. To support the teachers in this not simple path of mutual knowledge which leads to mutual trust, the EUSAIR mobility frame foresees a set of discovery and study visits dedicated to teachers: “move teachers first” is the slogan of such an approach. Move teachers to visit the counterparts, know them in depth, setup personal relationships, touch with their own hands the reality of the potential hosting territory. For this purpose, the approach developed and experimented with good results in another EU initiative promoted by the Italian partners (Go&Learnet LLP project) is taken as a reference to develop a "EUSAIR Guidance Visits catalogue". A workgroup of BlueSKILLS will develop a proposal in such terms (see chapter 3.2).

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MOBILITY GUIDANCE & TRAINEE-SCHOOL MATCHING If the teachers should move first, the students should follow in the guidance process imagined for the EUSAIR frame: mutual knowledge is necessary for a careful and conscious process of choice of the student of the country/school-VET centre/company were to go for an experience of study / work abroad. That means the BEFORE organizing the mobility, students should visit the partner's network nodes to be able to understand the economic and social fabric of those territories and then be able to choose with more awareness the place to go to and the results expected for that experience abroad. The G&L initiative is suitable also to this purpose (in fact it was initially built for students), thus the catalogue of guidance and study visits developed for the teachers can be easily extended to students' groups. Interviews between candidates and teachers of the hosting schools could be organized during the study visits, thus facilitating the matching process, a verification of language skills levels and the conscious choice. TRAINING PLAN FORMALIZATION The identification of the referenced competence standards ad confrontation between the curricula is the first step towards "mutual trust" between teachers -and then institution-, since the reference for assessment is set up on a common and transparent ground. If this element is clear, the practical tool used to describe the Individual Training Plan is not relevant: the form requested by the funding body usually is adopted. If it can be chosen, the suggestion is to adopt the scheme drafted by the Europass supplement for the experiences abroad, which guarantees also a coherence between the ITP and the certificates released at the end of the process.

3.1.3 MOBILITY PREPARATION As for this issue, the Erasmus+ VET Mobility Quality Commitment specifications are: Obligations of Sending organization

• Prepare participants in collaboration with partner organisations for the practical, professional and cultural life of the host country, in particular through language training tailored to meet their occupational needs.

• Manage the practical elements around the mobility, taking care of the organisation of travel, accommodation, necessary insurances, safety and protection, visa applications, social security, mentoring and support, preparatory visits on-site etc.

• Establish the Learning Agreement with the participant trainee or teacher and the host organisation to make the intended learning outcomes transparent for all parties involved.

• Establish assessment procedures together with the host organization to ensure the validation and recognition of the knowledge, skills and competences acquired.

• Establish Memoranda of Understanding between the competent bodies if you use ECVET for the mobility.

• Establish appropriate communication channels to be put in place during the duration of the mobility and make these clear to participant and the host organization.

• Establish a system of monitoring the mobility project during its duration. • When necessary for special learning needs or physical disabilities, use

accompanying persons during the stay in the host country, taking care of practical arrangements.

• Arrange and document together with the host organization, the assessment of the learning outcomes, picking up on the informal and non-formal learning where possible. Recognize learning outcomes which were not originally planned but still achieved during the mobility.

Obligations of Hosting organization

• Foster understanding of the culture and mentality of the host country. • Identify a tutor or mentor to monitor the participant's training progress.

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3.1.4 EUSAIR mobility preparation recommendations LANGUAGE TRAINING The language issue is always critical in mobility processes within the EU partner countries, particularly when we consider long term mobility an internships in companies of foreign countries. In this regard, the EUSAIR approach foresees the following general rules:

- all the guidance activities (circuits of economic discovery visits, interviews and contacts between students and teachers, documentation exchanged between partners during the preparation phase, etc..) should be carried out in English language

- during the interviews between students and teachers of the potential hosting school, a check of the local language knowledge should be carried out, to allow the teacher to propose to the student activities which are compliant with his/her local language level

- for long term mobility periods, the student should have at least level A2 in spoken and listening of the language of the country of destination.

CULTURAL TRAINING & PREPARATION ACTIVITIES The guidance visits will help very much to setup an intercultural approach from the beginning of the mobility process. The elements to be stressed and followed up should be in some way formalized: the SST developed by the workgroups for the KC6 can be the common reference for assessment of learning outcomes for this type of competences. The trainee must have a good knowledge of the destination territory characteristics, cultural habits, dos and don'ts, etc.. combined with a language training coherent with the destination frame defined by the ITP. SCHEDULE PLANNING Relevant issues for timetable planning depend on the different schedules of the curricula development in the various countries, when schools and VET partners are involved (for internships in company the problem is less relevant). LOGISTIC ARRANGEMENTS The length of the period abroad is the most relevant issue in this case. The longer the period of mobility, the more relevant accommodation modalities (in family, B&B, etc..) and alimentation issues become. Budget implication make also the difference in this case, and some standard level of service should be agreed on by the partners of a mobility process. It is difficult here to have a common approach due to the differences in costs and habits in the various countries, some standard reference can be borrowed from the Erasmus+ rules and financing ceilings.

3.1.5 MOBILITY EXECUTION As for this issue, the Erasmus+ VET Mobility Quality Commitment specifications are: Obligations of Sending and Hosting organization

• Evaluate the progress of the mobility on an on-going basis and take appropriate action if required

Obligations of Hosting organization • Identify a tutor or mentor to monitor the participant's training progress. • Provide practical support if required including a clear contact point for trainees that

face difficulties. • Check the appropriate insurance cover for each participant

Obligations of Participant • Comply with all the arrangements negotiated for the training placement and to do

his/her best to make the placement a success.

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• Abide by the rules and regulations of the host organization, its normal working hours, code of conduct and rules of confidentiality.

• Communicate with the sending organization and host organization about any problems or changes regarding the training placement.

3.1.6 EUSAIR mobility execution recommendations WELCOME AND PREAMBLE Strictly liked to the logistics arrangements, the welcome and preamble procedures should take care of the more delicate moment of the mobility process: the arrival of a new presence to be introduced in an existing classroom/organization. A well done "welcome plan" would help both the hosting body and the student to manage in a tranquil and unstressed way the first period of mobility abroad. Here we have the specification of the tutoring role, accompanists -if any-, preparation of classmates and teachers to host properly the newcomer. IN-SCHOOL ACTIVITIES The activities to be carried out in school or company are depending on the learning outcomes agreed, during the preparation phase, in the Individual Training Plan. Obviously it can happen that things have changed since the ITP was settled, thus it is the case to verify in the very first moments of hospitality the coherence and feasibility of the training program, adjusting if necessary the training plan to the contingency. MONITORING AND FEEDBACK Monitoring and feedback activities are aimed to identify problems or variances -if any- and intervene to correct anomalous situations. Under this point of view it would be helpful for the organizations setting up a mobility process to define basic responsibilities and check-up moments/elements able to avoid the emergence of problematic situations.

3.1.7 MOBILITY CONCLUSION As for this issue, the Erasmus+ VET Mobility Quality Commitment specifications are: Obligations of Sending organization

• Evaluate with each participant their personal and professional development following the period abroad.

• Recognise the accrued learning outcomes through ECVET, Europass or other certificates.

• Disseminate the results of the mobility projects as widely as possible. • Self-evaluate the mobility as a whole to see whether it has obtained its objectives and

desired results.

Obligations of Sending and Hosting organization • Arrange and document the assessment of the learning outcomes, picking up on the

informal and non-formal learning where possible. Recognize learning outcomes which were not originally planned but still achieved during the mobility.

Obligations Hosting organization • Identify a tutor or mentor to monitor the participant's training progress. • Provide practical support if required including a clear contact point for trainees that

face difficulties. • Check the appropriate insurance cover for each participant

Obligations of Participant • Submit a report in the specified format, together with requested supporting

documentation in respect of costs, at the end of the training placement.

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3.1.8 EUSAIR mobility conclusion recommendations One of the more difficult issues to solve in mobility processes is how to evaluate the results, both in terms of levels of learning of professional skills and in terms of growth of the personal transversal skills reached by the student. The absence of international standards to refer to very often generates situation in which none of them are evaluated of the evaluation is too generic to be of real benefit for the user in terms of "usage value" (both for study credits recognition or professional competence certification). Thus it is very important for the EUSAIR mobility frame to define some common, agreed, elements to be used to assess and validate the learning outcomes defined in the ITP, assuring to the user the "recognition" of the learning happened. Here a two-step process is speculated: HOSTING SCHOOL ASSESSMENT This assessment should be in charge of the hosting body (school, VET Centre or company) and focuses on the transversal competencies (the EU Key competence set) which can be considered without doubts competences which are fostered by a period of study/work abroad. The BlueSKILLS workgroup developed a first draft of a common set of standard situations sheets aimed to foster and help the observation and assessment of a subset of the EU KC (see chapter 3.3). If the common set of SST for the EU KC available is adopted by the teachers of the sending schools, on a mutual trust based agreement between the schools/VET centres of the mobility network, there could be an automatic recognition of study credits for this subjects when the students comes back home. When more than one SST is available for the same key competence, the teacher can choose the one which best fits his/her needs. In case specific professional training took place, international standard certificates could be adopted (like the IMO standards for the maritime professions sector) and released to the participants. SENDER SCHOOL VALIDATION The sending institution performs a second assessment step. It will be focused on the professional (technical) subjects -if any- studied by the student during his/her period abroad. The aim to identify which elements of the reached learning outcomes can be credited by the local institution on the base of the curricula constrains and definitions as for the curricular subjects are regarded. This process will be necessarily subjective and linked to the teachers judgement criteria, but with the aim to valorize as far as possible the experience abroad.

