Tl logismedrequierment en

Logistics platform requirements

Phase 1, report 5,

Training Catram Consultants Team International Team Morocco

December 2007

60 Boulevard de Sébastopol – 75003 PARIS (331) 42.78.45.15 – Fax (331) 48.87.67.76

Email: [email protected]

Catram Consultants (Paris – France), Team International (Beirut – Lebanon) and Team Morocco (Rabat - Morocco) 2

TABLE OF CONTENTS

TABLE OF CONTENTS ................................................................................................2

1. FOREWORD....................................................................................................4

1.1 THE PROJECT.....................................................................................................4

1.2 AREA................................................................................................................4

1.3 OBJECTIVES OF THE STUDY.....................................................................................5 2) GENERAL OBJECTIVES OF THE STUDY........................................................................... 5 3) SPECIFIC OBJECTIVES OF THE STUDY........................................................................... 5 4) LOGISTICS IN THE MEDITERRANEAN COUNTRIES.............................................................. 5 5) DELIVERABLES ................................................................................................... 6

1.4 TRAINING ESSENTIAL FOR THE NETWORK OF LOGISTICS PLATFORMS .................................7 THE AIM OF THE PRESENT REPORT: ................................................................................... 7 TRAINING IN LOGISTICS IS NOT AN AIM IN ITSELF: THE PURPOSE IS TO PROVIDE QUALIFIED STAFF AND EVEN

GUARANTEE THAT THEY WILL BE AVAILABLE FOR LOGISTICS OPERATORS AND THUS GUARANTEE THEIR

CUSTOMERS AND PARTNERS BETTER QUALITY OF SERVICE. ......................................................... 7

2. LOGISTICS TRAINING IN THE MTC.........................................................................11

2.1 SPECIFIC FEATURE OF THE LOGMED NETWORK ...........................................................11

2.2 A NATIONAL DIMENSION.....................................................................................12

2.3 AN INTERNATIONAL DIMENSION ...........................................................................13

2.4 BUILDING A COMMON REFERENCE NETWORK .............................................................13 2.4.1 THE NOVALOG PROJECT.....................................................................................14 2.4.2 PARTNERS....................................................................................................15

2.5 LOGISTICS ENTITES ...........................................................................................16 THE NOVALOG CLASSIFICATION......................................................................................17 FROM THE DIAGRAM OF THE WAREHOUSE TO FIELDS OF ACTIVITY.................................................18 TRAINING PROGRAMMES TO BE IMPLEMENTED DEPENDING ON WORK POSITIONS.................................20 CONTINUING EDUCATION PROGRAMMES .............................................................................20

2.6 INITIAL TRAINING PROGRAMMES:..........................................................................21 2.6.1 IDENTIFICATION OF GENERAL CURRICULUM ...............................................................21 2.6.2 THE CREATION OF A MEDLOG ASSOCIATION..............................................................22

2.7 THE IMPORTANCE OF TEMPORARY WORKERS .............................................................24

2.8 THE INTEREST OF SETTING UP A NETWORK ...............................................................24

2.9 A RESEARCH AND DEVELOPMENT CENTRE .................................................................25

2.10 LINES OF APPLIED RESEARCH............................................................................25

2.11 TECHNOLOGY WATCH ......................................................................................26

2.12 TECHNOLOGY TRANSFER...................................................................................27

3. A TRANSPORT AND LOGISTICS OBSERVATORY ...........................................................28


3.1 THE OBSERVATORY’S ROLE ..................................................................................28 3.1.1 THREE ESSENTIAL ROLES ...................................................................................28 3.1.2 A PARTICULAR ROLE: QUALITY CERTIFICATION............................................................29

3.2 IMPLEMENTATION OF THE OBSERVATORY .................................................................30

4. TRAINING ROAD MAP .........................................................................................31

4.1 PURPOSE OF THE ROAD MAP .................................................................................31 4.1.1 ALLOWANCE FOR THE EXISTING SITUATION ...............................................................31 THE NOTION OF NETWORK ............................................................................................31

4.2 SETTING UP TRAINING PROGRAMMES......................................................................32 4.2.1 ACTIONS INVOLVED .........................................................................................32 4.2.2 THE AIMS OF EDUCATIONAL ENGINEERING ................................................................33 4.2.3 LEVELS: AN INTERNATIONAL REFERENCE FRAMEWORK....................................................34 4.2.4 THE CONTENT OF TRAINING COURSES: THE REFERENCE FRAMEWORK ...................................34

4.3 A CORPS OF MEDLOG TRAINERS............................................................................35 4.3.1 TRAINING TRAINERS ........................................................................................35 4.3.2 CREATION OF A TEAM OF MEDLOG PERIPATETIC TEACHERS..............................................36 4.3.3 LOCATION OF TRAINING PROGRAMMES....................................................................36 4.3.4 SETTING UP A NETWORK OF UNIVERSITIES AND HIGHER EDUCATION ESTABLISHMENTS ...............37 4.3.5 CREATION OF A MEDLOG MASTER'S PROGRAMME ........................................................38

5. ANNEXES.........................................................................................................39

5.1 ANNEX 1: IDENTIFICATION OF WORK POSITIONS ......................................................39 5.1.1 THE MAIN DESIGN AND SUPERVISION POSITIONS.........................................................39 5.1.2 THE MAN OPERATIONAL POSITIONS ........................................................................41

5.2 ANNEX 2: CASE STUDY – "TRANSPORTNET"...........................................................45 5.2.1 A EUROPEAN UNIVERSITY NETWORK .......................................................................45 5.2.2 TRANSPORTNET: FOUNDATION AND ROLE ................................................................46 5.2.3 STRUCTURE OF THE TRANSPORTNET NETWORK ..........................................................47

5.3 ANNEX 3: TRAINING SYSTEM: MOROCCO.................................................................49 5.3.1 EVALUATION OF THE INITIAL TRAINING SYSTEM...........................................................49 5.3.2 ASSESSMENT OF CROSS-SUBJECT TRAINING PROGRAMMES ..............................................49 5.3.3 ASSESSMENT OF SPECIFIC TRAINING PROGRAMMES: .....................................................50 5.3.4 EVALUATION OF CONTINUING EDUCATION.................................................................50

European Investment Bank Logistics requirements in the Mediteranean Partner Countries – potential for setting

up a network of logistics platforms in the Mediterranean Training Report

Catram Consultants (Paris – France), Team International (Beirut – Lebanon) and Team Morocco (Rabat - Morocco)

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1. FOREWORD

1.1 THE PROJECT

The first Euro-Mediterranean Conference of Ministers of Transport, in which all Mediterranean countries took part, was held in Marrakech on 15 December 2005. The purpose of the conference was to encourage the implementation of an integrated Euro-Mediterranean transport system, which would contribute to the growth of trade between European Union and the Mediterranean partner countries and reinforce economic development of all the countries concerned.

It is in this context that the European Investment Bank decided to commission a study on the needs in terms of logistic platforms in the Mediterranean partner countries, and on the potential for creation of a network of platforms in the region.

This study was based as far as possible on the results of earlier Euromed studies, as well as on the MEDA research programmes. These earlier programmes supplied a very complete basis for reflection on logistic platforms. Obviously, some of the data had to be updated in the course of field studies, particularly the traffic volumes handled or information concerning decisions on major projects (infrastructure, legislation, etc.), and on the state of progress in reforms or projects already undertaken.

Substantial use was therefore made of the studies under the Euromed Main Contract, Reg-Med, Destin, Ten-T, the work by the high level group on trans-European transport networks and their extensions, as well as the conclusions of the Blue Book presented in 2005 at the Marrakech conference.

The experts group contacted the teams in charge of these various projects, and also sought to work in close collaboration with the Mediterranean “Motorways of the Sea” project currently being implemented.

1.2 AREA

Morocco, Algeria, Tunisia, Egypt, Jordan, Israel, Lebanon, Palestinian territories, Syria, Turkey.




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1.3 OBJECTIVES OF THE STUDY

1.3.1 General objectives of the study • Assessment of the logistic requirements in the Mediterranean Third Countries

concerning in particular the development of logistic platforms.

• Proposed creation of a limited number of platforms of international dimensions and definition of common characteristics of these platforms.

• Evaluation of the advantages of connecting these facilities to a network.