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3.2 Common guidance approach As for guidance and preparation of the mobility, the workgroup believes that the approach designed by the Go&Learn and Go&Learnet initiatives could be very helpful.

• First: teachers should move and have the occasion to visit and "discover" the other schools/VET centres reality and possibilities.

• Second: students should have the occasion to visit the countries and the potential hosting institutions, with the possibility to have interviews, meetings and face to face contact with those teachers and students

The G&L modules adapt very well to this principles (see www.goandlearn.eu), developing an original perspective and a new frame of relationships between schools of different countries and schools and companies. In particular the Go&Learn approach allows:

• to foster mobility for students and workers via the possibility to attend a standard catalogue of discovery and study visits useful for guidance purposes

• enhance schools and VET learning programs by including robust and tested training units based on transnational mobility

• to exploit a training role setting suitable for the SMEs, in order to integrate educational and VET offers. Companies can provide a broad, state-of-the-art, detailed view of local products and services, organization and technology, culture and experience.

The catalogue of study visits is thus an important and concrete reference for all training providers interested in the guidance and training paths which involve mobility (between schools/VET networks and education/VET systems and companies). The Go&Learn frame foresees three type of guidance/training modules, helpful for the mobility frame:

• Discovery module: General presentation of the hosting institution (school or company) profile including history, products/services, market, structure. Employees of the institution will be the speakers

• Thematic module: In-depth illustration of a product, service, technology in which the company/institution excels Institution experts will illustrate the theme and accompany the visiting group to see the specific areas of the production sites related with the subject of the seminar

• Reflective module: Theoretical discussion relating to the concepts learned during the visit. Discussion is coordinated by a matter expert/tutor accompanying the group (the reflective module is the only module that could be carried out after the visit)

The three elements can be combined generating different typologies of "STUDY VISITS", whose main purpose can be guidance or thematic in-depth study. When more than one visit are combined in a single period of time (like a week of travel abroad) the clusters of visits "CIRCUITS". For the purpose of the EUSAIR mobility frame, a catalogue of study visits and circuits in the schools/vet centres (and companies, local institutions, learning activities) of the partners' countries will be developed and maintained.

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3.2.1 EUSAIR Guidance Visits catalogue To give concrete follow up to this principles, a workgroup including one member for each partner country worked out a set of "discovery visits" sheets for all the schools and VET centres of the partners' territories. Those institutions are available to be part of a network of schools/VET centres able to manage international mobility of students with principles compliant to the EUSAIR mobility frame. A memorandum of understanding among those institutions will give substantial concreteness to the work carried out by the workgroup. The workgroup, facilitated by Mr. Ivan Zupan (HR), developed a set of EUSAIR:

• school / VET center descriptor sheets • study visits (economic discovery) descriptor sheets • circuits descriptor sheets

All the information gathered is available on line for public access in a specific EUSAIR mobility catalogue of study visits (eusair.goandlearn.eu). The website is linked to the Go&Learn initiative website.

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3.3 Common assessment principles In consideration of the fact that the stage/internships foreseen by the BlueSKILLS initiative involve schools or VET centres for the mutual exchange of students for periods of an average of 3 months, the learning outcomes associated to this periods of mobility will mostly be about one or more of the EU Key Competence set. Thus the workgroups developed a set of Professional Qualification Descriptors (QPR) compliant with the EQF standard and, for each QPR, one or more evaluation sheets (SST – Typical Situation Sheet) which can help to standardize the approach adopted by the teacher of the hosting schools in all the countries to a common frame.

3.3.1 Communication in foreign languages (KC2) Definition

Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal contexts — work, home, leisure, education and training — according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of proficiency will vary between the four dimensions, different languages and according to their background, environment and needs/interests.

Knowledge Competence in additional or foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.

Skills Essential skills consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read and understand texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning.

Attitudes A positive attitude involves the appreciation of cultural differences and diversity, and an interest and curiosity in languages and intercultural communication.

Developed as an example of a QPR and SST referring to well established standard. See Annex 1.

3.3.2 Digital competence (KC4) Definition

Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and

participate in collaborative networks via the Internet. Knowledge

Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such

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as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of Internet and communication via electronic media (e-mail, network tools) for leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and the ethical principles of in the interactive use of IST.

Skills the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing real from virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services; they should also be able use IST to support critical thinking, creativity, and innovation.

Attitudes Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media; an interest in engaging in communities and networks for cultural, social and/or professional purposes also supports competence.

The workgroup, whose members are the following:

• Philippe Chiabai ENAIP FVG (facilitator) • Gilberto Collinassi INFORMEST • Ivan Zupan University of Zadar • Marjan Brcic Maritime School Kotor • Jurica Ruic Maritime High School Zadar • Blazo Djurovic Maritime School Kotor • Blenard Xhaferaj University of Vlore • Ettore Carloni Istituto Nautico Fano • Francesco Marchetti IIS Volterra Elia Ancona

developed one QPR and two SST, one based on the ECDL standard, the other on the DIGICOMP European reference for digital competences. See Annex 1.

3.3.3 Learning to learn (KC5) Definition

‘Learning to learn’ is the ability to pursue and persist in learning. Individuals should be able to organize their own learning, including through effective management of time and information, both individually and in groups. Competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to handle obstacles in order to learn successfully. It means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts – at home, at work, in education and training. Motivation and confidence are crucial to an individual’s competence.

Knowledge Where learning is directed towards particular work or career goals, an individual should have knowledge of the competences, knowledge, skills and qualifications required. In all cases, learning to learn requires an individual to know and understand their preferred learning strategies, the strengths and weaknesses of their skills and qualifications, and to be able to search the education and training opportunities and guidance/support available to them.

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Skills Learning to learn skills require firstly the acquisition of the fundamental basic skills such as literacy, numeracy and ICT that are necessary for further learning. Building on this, an individual should be able to access, gain, process and assimilate new knowledge and skills. This requires effective management of one’s learning, career and work patterns, and in particular the ability to persevere with learning, to concentrate on extended periods and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. They should be able to evaluate their own work, and to seek advice, information and support when appropriate.

Attitudes A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one’s life. A problem-solving attitude supports both learning and an individual’s ability to handle obstacles and change. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and apply learning in a variety of life-wide contexts are essential elements of a positive attitude

The workgroup, whose members are the following:

• Biljana Petrović-Njegoš Maritime School, Kotor, Montenegro (facilitator) • Cristiana de Martinis “De Cecco” School, Pescara • Di Nocera Adriano ITN Ortona • Eugenia Forleo Instituto Nautico Trieste • Klajdi Myzaferaj Vocational Trainnig Center, Vlora • Mariangela Guarini De Cecco, Pescara, Italy, Culinary – Catering School • Philippe Chiabai, ENAIP FVG • Rodolfo Giungi ITN Acciaiuoli, Ortona • Susanna Angeletti Hospitality and Catering School, Panzini, Italy

developed one QPR and two SST, one based on the learning process steps, the other on the possible learning frames. See Annex 1.

3.3.4 Interpersonal, intercultural and social competences (KC6) These competences cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. The definition is splitted in two (KC6B and KC6B), thus the workgroup, whose members are the following:

• Mirela Koci, (AL) (facilitator) • Danijela Riger-Kuge, Hoteliersko-Turisticka i Ugostiteviska Skola Zadar • Fjona Cukani, QFP Vlore • Giuseppe Puntarello, IIS Raffaello Urbino • Marin Pernic, Maritime High School Zadar • Nina Berino, Ivan Goran Kovace

developed two QPR and two SST, one for each of the KC6 elements. See Annex 1.

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3.3.5 Personal and social well-being (KC 6A) Requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one’s family. Knowledge

of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work), and to be aware of basic concepts relating to individuals, groups, work organisations, gender equality, society and culture. Understanding the multi-cultural and socio-economic dimensions of European societies and how national cultural identity interacts with the European identity is essential.

Skills to communicate constructively in different environments, express and understand different viewpoints negotiate with the ability to create confidence, and feel empathy are the core of this competence. Individuals should be able to cope with stress and frustration and to express it in a constructive way and should also distinguish between the personal and professional spheres.

Attitudes the competence is based on collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic development, intercultural communication, value diversity and respect others, and be prepared both to overcome prejudices and to compromise

3.3.6 Civic competence (KC 6B) Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation. Knowledge

of the concepts of democracy, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and applied by various institutions at the local, regional, national, European and international levels. Knowledge of main events, trends and agents of change in national, European and world history and present, with a specific view on European diversity is essential, as is knowledge of the aims, values and policies of social and political movements.

Skills relate to the ability to engage effectively with others in the public domain, display solidarity and interest in solving problems affecting the local and wider community. It involves critical and creative reflection and constructive participation in community/neighbourhood activities as well as decision-making at all levels from local to national and European level, in particular by voting.

Attitudes Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. It comprises also the display of a sense of belonging to one’s locality, country, EU and Europe in general and (one’s part of) the world and the willingness to participate in democratic decision making at all levels. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others

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3.3.7 Entrepreneurship (KC 7) Definition

Entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports everyone in day to day life at home and in society, employees in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by entrepreneurs establishing social or commercial activity.