• Elaboration of a methodology for feasibility studies of specific platforms in relation to the type of intervention of the FEMIP (EIB).

1.3.2 Specific objectives of the study • Definition of typology of the logistic platform (services provided).

• Definition of characteristics of the information system between the platforms of the network and supply of clear indications on the common training procedures required (transferring logistics know-how and reinforcing links within the network).

• Indication of the conditions to be fulfilled for a network of the platforms to be acceptable (political and administrative context in each country) and proposal of strategies and mechanisms for the development of a network of logistic platforms.

1.3.3 Logistics in the Mediterranean countries Logistics may be understood as the most efficient way of managing both physical flows and the relevant data flows in Europe. The sector which covers these activities has become largely independent of the transport activities themselves. It has experienced rapid growth, supported by specialisation and industrialisation of activities that are becoming more and more extensive, and which make the border between the manufacturing industrial sector and the logistic sector increasingly transparent.

Indeed, in Mediterranean Third Countries the situation offers marked contrasts: the development of international trade has led to the often disorganised growth of freight transport, while archaic forms of transport organisation or regulation of cross-border flows are still widespread.

This is why our expertise occasionally went beyond the logistics sector as this is understood in Western Europe, to touch on aspects concerning transport facilities, insofar as these may find that least partial solutions thanks to the services provided by logistics platforms.




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1.3.4 Deliverables

Phase Report n°

I 1 Review of previous reports

I 2 Evaluation of the needs for logistic platforms in each MPC

I 3 Report on assessment of the interest of the development of a network of Euro-Mediterranean Logistic Platforms

I 4 Typology of platforms in Mediterranean area

I 5 Indication of the common procedures and of the basic characteristics of the complementary training

I 6 Indication of the common procedures and of the basic characteristics of the complementary data interchange sub-networks

I 7 Identification and selection of candidate sites for a Mediterranean network

II 1 Methodology for the appraisal (socio-economic and financial feasibility) of the Euro-Mediterranean logistic platforms

II 2 Case study in Syria

II 3 Terms of reference for the feasibility studies

Synthesis Synthesis report: the Medlog network




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1.4 TRAINING ESSENTIAL FOR THE NETWORK OF LOGISTICS PLATFORMS

The aim of the present report:

Training as a condition for developing logistics platforms

Training in logistics is not an aim in itself: the purpose is to provide qualified staff and even guarantee that they will be available for logistics operators and thus guarantee their customers and partners better quality of service.

Training as a driving force for networking logistics platforms

It was seen elsewhere that the network of platforms would not be the result of goods flows in the immediate future or probably in the short term. The Mediterranean Third Countries trade with Europe much more than among themselves. The logistics platforms of the various Third Countries will do little trade with one another.

The platforms will form a network because they have a quality certification. This certification, the primary aim of which is to guarantee a high level of efficiency, reliability and generally of quality of service, must naturally apply to training.

The purpose of the present report is therefore:

• to give a rapid overview of logistics training in the MTC,

• to define the bases of a training system that will be as homogeneous as possible throughout the various logistics platforms, based on cooperation between the MPC to define a common reference framework for certifying training programmes regardless of their level, from operators to management;

• to base these training programmes on research applied to transport and logistics; this research must itself be organised on a network basis;

• to base these training programmes on an observatory of transport and logistics activities, also organised within a network in the MTC;

• to propose a road map, that is to say the procedure with a view to setting up the training system.

Training, a few important notions

Functions concern the company and formalise the organisation it has set up to achieve its aims.




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Fasks designate work to be accomplished and actions to be performed. They concern both units or departments within the company and the people assigned to these units.

Each function must accomplish a number of tasks defined with a relative degree of precision.

Break-downs into functions and tasks differ quite significantly depending on numerous factors (size, type of activity, cultural, historical or managerial factors) or even depending on fashions from elsewhere.

Jobs concern people and are a way of designating a more or less clearly defined and homogeneous body of knowledge, competencies (know-how) and abilities to accomplish certain tasks in the professional field.

Jobs are organised into levels; not all levels are necessarily found in a given job.

The following levels are usually considered:

- unskilled operator;

- skilled operator;

- operating team supervision;

- technician;

- senior technician1 (without necessarily any supervisory function);

- middle management;

- management.