Knowledge Necessary knowledge includes available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good for example through fair trade or through social enterprise.

Skills relate to proactive project management (involving skills such as planning, organising, managing, leadership and delegation, analysing, communicating, de-briefing and evaluating and recording), and the ability to work both as an individual and collaboratively in teams. The judgement to identify one’s strengths and weaknesses, and to assess and take risks as and when warranted is essential.

Attitude An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals or aims held in common with others, and/or at work.

The workgroup, whose members are the following:

• Nevena Cabrilo (MN) (facilitator) • Bernadica Milicevic, Srednja turisticko/ugostiteljska skola Mostar • Besmira Hoxha, AULEDA • Gimnazija Mostar, VET Expert • Haris Idriz, Gimnazija Mostar Vet Expert • Ivana Bazina, Srednja turisticko/ugostiteljska skola Mostar • Macic Erna, JU Srednja skola Jablanica • Muhamed Mravovic, JU Srednja Skola Jablanica • Perkan Pervan, Srednja turisticko/ugostiteljska skola Mostar • Tanja Mestric Molnar, Hotel./turi/ i ugostiteljska skola Zadar

developed one QPR and one SST, starting from the ENtreCOMP entrepreneurial competences Eu reference. See Annex 1.

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4 SUSTAINABILITY RECOMMENDATIONS

The recommendations for decision makers, stakeholders and network members, worked out by the experts panel, on the base of the experience of the Kepass project and the further analysis of relevant aspect necessary to foster and facilitate mobility within the EUSAIR network are the following:

• start a process of enlargement and further formalization of the informal network settled up during the BlueSKILLS project, looking for new schools to participate to the EUSAIR catalogue and defining a frame of rules and agreements to guarantee constancy of relationship among partner

• identify proper ways to guarantee a constant financial support, with a

temporal frame of more years, to avoid the uncertainness deriving from occasional projects coming from yearly tenders which, if failed, will stop the cooperation process for long periods

• foster the learning of foreign language different than English, which is a

common base of communication in the preparation phases, but is not sufficient to allow long term internships abroad of the students. More attention and support should be dedicated to the Adriatic-Ionic basin languages appraisal

• foster a strongest engagement between the school/VET systems and

the SMEs present in the various territories, helping the EUSAIR network to get in contact with relevant stakeholders of the labor market

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5 CASE STUDY

In annex the report proposes some Case studies about the current state and experiences of different Countries from the Adriatic basin within vocational education system from the maritime and touristic sectors will be presented thoroughly. In this chapter a recap of the papers is proposed:

5.1 Albania - Case Study Maritime and Tourism Sector

Albania has a coast-line on the Adriatic Sea to the west and on the Ionian Sea to the

southwest. Albania is less than 72 km from Italy, across the Strait of Otranto. The

favourable geographical position makes Albania an important country for the

development of maritime activities (sailing, fishing, construction and repair of ships,

pleasure boating, etc.). Although the country has a very favourable geographic

position for the development of activities related to the sea, the maritime sector in

Albania is still in the early stages, by not exploiting the full potential of this sector in

economic developments of the country. Before 90s the country has had a

considerable fleet of merchant and fishing-vessels. Also, before the 90 the country

has had two shipyard for shipbuilding and repair, the shipyard of Durres and the

shipyard of Pashaliman. The shipyard of Durres has operated as building and

repairing shipyard for commercial and fishing vessels. The shipyard of Pashaliman

has operated mainly as a shipyard for maintenance and repair of Albanian warships

and submarine. Regarding maritime education and training in country has operate

the Albanian Maritime Academy, situated in Vlora region, which has educated the

higher maritime professional specialists, who served in merchant and military

Albanian fleet. Also respective institutions has had professional training and

vocational courses for the preparation of various technical and professional maritime

profiles. After the 90s, the maritime sector as well as other sectors of the Albanian

economy began a gradual degradation. Also the sector of shipbuilding and repair

began its gradual shrink, and the shipyard of Durres ceased to operate in 2009.

Actually the only one operating shipyard is the shipyard of Pashaliman situated in

Vlora region. Is worth mentioning that at shipyard of Pashaliman (2011-2015), in

cooperation and under the supervision of Damen Shipyard, are built 4 ships, with an

approximate length of 40 m, for the Albanian Coast Guard. Also in the country is a

growing tendency for the production of small marine vehicles with composite

material. So the number of enterprises that produce small plastic boats has

increased. Regarding the field of maritime education, in Albanian from 1994 are

opened university study program, bachelor and master level, at the University of

Vlora, that provide education in maritime field, both for navigational and

engineering).Also in Albania operates a private maritime training centre, situated in

Durres region that offers basic maritime training courses for seafarers.

University of Vlora also received the approval from competent authority to open a

maritime training centre for seafarers. In Albania there is a lack of maritime high

school. In Albania the only recognised authority for issuing the certificates of

competences is the Albanian Maritime Administration, which issues the certificates in

accordance with STCW convention for all the seafarers. The graduated from the

University programs, which are in accordance with IMO model courses 7.04, 7.03,

7.01 have to take additional training in VET centres (basic maritime training) , after

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that they can go for seagoing practice and then apply for the certificate of

competences at Albanian Maritime Administration. The other professional profiles

that want to work on board ship have to attend the training at VET centres, pass the

examination and take the certification from Albanian Maritime Administration.

For professional profiles that wants to work on shipbuilding sectors the only

possibility is to attend the bachelor and master university programs offered by

Albania University and have to be recognised by Albanian authority if they want to

have their own professional activity. For professional profiles that work on land

certification process is almost the same as other professional profiles working in

other field of expertise. Actually Albanian Education System offers the possibility of

education in bachelor and master degree, that are offered at the University of Vlora.

Bsc in Naval architecture and Marine Engineering (study program offered at

Vlora University)

Bsc in Navigation (study program offered at Vlora University)

Bsc in Navigation and Maritime management (study program offered at

University of Durres)

Professional Master in Advanced Maritime Study (study program offered at

Vlora University)

Professional Master in Industrial and Naval Operations (study program

offered at Vlora University)

MsC in Naval Architecture and Marine Engineering (study program offered at

Vlora University)

In addition to this education programs actually there is a private training center for

seafarers located in Durres Region. Also the University of Vlora is opening a

Maritime University Training Centres in framework of TEMPUS EU Project

“Modernizing and harmonizing maritime education in Montenegro and Albania –

MarED”. Regarding labs equipment, are needed more investments for strengthening

the capacities of these laboratories to prepare a skilled workforce complying with

labour market. Recently at the University of Vlora are made some investments, to

purchase the lab equipment, mainly based on the basis of international funding in

the framework of international projects. Analysing the actual situation of Albanian

Maritime system is deducted that:

There is a lack in Albania for maritime professional education at the level of

high school.

In Albanian education system (high school, VET, University) there is a need

to open courses to educate professional profiles that can works in repairing

and maintenance of ship, mainly in these positions: Welders and fitters of

ship hull; Fitters of ship hydraulic installations; Fitters of ship mechanisms and

implants.

There is a need to educate the specialised workers for the production of

composite and wooden boats.

There is a need to update the actual specialist of sector through short time

professional updating courses as part of Life Long Learning (LLL).

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Swot Analysis to enhance maritime education in Albania

Strength

The favourable geographical position makes Albania an important country for carrying out Maritime activities and international cooperation in this field.

Cheaper labour force and reluctance of youth from EU country to work in sectors far away from their family environment, such as maritime sector and work on board ships

Beginning of interest from the public and private actors, as well as the Albanian economy in general, for exploiting potentials offered by Blue economy

Awareness of the management companies and other stakeholders in the Albanian Maritime Industry for highly qualified staff according to their workplace position.

Acceleration of the developments of marine tourism sector in the region of Vlora and the removal from several years of leisure boats moratorium.

Weaknesses

Lack of a strong tradition and maritime culture in the country.

Lack of a strong tradition and maritime culture in the country.

Lack of infrastructure and logistics at required levels for maritime training and education according to international requirements.

Lack of highly qualified instructors in specific areas of this sector.

Albanian Maritime Administration and Albanian Register of Shipping are not yet institutions at the required level of international competitiveness.

Opportunities

Increasing the diversity of professional offer Albanian economy

The possibility of generating material benefits for the Albanian economy in

general.

Increasing the awareness of Albanian young people about the potential

offered by professions related to maritime, as professions with national and

international characteristics.

Threats

Unwillingness of academic staff for further education and training.

Institutional bureaucracies

The high level of competitiveness of a sector which is leaded by

international rules and standards, not only in industrial aspect, but also in the

field of education.

From the performed analysis some recommendation are deducted:

Opening of professional Maritime High school in the district of Vlora.

Opening short time short time professional courses that can works in

repairing and maintenance of ship hull.

Opening professional courses to educate the specialised workers for the

production of composite and wooden boats.

Opening of courses for leisure maritime sports such as: Boat licence, Surf,

Sail, Diving, etc.

The geographical position of Albania with an considerably access in the Adriatic and

Ionian Seas, special natural values and many historical and cultural aspects, that are

combined in it have created major opportunities for the tourism development in

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Albania. The tourism industry currently is focused on balneary tourism which is

favored from the Albanian coast with a length of 450 km, which is quite diverse. The

variety and variability of natural resources and rich cultural heritage, enable the

development of different forms of tourism. Although it is not the main purpose of the

visit in Albania, archeology, heritage, culture are identified as key strengths of

Albania in the regional market. World Heritage sites, such as the Archaeological Park

of Butrint, Berat and Gjirokastra are symbol attractions, followed by a series of

historical and cultural attractions, as well as monuments, although are very attractive

throughout the year, have a seasonal character (the peak consists in the summer

months). Despite this, tourism continues to be a sector facing major problems in its

objective of achieving a competitive position in the region and the provision of high

standards of tourism products to attract a market beyond that of neighboring

countries. Albanian tourist destination is present in the international tourism market

and should improve the competitiveness of its tourist bid. Currently the abandoning

of agricultural activities and massive investment in the construction and tourism

facilities on the coast, mainly hotels, restaurants and balneary infrastructure have

caused now an injury to the landscape, with a detrimental impact on the natural

ecosystem in the long term. From the observation and analysis of the tourism

potential of the country and other influential factors in the development of tourism in

Albania, Albania's main tourist products are the following types of tourism:

Sun and beach tourism

Special Interest Tourism

Business and conference tourism

The main goal is diversification of the tourism product, based on tourism resources,

enriching the tourist itinerary as required by different categories of tourists, as well as

improving the economic level of hosting communities, especially in rural areas is also

the economic development of rural communities , thanks to tourist activities and

services. Unfortunately, Albania has no alternative for real positions. Its individual

destinations are attractive, but not unique. Trends in tourism visits worldwide clearly

identify natural and cultural tourism as a segment with very fast growing and with a

number of potential tourists. Albania seems to lie in an ideal situation to meet the

changing demands of a growing tourism market oriented in nature and cultural

tourism, and three are the aspects where work should focus on:

Albania has to find its identity, for products and services.

It must be different from that of neighbors.

This behavior should be integrated combining infrastructure, service and

information.

Tourism is the leading sector of the economy in the Region of Vlora, as well as the

main catalyst of economic growth. According to the data obtained from the region,

tourism generates 23% of its total revenues. "Coastal tourism" has played a leading

role, but has been associated with negative environmental impacts due to its

spontaneous organization. However, the County has a number of tourist products

(rich cultural heritage, natural areas, traditions and gastronomy) and therefore has

the opportunity to go toward a more responsible and sustainable tourism, generating

income and jobs while respecting the environment and local culture. In particular,

Coastal tourism in Vlora appears with the following characteristics:

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Coastal tourism is generally limited to holidays only "sand, sea and sun".

In coastal area are not offered excursions from the domestic operators.

Most tourists to coastal destinations are from Albania, Kosovo and

Macedonia.

Foreign tourists arriving for the beach tourism are present in small numbers

such as Scandinavians, Poles, Italians, Austrians, British and Germans; the

main competitor of the city of Vlora is mainly Saranda which offers a

combined offer of the beach with several visits to cultural attractions around

the area

Beach tourism in the town has a pronounced seasonal character, starting in

June-July, with the maximum in August and immediate reduction on

September 1st.

Being dependent on beach tourism, most hotels in the coastal area are facing

difficulties of seasonal operation.

Cultural tourism in Vlora is characterized by the following conditions:

The most visited destinations in the city are Narta lagoon, Zverneci

monastery, old city of Orik and Marmiroi church, Castle of Porto Palermo's.

Most visited cultural attractions are the city museums: National Independence

Museum, Museum of History/Archaeology and Ethnographic Museum, where

tourists present in the city are visiting with the highest frequency; they are

counted as Albanian and not as foreigners.

In Addition, Vlore County was evaluated by several operators and international

guests for the landscape/nature, which are also considered as the strengths of the

city. Pure nature, crystalline beaches, the Karaburun peninsula bays are considered

as it biggest property with its great mystical and unknown character. Nature tourism

and rural tourism in Vlora presents the following situation:

Geographical and physical diversity of its territory (mountains, rivers and lagoons), accompanied by a rich biodiversity of flora and fauna, present in many natural parks, is an immense potentially for the development of nature tourism and rural tourism in the city;

Local communities who live in the vicinity of most natural resources, who still maintain a lifestyle of traditional and have a rich cultural heritage, are an added value to these natural resources for tourism development in nature and rural tourism in the city;

The natural areas and rural areas in Vlora offer opportunities for development of rural tourism, eco-tourism and activities in nature (flight sports (paragliding etc., mountain biking, fishing, trekking, mountain climbing, walking in nature (hiking), horse riding, study tours, etc.).

Tourism policies aimed at creating an integrated perennial tourism model, with the

main focus on the cultural dimension - natural - coastal developing tourist products,

attractive and competitive tourist destinations and promoting sustainable investments

in tourism. The quality of services in the tourism sector should be improved

significantly and to achieve international standards which calls for investment in

human resources by training and increased skills. In this sector in Vlora operates a

wide range of professions, regulated by law, which not only are linked directly but

also indirectly. The newest figure in this sector is that of "tourist guide" which affects

a considerable improvement of the image and promotion of the Country. Until today

this link in the tourism chain in Albania was almost nonexistent, and in this situation,

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it was necessary to professionalize the figure of the guides in the law treated with

care by providing quality, services, processes of education, certification and

continuous training. In accordance with economic and social changes, the needs of

the labor market, which enables the development of human resources and

infrastructural system of professional training of these figures in the last 22 years has

undergone to constant changes. This is how are consider the professional figures

offered by Vlora Region:

Professional Figures of Commercial School: Commercial School offers 3 levels for Tourism Hospitality profile: Level I (2 years: Assistant/Chef, Ass./Waiter, Ass./Receptionist); Level II (1 year: Chef-Pastry, Tourist guide, Reception, Bar Restaurant); Level III (1 year: Manager in the field of Hotel and Tourism);

At the Vocational Training Centre Vlore: at VTC are formed 3 figures which are related to tourism: Tourist Guide and Waiter (the course lasts 150 hours); Chef (the course lasts 350 hours);

University "Ismail Qemali" Vlore: University "Ismail Qemali", Vlore offers two programs of study in the field of tourism: Program of the first study cycle: Bachelor in Tourism Management (duration 3 academic years) and Program of the second study cycle Processional Master in tourism enterprises (duration 1.5 academic years).

After the study-period, each of these institutions issues a special certificate for the

professional qualification: for example, at the Vocational Training Centre Vlore the

trainee enrolled in the course for Tourist Guide receives a certificate, that allows him

to work as touristic guide, to open a tourist agency, or working as a guide at the

museums. Diplomas and certificates obtained in the Albanian institutions are not

recognized in the educational systems in other countries.

SWOT analysis of the Tourism Educational System in Vlora Region

Strengths

The favorable geographical position makes Vlora a competitive country in the tourism industry;

Intact landscapes, natural sites and coastal areas, potentially fascinating cultural heritage sites, Intangible distinctive cultural heritage;

Initiatives for tourism development;

Acceleration of the development of marine coastal tourism sector in the region of Vlora;

Existence in Vlora that the best professional potential national level in the field of tourism (Vlore trading School was opened on 8 November 1924 and has established a good tradition in professional education);

Preparation of professional figures in a short time; Weaknesses

The lack of a strong tourism tradition in the country;

The lack and poor quality of tourist services, unequal ratio of quality / price in tourist accommodation structures;

Lack of qualified instructors and professionals in specific areas of the sector;

Lack of professional training in the tourism sector;

Standardization of professional competence on professional figures in tourism sector;

Lack in infrastructure.

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Opportunities

Services improvement ;

Agro-tourism;

Adventure tourism river/mountain /flight/diving;

Coastal tourism Threats

Unwillingness of the academic staff to further education and training;

Institutional bureaucracies;

High level of competitiveness of a sector which is governed by international rules and standards, not only in industrial terms, but also in education;

Lack of attention of the structures of central and local government

Recommendations

Curricula updating and delivery of specialized courses and other figures

aiming employees for restaurants, hotels and travel agencies;

Categorization of professions;

Title change in certificates of VTCs related to the professions of cook and

waiter;

Ongoing curricula from a school system to another;

Support of training activities for tourism development;

Increasing the No. of lessons and practice in relation to the figure of tourist

guides;

Preparation of various figures of tourist guide by applicable law.

5.2 Croatia - Case Study Maritime and Tourism Sector

The overall length of the Croatian coastline amounts to 6,278 km, including the coast

of about 1,244 islands, islets, reefs and cliffs. Of the total number of islands, 49 are

populated. In the Croatian ports, about 19 mln. tonnes of cargo is transhipped, and

more than 12 mln. of passengers are transported annually. The six main ports

(Rijeka, Zadar, Šibenik, Split, Ploče and Dubrovnik), are situated along the mainland

coastline, and all have been declared ports of exceptional (international) economic

significance for the Republic of Croatia. The Croatian maritime cluster is comprised

of the traditional shipbuilding industry (large ships) and the smaller, recently emerged

boatbuilding industry (small and medium size boats). The historical legacy of a

controlled economy left shipbuilding dominated by six large companies with

significant “in-house” capacities producing mainly peripheral items. The 1995

restructuring plans envisaged “spinning off” the peripheral capacities, thus creating

self-standing entities that would continue to supply shipbuilding as well as other

sectors of industry in Croatia and abroad. This restructuring created the basis for the

dynamic new boatbuilding cluster, which grew into a distinguished industry earning

awards such as European Boat of the Year. In terms of scale, the boatbuilding

cluster is considerably smaller – generating annual revenues of 80 mln. € compared

to 700 mln. from shipbuilding. Boatbuilding remains intertwined with the specialized

suppliers to the shipbuilding industry and may become the possible driver for the

future development and diversification of the broader maritime cluster. The ship and

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boat builders provide more than 11,000 jobs. Croatia has 1,800 companies with

some 26,000 employees in non-tourism related industries, partially supplying the

shipbuilding cluster. On the supply side, the automotive and metal processing

clusters provide the common ground of shared technologies used in both clusters.