Qualification designates a body of knowledge, know-how and abilities required to accomplish the tasks assigned, specifically or non-specifically, to a job and level in a given context.

The qualification is the result of:

- initial training;

- professional experience;

- continuing education.

The difficulty therefore lies in relating tasks, jobs, necessary qualifications and training (initial or continuing), knowing that each of these areas are defined with varying degrees of precision and are subject to local differences.

When referring to a reference framework, it is a question first and foremost of a jobs reference framework, which must be described:

1 The term technician is to be understood in the widest sense. Hence a company jurist is a "senior technician" even if he/she has executive status.




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- on the one hand in terms of the tasks usually assigned to this job within the company;

- on the other in terms of knowledge, know-how and abilities required by this job.

The setting up of an initial training system, usually organised into certificate courses, must take into account this twofold approach.

Continuing education then appears to be a way of:

- updating or improving staff qualifications;

- quickly filling in gaps in the initial training system.

From the standpoint of the jobs reference framework, it is a matter of defining a training reference framework, which will have two aims:

- assessing existing training programmes with a view to certifying them;

- defining new training programmes in close cooperation with the national authorities, without which it is not possible to set up anything.

Logistics in the Mediterranean Third Countries

Logistics lends itself to various definitions and logistics training programmes that have been set up over the past decade reflect this diversity.

Sometimes logistics is given an extensive definition: the shipment of goods in the best possible conditions (costs, delivery times, reliability, etc.) from a producer to the final recipient, in a word a succession of "transport" segments connected by "break-bulk" nodes.

In practice, however, when people – and especially logisticians – speak of logistics they are considering more the operations associated with break-bulk including warehousing, which may involve adding value either physically to the goods (e.g. conditioning) or operationally (e.g. holding stock on someone else's behalf).

Historically, logisticians have usually come from two professions:

- carriers, primarily lorry drivers;

- forwarding agents/transport organisers.

In both these professions, it is only the very small minority at the top that can afford to invest in warehousing.

It is a sector of activity that is developing quickly, based on increasing specialisation and industrialisation of activity.




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The situation in the MTC is one of considerable contrasts: the development of international trade has led to often disorderly growth of goods transport while archaic structures sometimes still survive with regard to the organisation or control of trans-border or domestic flows.




2. LOGISTICS TRAINING IN THE MTC

2.1 SPECIFIC FEATURE OF THE MEDLOG NETWORK

With globalisation and the development of international trade, industrial and commercial companies in the MTC are faced with the following alternative:

- developing an efficient logistics service internally;

- handing over their logistics operations to specialised service-providers.

In both cases, it is essential to have qualified staff at all levels, capable of meeting the requirements of the profession (on the understanding that it is diverse and evolving).

The Euro-Mediterranean network of logistics platforms concerned with international trade will be mainly maritime when it comes to international transport, which underlines the importance of the port transit stage for the goods. However, the value added at the break-bulk stage can be moved to an inland logistics platform.

The weakness of autonomously organised logistics or the absence of logistics platforms does not mean that de facto logistics is absent, especially with regard to warehousing and handling operations. The situation varies considerably from one country to another but the following may be observed:

- In the case of operational staff, in particular handlers, on-the-job training predominates. Logistics handling differs little from handling in the industrial or commercial fields. Specific requirements appear as logistics becomes more specialised.

- In the case of middle-level staff, training centres often exist. These have been set up by the transport industry (professional organisations) and in particular by the maritime industry and ports. Short professional training programmes have even be set up in public and private education (chambers of commerce and industry).

- In the case of managerial staff, there are practically no approved national "logistics" diplomas, but "transport and logistics" specialisations are beginning to appear. Senior managers are




sometimes trained abroad, for example in France in the case of the Maghreb countries.

The aim is to set up a training reference framework for the network, as a result of cooperation between operators (public and private) in the Euro-Mediterranean area.

To summarise, the demands of globalisation imply that jobs in industrial and service companies in the MTC will need to be reorganised. This in turn implies training at all levels in order to create a genuine logistics culture at several scales, that of the States, regions and local authorities, but also that of the industrial and service companies such as carriers and/or distributors in order to offer companies staff at all levels that are efficient because they are operational and speak the same language.