On the demand side, the massive tourism cluster is the main driver for the emerging

boat building industry, creating a vigorous demand for smaller cross-island ferries as

well as a sophisticated demand for yachts, sail boats and other pleasure craft.

Access to cluster specific education in Croatia is good. There are two major

institutions providing an up to date education in ship and boatbuilding, the University

of Engineering and Boatbuilding in Zagreb and the University of Boatbuilding in Split.

Croatia’s shipbuilding industry comprises six major shipbuilders, five of whom are

state owned - Uljanik, 3. Maj, Brodotrogir, Brodosplit, Kraljevica (all state owned) and

Viktor Lenac (private) -. Together, these companies produce about 30 ships per year

(predominantly of oil tankers, bulkers, car-ferries and specialized gas-platforms),

earning some 700 mln. € in revenues.

Croatia has well developed education and training institutions for seafarers and

Universities. In these institutions and universities a seafarer can get basic education,

university education and post education. Post education institutions are providing

many different programs or courses. One of the companies involved in this business

is Adria mar in Šibenik. Company runs simulated scenarios and practical workshops

in specialized classrooms.

SWOT Analysis of maritime education/employment in Croatia

Strengths

Tradition of quality personnel; well-educated and experienced officers

Global request for Croatian maritime personnel

Existence of Universities and High schools related to naval sector in Croatia

Existence post education training institutions like company Adriamar in

Šibenik

Weaknesses

Most agencies for maritime crewing have a short-term mission looking for

recruitment with 6 month’s perspective

Limited cooperation between training institutions and crewing agencies

For training institutions is difficult to find trainee positions on-board vessels for

cadets

Limited cooperation between crewing agencies and ship operators makes it

difficult to plan for long term employment and career development for the

individual seafarer

Unorganized promotion of Croatian seafarers to foreign ship owners

Opportunities:

Neighboring countries at Balkan and Eastern Europe are competitive

recruitment arenas for rating personnel. These countries have limited

experience as seafarer nations and limited training facilities. Coastal areas in

Croatia with long seafarer experience can take advantage of this situation.

Existing training institutions and services have an opportunity by

internationalization of their market and recruitment arena for students.

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The request for longer term employment, social security, and career

development might be a good opportunity to develop a new type of

sustainable crewing agency. Such functionality will also request further

development of education and training facilities.

With increasing unemployment on mainland Croatia, an international naval

career could be

promoted more strongly.

Threats:

Croatian students in the position to choose education and working career do

not find a naval career of interest in comparison to alternatives.

Most ship operators want to carry on recruitment in an opportunistic manner

and not take responsibility for longer term cooperation for education of new

officer candidates

It is not possible to develop longer-term employment with social security and

careers development without contribution also from seafarers. If Croatian

seafarers are opportunistic and give priority to maximized short term salary it

is not possible to establish alternative crewing agencies as described.

Tourism in Croatia is mainly concentrated in the coastal areas. Tourism industries in

Croatia recorded a total turnover in 2014 of nearly 6.3 bln. €, corresponding to 5.4 %

of the total turnover of the non-financial business economy in Croatia.

Accommodation and food service activities represented 56 % of the tourism

industries’ turnover, and accounted for 75% of the over 120,000 persons employed in

tourism industries. Croatia has a strong traditional orientation towards mass tourism.

Croatia attracts majority of the tourist during the time of peak season. Among the

tourist there are several million foreign travellers in those 75% of them are overnight

stays in Croatia that too especially in the month of June and August. The number of

available bed places in Croatian tourist accommodation establishments was just

under 800,000, of which 20% were in hotels and similar accommodation, 52 % in

holiday and other short stay accommodation and 28 % on camping grounds,

recreational vehicle parks and trailer parks. Only a small share of total bed places in

Croatia is located in densely populated areas and the vast majority of bed places

(95%) is located in coastal areas – i.e. in municipalities bordering the sea or having

more than half of their territory within 10km of the coastline. A significant share of

bed places was located in small family-run businesses included in holiday and other

short stay accommodation. For hotels and similar accommodation, smaller

establishments having fewer than 25 rooms had a dominant share of 40 %. Larger

hotels of 100 to 249 rooms or more than 250 rooms accounted for 21 % and 8 %

respectively of total bed place capacity.

Secondary Tourism Education in the Republic of Croatia is realized at 18 specialized

vocational schools. These schools have different names, e.g. catering-tourism, hotel-

tourism or economics-trade and catering school, etc. and offer programmes of

different duration (from three to four years) and contents, depending on the profile of

occupations for which the students are educated. Besides these schools whose

orientation is completely on tourism, tourism-oriented curricula are realized in 86

other secondary schools, mostly in comprehensive schools or secondary schools of

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economics, for which the intake quota for 3,188 students was planned; however,

classes with a smaller number of students are planned in these schools.

Concerning the Higher Tourism Education, nowadays, out of the total number of 122

colleges in Croatia, tourism is taught at 15 higher education institutions (8 faculties

and 7 polytechnics).29 Of these 15 institutions of higher education most are public

institutions (11), and four are private. Contemporary HTE in Croatia is very complex

and provides various possibilities of education and training. It is conducted at three

levels of education – universities, polytechnics and colleges. The aforementioned 15

institutions are running 39 different tourism programmes, which represents the

modest 3% of all study programmes that were approved by the Croatian Ministry of

Science, Education and Sports in 2011.

5.3 Friuli Venezia Giulia - Case Study Maritime and Tourism Sector Shipbuilding and leisure boating are a strength of the economy of the Friuli Venezia Giulia Region (below: FVG). The shipbuilding sector is one of the best traditional specialties of the Region and has developed strong links and interdependencies with other sectors of the regional economy (i.e. engines and components, electrical and electronic apparels, furniture, etc.). The regional shipbuilding industry, represented mainly by the presence of the global leader in the Cruise-Ships sector FINCANTIERI1, ensures constant workloads to industry-related companies, fostering their growth through technological and organizational development. In fact, the orders-portfolio of the Monfalcone shipyard guarantees the full operation at least until 2020. The employees at the FINCANTIERI shipyards of Monfalcone (Gorizia Province) are about 3,000 and the suppliers nearly 550 (mainly SME’s of the Gorizia and Trieste Provinces). From this point of view, in the national framework the FVG Region is 2nd only after the Liguria Region in size and economic importance of the supply of the FINCANTIERI group system. The shipbuilding sector, which includes the building of vessels and pleasure boats, is one of the main sectors of the regional economy. In particular, the regional shipbuilding (and Italian also) has long focused on the production of cruise ships, a niche market with high added value in which it holds a global leadership position. According to the National Institute of Statistics - ISTAT data of the 9th General Census of Industry and Services, in 2011 the FVG was the 2nd Italian region (after the Liguria) by number of employees in the sector of the construction of ships and boats, accounting for almost 14.0% of total employment in the sector at national level. In the FVG region they were operating in shipbuilding almost 3,400 workers, accounting for 3.0% of those involved in manufacturing, compared with 0.6% of the national average; the incidence appeared concentrated in the Province of Gorizia (19.6%), the 1st in Italy, and in Trieste (8.6%). The FVG system of leisure-yachting is composed of a complete supply-chain in all its

components. There are design firms, construction sites, refitting companies,

companies dedicated to the navigation/berth services for a total of just under 400

companies with nearly 2,500 employees. The latest data collected by Italian Ministry

of Infrastructure and Transport, along with the sensitive growth in berths (+ 6%

between 2014 and 2015), show the permanent imbalance between the infrastructural

1 FINCANTIERI, heir to the great tradition of Italian shipbuilding and one of the largest shipbuilding groups in the world, operates in the design and construction of complex ships with high technological content such as merchant and naval vessels, offshore and mega yachts. The Company is a leader in the construction of cruise ships and large ferries. Moreover, it is the reference builder for a wide range of defence/security ship types including surface vessels (frigates, corvettes, patrol vessels etc.) and submarines.

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facilities in Southern and Insular (12.4 berths per km of coastline) and Northern Italy

(70,9 berths per km coastline) and Central (29.4 berths per km of coastline). These

deficiencies require even more targeted interventions, which provide, in addition

modernization and upgrading of ports, even more resources and incentives aimed at

developing support services to boating and tourism, promoting a conscious and

sustainable growth that respects the Italian marine environment. Within the national

framework the recreational boating sector of FVG, given the limited size of its

coastline (94 km), has a water park and recreational infrastructure very interesting

when compared to the situation in other Italian coastal Regions. As for the allocation

of berths for leisure-boats the FVG is in 4th place in the ranking of the coastal Italian

regions with 16.835 moorings, or 10.7% of the national total. But, if we consider the

number of berths per km of coastline, FVG is the Italian region with the highest

concentration: about 179 berths per km of coast, against the national average of

20.5. In conclusion, it is clear that in FVG the maritime sector is a strategic and

dynamic component of the regional economy, both for the construction of large

vessels (and the related sector of subcontracting), both for the sector of recreational

boating. As a result, the opportunities for employment are very interesting from a

quantitative and qualitative aspect especially considering that the range of

professionals required in the maritime sector is very wide. According to the Regional

Administration it is important to strengthen the provision of training to improve the

dialogue between companies and the world of school, university and training to

satisfy to the needs the market. In the recent years the FVG Regional Administration

decided to improve its maritime potential, its competitiveness and its network at

national and international level. The creation of new professional profiles and the

requalification of workers represents a first step in the “Blue” regional challenge. To

achieve this goal in 2015 was established in Trieste the “Adriatic Nautical Academy”

(Accademia Nautica dell’Adriatico), an Higher Technical Institute (Istituto Tecnico

Superiore – ITS) dedicated to high professional training which may enroll students

aged 18 to 29 years. The Adriatic Nautical Academy is based at the oldest school in

Trieste, the prestigious Nautical State Institute of Higher Education I.S.I.S. "Tomaso

di Savoia - L. Galvani" (Istituto Statale di Istruzione Superiore I.S.I.S. Nautico), which

since 1754 has produced generations of seafarers who have worked throughout the

centuries to the major Italian and international shipping companies. In its educational

activities, the Nautical Institute also includes the course of study on Maritime

Transport and Logistics over a period of five years. Another institute based in FVG

that offers training in the maritime sector is the State Institute of Higher Education

(Istituto Statale di Istruzione Superiore – I.S.I.S.) "Sandro Pertini" of Monfalcone

(Gorizia Province). Among its various fields of study the Institute includes the five-

year course for the Diploma of Expert in Transport and Logistics with specific

technical skills and activities related to the design, construction, maintenance of the

efficiency of the means and facilities related and organization of logistic services in

shipping. Finally, between 2009-2013 the FVG Regional Administration has

promoted the project “ProgettoMare” a jointly project between regional professional

training system (i.e. ARSAP of Pordenone, IRES of Udine, IAL FVG of Udine, etc.),

the enterprises system (i.e. FINCANTIERI S.p.a.), the school and university system

(i.e. the Nautical State Institute of Higher Education I.S.I.S. "Tomaso di Savoia - L.

Galvani" of Trieste, Universities of Trieste and Udine) and the Research and

Innovation sector (i.e. AREA Science Park of Trieste), whose aim is to offer a global

43

information and a continuous and innovative education in the marine economy

through seminars and intensive courses.

FVG is Italy's most North-Eastern Region. It covers an area of 7,858 km² and has

about 1.2 mln. inhabitants. It borders Austria to the North and Slovenia to the East.

To the South it faces the Adriatic Sea and to the West its internal border is with the

Veneto region. According to data of the Regional Agency for the Development of

Tourism, in 2015 the presences of tourists, or about 7.9 mln., were up 4.1%,

breaking a three-year period of contraction. The positive trend, which has affected in

a similar measure the Italian (21.9% from Lombardia Region, 20.7% from FVG,

20.5% from Veneto) and the foreign component (33.0% Austrian, 23.2% German,

4.7% Czech and 4.5% Hungarian). The total average length of stay was 3.6 days

(3.9 for the foreign component). The presence in the coastal resorts, which represent

over 60.0% of the total, have limited the general expansion to 2.5%; those in

mountain resorts increased by 5.3%. With reference to all of the cities and sites of

art, which comprises nearly one-fifth of admissions, the increase reached 8.4%.

About 30.0% of foreign tourists interviewed in 2014 said they had chosen FVG for

the “Food & Wine” proposal, a figure which, besides resulting in growth in recent

years, was confirmed by the mention of the FVG Region among the "Best in travel

2016 "Lonely Planet guide. The guide, which reveals the travel trends for the coming

months indicate ten countries, ten regions and ten cities in the world to visit, rewards

the tourism-oriented agribusiness and the wine quality and slow tourism, the

fundamental elements of the strategy embarked on a year and a half ago with the

Regional Strategic Plan of Tourism. In particular, the Strategic Plan of FVG intends

to indicate the guide-lines for the tourist development of the FVG in the long term. In

fact, the tourist market of FVG is increasingly dynamic, both in terms of needs and

demands of tourists both in terms of the information-search mode, the reservation

etc. In particular, today the tourism is more and more oriented to the web, to mobile,

to social media, and more than theming to the territory and resources in itself. In

other words, through its Strategic Plan the FVG Region aims to create a touristic

integrated system based on three main key concepts: competitiveness,

attractiveness and sustainability. For this reason, the education in the touristic sector

is fundamental and the Regional Administration is trying to enhance the local touristic

offer. There is a great number of high schools in the sector of restoration and tourism

and the University of Udine offers a specific degree and different masters in Sciences

of Tourism and Valorisation of Regional Territory. Among its various fields of study-

offer the State Institute of Higher Education - I.S.I.S. "Sandro Pertini" of

Monfalcone (Gorizia Province) includes the five-year course for the achievement of a

technical Diploma in Tourism with specific expertise in the sector of the tourism

industry and general competence in the field of civil law, tax and business systems.

Another area of study includes the Professional Institute for the gastronomy and

hotel hospitality with specific technical, economic and regulatory skills in Food &

Wine chains and hotel accommodation.

The I.S.I.S. "Linussio" of Tolmezzo (Udine) offers the course on Hospitality/Food &

Wine, as well as a cultural education through personalized and innovative teaching.

The “Liniusso”, offers the opportunity to make several practical activities. A

competent staff permits to live training experiences in the laboratory and participation

in events organized on the regional territory.

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The I.S.I.S. "Federico Flora" of Pordenone, established in July 1970 includes the

Technical Institute - Services for the Wine and Hospitality Hoteliers.

The I.P.S. (State Professional Institute) "Bonaldo Stringher", established in

Udine 1959 proposes the course of professional education on “Food & Wine and

Hotel Hospitality Hoteliers has the following joints: Dining, Dining - option

confectionery products, room service and sales, tourist welcome. The Institute

provides a solid cultural preparation, with specific occupational skills, knowledge of

three foreign languages through close cooperation with the public and local private

organizations. The main career opportunities are: leadership of middle management

in travel agencies, hotel complexes, resorts, air transportation companies, rail and

marine, middle managers at public tourism organizations; cultural associations,

congress organizer.

EffePi - IAL FVG (Innovazione Apprendimento Lavoro) proposes three different

locations of activity: the historical one of Aviano (Piancavallo, Pordenone Province),

Monfalcone in the prestigious former hotel employees FINCANTIERI and Trieste

(City of Muggia). During the three years of training the students also have the chance

of internships in the best reality of the national tourism hospitality and participating

actively and directly to the management of a hotel restaurant open to the customers.

5.4 Marche Region - Case Study Maritime and Tourism Sector

The coastline of the Marche Region extends 173 km and is divided into three

Maritime Districts (Compartimenti Marittimi) which refer to three main Harbour

Offices (Capitanerie di Porto), from North to South, including 23 Municipalities:

The “Compartimento” of Pesaro includes a coastline that stretches for 40 km

along which there are 4 Municipalities: Gabicce, Pesaro, Fano and Mondolfo;

Ancona includes a coastline of 80 km with 9 Municipalities: Senigallia,

Montemarciano, Falconara Marittima, Ancona, Sirolo, Numana, Porto

Recanati, Potenza Picena and Civitanova Marche;

S. Benedetto del Tronto (39 km of coastline) with 10 Municipalities: Porto

Sant'Elpidio, Fermo, Porto San Giorgio, Altidona, Pedaso, Campofilone,

Massignano, Cupra Marittima, Grottamare and S. Benedetto del Tronto.

In the Marche Region they are about 5,470 active enterprises (directly or indirectly) in

the Blue Economy, concentrated mainly in the subsector of Blue Tourism (seaside

resorts, hotels and restaurants, support and marketing services) and Blue Food

(fishing, aquaculture, processing and marketing). The subsector of the Blue Industry

with ships/boats-building and related activities accounts the 3rd highest number of

local units in the Region (363 units), followed by the companies of Blue Logistics (68

units).

In the Marche Region, there are, among others, some big shipyards, each leader at

international level in its field of expertise: for example, FINCANTIERI shipyards of

Ancona, AZIMUT/Benetti Group (yachts in steel, aluminium and fiberglass from 24 to

100 meters) of Fano, Cantiere delle Marche of Ancona (yachts in steel and

aluminium from 24 to 33 meters), and CRN Ferretti Group of Ancona (megayachts

completely custom in steel and aluminium from 40 to 90 meters). The shipyard

FINCANTIERI of Ancona is specialized in the construction of cruise-ships, ferries and

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military ships; among his latest achievements, in March 2016 the FINCANTIERI

shipyard of Ancona launched the cruise-ship Viking Sky (47,000 tons, with a total

accommodation capacity of over 1,400 people, including crew), the 3rd of a series of

six twin-ships commissioned by the US ship-owner Viking Ocean Cruises, which will

be delivered in February 2017. However, despite the long tradition, in the recent

years the nautical sector of Marche Region (especially the shipyards of Fano) had to

overcome the difficulties due to the low demand and the lack of investment in

infrastructures. In addition, the change in the organizational structure of the major

sites, that from small craft firms have become veritable industries with hundreds of

employees, it is not fully implemented. In short, the structural situation of the Blue

Industry of the Marche Region can be summarized as follows:

SWOT Analysis of the Blue Industry in the Marche Region

Strengths

Long tradition in the shipbuilding-boating sector;

High geographical concentration of enterprises in the boating industry/supply-

chain;

Presence of large companies;

Reputation of regional production hub.