In this way, the beneficiaries of such training programmes will be not only companies and major public transport operators but also employment agencies, temporary employment agencies, etc.

A logistics culture, a common language and a training reference framework are all essential elements for organising the network.

2.2 A NATIONAL DIMENSION

In quantitative terms, one or even two MedLog logistics platforms per country does not constitute a sufficient outlet in itself to justify a specific system for providing logistics training. It is necessary to take into account:

1 the existing situation, not in terms of content, which can be quite easily adapted, but in terms of curricula, educational courses leading to national diplomas, educational infrastructure and the teaching profession;

2 the inherent inertia in any training system: if unsatisfactory courses and content are not to be certified hastily, decisions must be taken by the national authorities now in order for their effects to be felt in two, three or more years depending on the point of departure;

3 local or national opportunities for setting up continuing education programmes that may to a certain extent compensate for the inertia referred to above and enable logisticians to find qualified staff quite quickly;

4 the inevitable de-synchronisation with the creation of a EMLP possibly comprising a training centre (this is a question that was considered but is perhaps debatable). This is the classic chicken and egg situation. The EMLP may contribute to training (apprenticeships, placements, etc.) provided that it exists, i.e. that staff have been recruited after being trained elsewhere and in a different manner.




2.3 AN INTERNATIONAL DIMENSION

By definition, the network has an international dimension, which means that training programmes must be harmonised via a certification procedure, exchanges of students and teachers, or even the creation of a corps of peripatetic teachers (at least for certain levels).

It is clear that this is a medium-term aim.

The difficulty will be to a great extent inversely proportional to the level of training:

- The creation of a MedLog master's aimed initially at a small number of advanced students is neither very difficult nor very costly.

- The harmonised creation or the harmonisation of training programmes for operational staff in ten countries, which will be incorporated into different national education systems, will be much more difficult and much more costly, and will need to mobilise far more resources and means to overcome administrative or cultural obstacles in many cases.

It will require a certain degree of skill to reconcile the certification procedure, the ultimate aim of which is to create a shared logistics culture and common language, with the legitimate and unavoidable prerogatives of the national authorities in each country.

2.4 BUILDING A COMMON REFERENCE FRAMEWORK

There are two methods for building a reference framework:

1 - From scratch, beginning with a systematic investigation that is as exhaustive as possible of the different situations, country by country, and building the reference framework step by step.

2 - Starting with an existing reference framework and seeing how far it is appropriate and where it needs to be adapted.

In the first case, it is necessary to draw up:

- an inventory of jobs, level by level from operational staff to management,

- an inventory of required knowledge, competencies (know-how) and abilities job by job,

in order to construct a matrix in which homogeneous sub-sets of knowledge, competencies and abilities can be observed concerning several




jobs in order to devise training courses comprising alternatives and options.

This is an extremely complex and probably long and costly educational engineering process with an uncertain result.

In contrast, we propose to rely explicitly on Novalog, where this work has already been carried out. It remains to be seen and determined to what extent the results of the Novalog project are applicable in the context of MedLog.

2.4.1 The Novalog project The Novalog project was carried out in the context of the Leonardo Da Vinci programme, a community vocational training action. It had 5 aims:

• Providing information and resources for the transport sector federation (IRU/ETF) and national players (logic of choice).

• Encouraging the emergence of a common, shared point of view with regard to logistics-related jobs.

• Bringing greater visibility to these jobs and understanding the proposed training programmes better.

• Identifying national policies and linking up the various initiatives via key players.

• Helping to extend the range of training programmes on offer.

functions

tasks

jobs qualifications

training programmes




It had 3 dimensions:

Ways of integrating logistics as an expanding activity and the answers in terms of employment/qualification/training.

Integration of logistics as a new activity with strong repercussions on the road transport sector and sectoral policies (national/European) in this field.

Creation of dedicated resources at European level.

Novalog sought to define job/employment/training programme reference frameworks for the 16 countries (at the time) in the the European Union on the basis of a common, broad definition of logistics.

Logistics systems apply to the transformation of goods in time and space. The following diagram illustrates this definition (source: Novalog).