Weaknesses

Heightened risk of dependency on one/few large customers for smaller firms;

Lack of adequate infrastructure;

Congestion of production areas;

Low seabed in the shipyards basins.

Opportunities:

Improving port/shipyards basins infrastructure and implementation of the New

Plan Regional of ports;

Good medium to long-term order book for major shipyards and companies

linked in the supply chain;

Participation of the "nautical brand Marche" in national and international fairs;

Threats:

Overcapacity in the sector;

Competition from new actors in international markets;

At regional level, in 2012 the composition of the Blue Industry showed a total of 363

active local units concentrated in the Province of Pesaro-Urbino. Within this segment

three sectors have been identified: the shipbuilding industry, with the construction

and repair of ships and boats, mainly present in the territory of Pesaro-Urbino (73

active local units) and Ancona (51 active local units); shipyards for metal

constructions, with the presence of 30 local units in Pesaro, 25 in Ancona, 12 in

Macerata and Ascoli Piceno, and 1 in Fermo; construction and repairing of pleasure

and sporting boats with 102 active local units in the Province of Pesaro-Urbino.

Special consideration is given to the analysis of employment in this sector, involving

2,735 workers and representing one of the most important sectors of the regional

Blue Economy. Among the three sectors of the Blue Industry, the construction and

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repairing of pleasure and sporting boats involves the largest number of employees,

while at regional level the greatest number of employees is present in the Province of

Pesaro-Urbino, in which are concentrated most of the major shipyards and

companies linked in the supply chain.

In conclusion, in the Marche the Blue Industry and the Blue Tourism are an important

sector of the regional economy, both for the construction of large vessels (and the

related sector of subcontracting), both for the recreational boating. As a result, the

opportunities for employment are very interesting from a quantitative and qualitative

aspect especially considering that the range of professionals required in the maritime

sector is very wide. In particular, in the Marche region are active the following

Institutes of higher education with specialization in the maritime sector.

The Technical Institute – Technological sector “Archimede” with the address in

“Transport and Logistics”, established in 2009, is part of the Institute of Higher

Education (Istituto d’Istruzione Superiore – IIS) “Polo3” of Fano (Pesaro-Urbino

Province). The graduate of the "Archimede" address has skills for the design,

construction, maintenance of vessels and related equipment. It intervenes in the

organization of logistics and operational and management services in infrastructure.

Over the last 3 years of study students deepen the more technical subjects such as:

electrotechnics, electronics, automation, mechanics & machinery, science of

navigation, structure and construction of the vessel, logistics. In addition, new

disciplines such as CAD are fostered and is given the opportunity to choose between

other activities such as ECDL (European Computer Driving Licence), linguistic

Certification, (Trinity), Home Automation Course, Boating Driving License, etc.

“Archimede” graduates have access to all degree of University courses. In particular:

Engineering, Naval Engineering, Naval Architecture.

The Maritime School “Volterra Elia” of Ancona includes the three-years

specialization in “Transport and Logistics” with the following courses:

Construction of the mean of transport: construction and maintenance of the

vehicle air, sea and land and acquisition of professional skills in the field of

eligibility certifications for use of such means:

Conduction of the mean of transport: study of issues relating to the

management and operation of the means of maritime and air transport

(maritime apparels and equipments, conduction of the vessel):

Logistics: depth study of the issues related to the management, control of the

organizational aspects of aviation, maritime and land transport. It 'a new

course concerning the field of planning, management and control of all flows

of materials, semi-finished products and information flowing through a

company from the source to the end user.

The “Volterra Elia “ is also qualified by the Ministry of Infrastructure and Transport –

Coast Guard General Headquarters to conduct training courses for maritime staff in

radar observation. Finally, also the State Technological Institute “G. e M. Montani” of

Fermo offers the three-years specialization in “Transport and Logistics”

(Construction and Conduction of the means of transport, Logistics).

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With an area of 9,366 km2, the Marche is divided into five provinces (Ancona,

Pesaro and Urbino, Macerata, Fermo, Ascoli Piceno) with 239 Municipalities. The

Marche are bordered to the north with Emilia Romagna, to the south with the Abruzzi

and Latium, to the east with the Adriatic Sea, and to the west with Umbria and

Tuscany. The Marche region contains three types of territory: mountain, hill and

coast. Thanks to its specific geographical position the Marche Region has a wide

range of tourist offer that can be summarized as follows:

MOUNTAINS: Almost 10% of the total regional territory is protected: there are

2 national parks (Monti Sibillini and Gran Sasso), 4 regional parks (Monte

Conero, Sasso Simone e Simoncello, Monte San Bartolo and Gola della

Rossa plus Frasassi), 6 nature reserves (Abbadia di Fiastra, Montagna di

Torricchio, Ripa Bianca, Sentina, Gola del Furlo and Monte San Vicino plus

Monte Canfaito)

HILLS: The hilly zone, which accounts for two-thirds of the territory of the

Marche, is a result of tenant farming and the planting of multiple crops. The

main crops are still wheat, grapes and olives, while marked growth has been

recorded in agro-food products of certified quality, including 21 different

wines: 15 Registered Designation of Origin (DOC), 5 Guaranteed Designation

of Origin (DOCG) and 1 “Indicazione Geografica Tipica” (IGT). 19 villages are

listed among the “Most Beautiful Towns in Italy”, and 19 sites have been

awarded the Orange Flag, the prestigious banner given by the Italian Touring

Club to towns whose preservation of their cultural and environmental

heritage, along with their hospitality and wine and food offerings.

COAST: The coast, made up of fluvial deposits of sand and clay, runs along

in two straight and almost perfectly flat portions divided by the Monte Conero

promontory. There are 173 km of Adriatic Sea coastline and 26 seaside

resorts, together with the sea port of Ancona and 9 tourist ports. Many of the

coastal villages present an upper village, protected by the walls of a castle

perched on a hill which was the initial settlement, while the “marina”, was only

established later as a residential and business area. Several sport activities

can be practiced along the Marche coast, including windsurfing, water-skiing,

sailing, diving, kitesurfing, swimming and beach volley.

The Regional Government of Marche focuses the touristic programme on a

multiannual plan 2016 – 2018. For 2016, the annual strategy has the main purpose

to promote the development of the touristic regional offer thanks to projects

subsidized by EU funding. The regional action focuses on the improvement of the

touristic profitability, the touristic services and the growth of regional touristic appeal.

The Region aims to foster a marketing-policy mix including touristic offer, web

marketing and social media marketing. In particular, the working plan is based on

commercialisation and creation of clusters in maritime, rural, and cultural field. The

main objectives of the programme are the capitalization, the concrete cooperation

between regional stakeholders and beneficiaries, the promotion of the Region as

touristic destination thanks to the new clusters, the improvement of niche-products

such as cultural and rural destinations.

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Strenghts Weaknesses

Offer

Good valuation by tourists about

environment, information, costs,

and tidiness;

Wide variety of cultural resources:

museums, exhibitions, etc.

A wide offer of sports and nature-

connected activities;

High level and quality of Food &

Wine sector;

Good standards of hotels in the

whole Region;

Improvement of Marche’s

international notoriety.

Low presence of international tour

operators.

Demand

Increasing demand of bike

tourism, sport activities, and

shopping;

High percentage of people

interested in Food & Wine and

cultural events.

Low impact and profitability of local

cultural resources, specially for the

foreign component.

Opportunities Threats

Offer

Improvement of regional

infrastructures

New connections offered by” low

cost” airlines

Possibilities of development in

health and cultural tourism

Opportunities to develop the

business tourism

Attention to quality of touristic

offer and hospitality

New opportunities for the “Made

in Marche”

Strong competitiveness of other

Italian Regions offering similar

touristic products (sea-hill-mountain).

Demand

Coordinated actions between

theatre and touristic sector

Improvement of web

communication

More actions in the social media

management

Improvement of Marche’s

potential

People prefer short break holidays;

Strong competitors like Spain,

Croatia, and Turkey

Data on tourist flows in 2014 show signs of recovery, having recorded a significant

fall in the previous years when the impact of the crisis on household spending

capacity has been stronger. In particular, the number of arrivals has returned to the

2009 level, while the number of presences is still below the pre-crisis level. The data

for 2014 recorded an enhancement of foreigners (+2,7 in presences, mainly from

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Germany, Netherland and Russia), however, the foreign component continues to

cover a low share of total tourist flows (17,8% in presences). Beach tourism,

characterized by a high seasonality, remains the most attractive component mainly

for foreign customers, followed by cultural tourism and Food & Wine. Mountain and

sport tourism are niche products and in 2014 were only sold on the European

market, respectively in Holland and Germany.

The Marche Region promotes many educational opportunities in the tourism sector

such as professional courses, high schools and masters. In the Region 15 touristic

high schools are active: three in the Province of Ancona, five in the Province of

Ascoli Piceno, three in the Province of Macerata, and four in the Province of Pesaro.