Logistics consists in managing flows of materials and goods, information and the associated administrative procedures from supplier to user or consumer, on the basis of a provisional or defined need, with a view to ensuring efficiency and quality in the services expected.

2.4.2 Partners

The 11 partners are drawn from seven member States of the European Union and one country from Central and Eastern Europe.

The social partners represented in the "road" sectoral committee by the IRU (International Road Union) in the case of the employers' federations and the ETF (European Transport Federation) in the case of the trade unions have members throughout the European Union, including in Central and Eastern Europe with regard to the IRU.




The European Logistics Association (ELA) comprises 36 professional associations, training or research organisations concerned by logistics and represented in all the member States of the European Union.

The search for information and country by country analysis is shared among 5 partners, all logistics research and training centres or institutes: one Danish, one Dutch, one Hungarian, one Irish and one French, the AFT-IFTIM which has been particularly responsible for the Mediterranean countries (France, Spain, Italy, Greece and Portugal, if the last can be considered as a Mediterranean country) (Source: Novalog). It therefore seems that the experience gained by AFT-IFTIM via Novalog should be put to use in the EMLP project, particularly as this association has worked recently in the Maghreb region.

2.5 LOGISTICS ENTITIES

It is considered that the Euro-Mediterranean logistics platforms will not in theory be dedicated to a single company or single operator.

It has been assumed that they would be developed, managed sites receiving:

- the installations of a logistics service-provider (services for others);

- the relocated2 logistics service of an industrial or commercial company (services for itself).

The service-provider may be a service company that operates at several other sites.

A commercial company with several sales outlets may have gathered its logistics service at a platform. This is rarer in the case of an industrial company.

The expression logistics entity is used here to refer to an establishment3 situated on the EMLP, whether the service-provider is acting for others or on its own behalf.

The platform receives other companies or establishments whose function is to provide different services to the logistics service-providers. It also hosts various State or local authority agencies involved in the logistics process.

The development and management of the EMLP are not logistics activities.

2 Relocated does not mean outsourced, but it is often an intermediate stage between logistics integrated into the company and complete outsourcing. 3 Regardless of its legal status.




2.5.1 The Novalog classification The Novalog classification is the keystone of the project. It is divided into four groups of job.

Remark: transport is not taken into account in the Novalog classification. It must be taken into consideration in the MedLog project as well as all training programmes in road and rail freight transport jobs.

Group 1, Formulating and implementing logistical strategy

This group includes those responsible for the management and definition of logistics policies. It covers the strategic and decision-making dimension of logistics within companies.

Group 2, Purchasing/materials management

Procurement and purchases are key elements in the logistics process. This group includes jobs responsible for planning manufacturing, assembly and installation orders and the other manufacturing operations aimed at production staff.

Group 3, Production planning and control

This group includes jobs whose primary tasks are connected with the planning and control of production.

Group 4, Warehousing

This group is characterised by operational tasks carried out in a given time, by the monitoring of information systems to ensure permanent control of operations carried out and by informing higher levels of authority of incidents and problems encountered.

It comprises 22 jobs:

Group 1, Formulating and implementing logistical strategy

Supply chain manager

Logistics manager

Logistics analyst

Logistics engineer

Logistics controller

Logistics IT specialist

Logistics supervisor

Group 2, Purchasing/materials management

Materials manager

Purchasing manager

Procurement manager

Purchasing officer




Purchasing clerk

Stock/inventory controller

Group 3, Production planning and control

Production planner and controller

Group 4, Warehousing

Warehouse management

Warehouse manager

Warehouse supervisor

Administrative operations

Order processing clerk

Warehouse operations

Warehouse operator

Forklift driver

Order picker & packer

Warehouse supporting activity

Maintenance supervisor

Maintenance operator

Source: Novalog

2.5.2 From the diagram of the warehouse to fields of activity

The warehouse constitutes a strategic link in the logistics system:




The warehouse is no longer just a storage place. At the heart of the organisation of a company's flows (upstream for supplying factories and downstream for delivering orders), it plays a strategic role as regulator of the supply chain and a large part of the costs of the entire chain will depend on the performance of its management.




Warehouse: stored products

Logistics entity: products in transit

The above diagram shows the main roles of a logistics entity.