Among these

Hotel Vocational School “A. Panzini” of Senigallia (Province of Ancona),

founded in 1961, offers a five-years professional courses (Hospitality,

Catering, Bar service and Pastry) enable students to acquire skills certificated

and recognised at national and European level (in 1989 the “Panzini” joined

the European Association of Hospitality and Tourism Education – AEHT). At

the end of the 3rd year the students have the opportunity to enter a regional

Qualification exam, valid in the European job market. At the end of the 5th

year the School releases the State diploma that allows, as well as at

providing employment, also the continuation of studies at university level or

higher technical training.

Touristic School “Raffaello” of Urbino offers, among others, the technical

course both for Tourism and for Business and marketing. The Higher

Technical Institute for Innovative Technologies in Heritage and Cultural

Activities (ITS Turismo – Marche) of Fano was founded in 2014 with the

objective of promoting the regional touristic and cultural offer and the

development of policies and activities in this sectors. The institute offers

professional courses for the education of high-skilled figures and project

managers with competences and abilities in the touristic management.

Finally, the regional universities presents several degrees in the touristic

sector. For example, both the University of Macerata and the University Carlo

Bo of Urbino offer degrees in Cultural Heritage management and art history.

Moreover, the community Formazione Turismo promotes several master in

hospitality and touristic management.

5.5 Montenegro - Case Study Maritime and Tourism Sector

Montenegro is a small country with about 620,000 citizens. It is divided into three

regions, North, Central and South Region. Historically, marine and trade are among

the main activities of the population of the Southern Region of Montenegro. The

largest and most important port on the coast of Montenegro is Port of Bar, located in

the south-eastern part of the coastline. Founded in 1906, the Port of Bar is mostly

focused on working with cargo ships. Port has the following terminals: RO - RO

Terminal, Timber Terminal, Container Terminal, General Cargo Terminal, Bulk

Terminal, Grain Terminal, Liquid Cargo Terminal. Of course, Porto is mainly oriented

to transport of goods, but it owns Passenger Terminal. The appearance of the Bay of

Boka as well as the Old Town of Kotor in it caused the development of nautical

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tourism and Port of Kotor which has the ability to link cruise ships at just 100 meters

from the entrance to the beautiful Old Town of Kotor. Kotor is located right next to

the main road and it is associated with places along the coast, as well as cities in the

interior. In the southern part of the coast towards the sea, there are connections for

water, telephone and electricity available to the vessels. As part of the Port of Kotor

there is a marina for docking yachts. In the neighborhood of Kotor, only 11 km from

the Port of Kotor in the small town called Tivat is a modern port for docking yachts,

Porto Montenegro. The first luxury marina on the Adriatic, Porto Montenegro is on

the map favourite locations world yachting clients. Porto Montenegro includes

spacious apartments on the coast, unique restaurants, cafes with good fun and a

great variety of sports, recreational and cultural activities and events. Marina

currently has 250 berths for yachts from 12 to 150 meters in length.

The largest center for the education of future seafarers is the Town of Kotor. This

town has a long tradition of educating sailors from the seventeenth century. These

were the occasional school. Today in this city working Maritime School and Faculty

of Maritime.

Maritime School in Kotor is secondary school and the only maritime school

in Montenegro. It was founded in 1848, and works to the now. Maritime

School applies the standard ISO 9001. A certificate was awarded by the

certification company Bureau Veritas. In this school educated future Nautical

Cadets and Marine Engineering Cadets. In this school, students can be

educated to the Maritime Logistics. In the Maritime School Kotor works

Center for Adults Education. Within the Center is carried out retraining of

adults for Nautical Cadets and Marine Engineering Cadets. As for regular

students and here the practical training is held in the mentioned simulators,

workshops and the school boat “Jadran”. One part of the course for students

of adult education is carried out in the training center AZALEA in Bijela.

Maritime Faculty Kotor was founded 1959. as a Maritime College. Now is

part of the University of Montenegro and it is in compliance with the Bologna

Declaration. At the Maritime Faculty Kotor students can study on one of the

basic studies: Nautical Studies, Marine Engineering, Management in

Shipping, Maritime Sciences or Marine Electrotechnics, then: specialist,

master and doctoral studies.

Regarding of tourism industry, it is the most important economic sector in

Montenegro. Only in 2016. the earning from tourism industry was more than 800 mln.

€. The favorable geographical position of Montenegro was prerequisite for the

development of tourism in this country. In the south of the country has a mild

Mediterranean climate, which affects the development of spa tourism, while to the

north, continental and mountain air. It is important to mention a very rich cultural and

historical heritage. Tourism in Montenegro is mainly seasonal. In the southern part is

mainly represented bathing tourism in the summer season, as well as spa tourism in

addition to nautical tourism. The largest tourism revenues are coming from these

regions where tourism is the most developed. Cities that are located in the zone of

the Adriatic Sea, its development are completely directed toward tourism. All these

cities are very similar, and yet different, because of the many civilizations that have

crossed here and left their mark on this territory. Also, numerous events, festivals,

51

carnivals make more attractive touristic offer. Beauty of these places has been

recognized by numerous hotel chains which are their objects placed precisely on the

coast of Montenegro. In addition to the big hotels, the most numerous are yet luxury

villas and boutique hotels. Swimming season in Montenegro lasts from May to

October.

In the northern and continental part of the country there are mountains with a very

rich flora and fauna. In winter, the north of Montenegro is becoming a priority. There

are three major ski resorts including: Kolašin, Žabljak and Nikšić. However, this

region lives outside the winter season. Because of its exceptional natural beauty, a

pleasant climate, rich gastronomic offer, tourists visit this area throughout the year. In

these areas, in recent years, there has been the development of eco and ethno

villages. Also it is important to note the five national parks of Montenegro, which

represent areas of exceptional nature. As a separate geographic units, protecting

them by law and constitute a total of 7.7% of the total territory of Montenegro

(Lovćen, Prokletije, Biogradska gora, Skadar Lake, Durmitor). Each of these national

parks are characterized by unique natural and cultural heritage. Thanks to its natural

beauty, they have not only national but also international significance. National Park

Durmitor with the Tara canyon, since 1980. is on UNESCO list of World Natural

Heritage. River Tara has the status of a biosphere reserve (MAB) since 1977. Skadar

Lake has a status as a major ornithological areas (IBA) since 1989. Also, Skadar

Lake in 1995. is enrolled in the List of Wetlands of International Importance

(RAMSAR).

When it comes to secondary touristic schools in Montenegro, there are tourism high

schools, which after going, issue diplomas of tourism technicians. During his

education in high school, students in addition to language and general subjects are

taught numerous professional courses, both economic and tourism. Special

emphasis is given to the elective classes where students themselves can choose

courses according to their preferences in tourism. Thus, in the high schools they

taught the basics of the agency, of the hotel business, guiding activities, etiquette,

catering etc. During secondary school education, students have the obligation and

the practical training with an employer during the school year. These students may

be applying thorium that are learned at school, in the workplace. Practical training

with an employer takes place in agencies, hotels and the tourist organization of the

city. Many of the students, in this way get a job during the season, in the form of

assistance. After obtaining a diploma tourist technician, there are opened numerous

options of higher education. In Montenegro, the most important place is still occupied

by the Faculty of Tourism and Hotel Management in Kotor, as well as in Bar. In

addition to these two faculties, there are numerous faculties of Business and

Management that within the means of their studies and have a study tourism or

hospitality.

High School "Ivan Goran Kovačić" Herceg Novi: when we talk about the

tourist high school, in this school in Herceg Novi, is put next to other

professions and occupations, tourist technician. Every year, there is a lot of

the interest in entering the school. In addition to the basic subjects, there are

many professional and elective courses. As for the professional compulsory

subjects, namely: Agency and hotel business. When we talk about elective

courses, students can choose between: Reception operations Wellness &

52

Spa, Animation in tourism, Guide jobs, Etiquette in catering, etc. Practical

training with an employer is required.

Faculty of Tourism and Hotel Management Kotor - University of

Montenegro: the Faculty was established in 1999. Based on a long tradition

of higher education personnel in tourism, as well as the demand for certain

personnel, this institution is designed to create the associated personnel for

all changeable tourist market. Faculty focuses cooperation with professional,

educational and scientific institutions of the country and missions abroad, with

companies and other stakeholders in the field of tourism. Faculty has

implemented the Bologna Declaration in 2004 and also is a member of

EUROHODIP (International association supporting hospitality and tourism

education and training).There are therefore, the basic study of tourism and

hotel industry, and it is important to mention the course of conducting

business tour guide who also attend the faculty. In addition to undergraduate

studies, there are also masters and doctoral studies.

Faculty of Tourism - University Mediterranean Bar: Faculty of Tourism in Bar

was founded in 2004 and includes two study programs: Management in

tourism and management in the hotel industry. The system allows to study

the study material according to models Workshop and Case study and

emphasis is placed on continuous interaction between students with

lecturers. During the study, students are provided a variety lectures of visitors

both foreign and domestic what is important in touristic or hotel industry.

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ANNEXES

ANNEX 1 : QPR and SST

ANNEX 2: Albania Maritime Sector

ANNEX 3: Albania Tourism Sector

ANNEX 4: Croatia Maritime and Tourism Sectors

ANNEX 5: Friuli Venezia Giulia region Maritime and Tourism Sectors

ANNEX 6: Marche region Maritime and Tourism Sectors

ANNEX 7: Montenegro maritime and Tourism Sectors