2.5.3 Training programmes to be implemented depending on work positions

Training programmes in logistics oriented in particular towards the requirements of logistics entities are fairly recent in the countries on the southern shores of the Mediterranean, in particular Morocco, a pilot country for the emergence of logistics platforms of various types.

Training programmes have developed considerably at the design and supervision levels and very little at the operational and maintenance levels. However, there are many different training programmes at the design and supervision levels.

Continuing education programmes are developing and offered by private organisations, in which the quality of the teachers and teaching is not guaranteed.

Continuing education programmes There are four types:




• Inter-company programmes drawing people from different companies

• Intra-company programmes offered at the request of a single company

• Distance learning programmes via ICT

On-line learning potentially offers numerous advantages, including flexibility in terms of training time and location.

• Training programmes in schools, centres and universities.

Remark:

• Companies must also attach great importance to training in foreign languages, which are essential in the context of international trade.

They have difficulties in:

• evaluating the profitability of training activities even though they recognise that training is beneficial for individuals, helps to give them more confidence, passes on important values (respect for the customer, for the goods, equipment, safety, etc.) and create team spirit,

• choosing the right formula (intra-company versus inter-company, on or off the works site ),

• identifying locally available training courses.

2.6 INITIAL TRAINING PROGRAMMES

2.6.1 Identification of general curriculum

The reference framework used for representing the training programmes available in Algeria, Morocco and Tunisia is based on various training programmes inspired to a certain extent by the French model:

• BEP/CAP, which provides pre-BAC (baccalauréat) training for operators (warehouse operator, storeman, truck drivers, forklift driver, maintenance worker, etc.),

• BAC professionnel, which prepares people for administrative and operational jobs in transport and logistics (customs broker,




forwarding technician, planning technician, manager of small warehousing units, supervisor, workshop foreman, etc.),

• BAC+2/DUT/BTS, which trains logistics technicians (maritime/air forwarding agent, customs broker, national and international road transport charterer, head of line, head of sector, planner, head of transport agency, head or deputy head of operations, depot manager, sales representative, member of sales department, head of logistics unit (platform, warehouse), reception/storage/shipment manager,

• BAC+4, which trains logistics managers, sales managers and logistics service buyers,

• Master's, which prepares people to take on wider logistics responsibilities (design, management, operation) and consultancy jobs.

In all cases, these training programmes must atach great importance to foreign languages, inevitably including English in the context of international trade.

2.6.2 The creation of a MedLog Association

European experience in this area could serve as a reference in implementing an adaptable and open-ended logistics training framework for the Euro-Mediterranean network of platforms. Thus, the ELA (European Logistics Association) classifies training programmes according to three levels:

− Junior logistician, Supervisory/Operational Level EJLog

− Senior logistician, Senior management level EMLog

− Master logistician, Strategic management level ESLog

In general, the programmes must be closely connected with companies' daily practice.

Training programmes are not static and evolve depending on the competitive and technological environment. Training requirements call for market studies concerning company requirements, with expert practitioners giving their opinions on the programme.




For these programmes it is essential to involve logistics service-providers' organisations in defining the programmes and the type of training.

It also seems necessary to encourage the creation of logistics associations in each country and to group them in a Euro-Mediterranean logistics association.

This would play the same role as the ELA in logistics training.

The ELA has issued directives relating to the field of application, content and modular structure of logistics training programmes in Europe (European Certification Board for Logistics: ECBL).

The information to be drawn from European experience in the field of training would appear to be an advantage. It can be used as a basis for transferring knowledge and know-how that has proved its worth in the management of simple and complex warehouses and entities logistics.

The following may be mentioned as examples that have been successfully applied in Europe:

• Training programmes oriented toward mobility in networked logistics platforms: close links between the course content, tasks analysis and platform requirements.

• Use of simulation in logistics teaching and learning. This is easy and offers flexibility in terms of time, place and rhythm.

− Distance-learning certification programme: interactive CD-ROM enabling users to learn at their own speed depending on their timetables.

− On-line logistics learning in the various network platforms. The use of interactive training systems concentrating on the theoretical qualifications needed by a driver or handler in operating his forklift correctly and in complete safety. This system enables an on-line learning system to be set up.

− Simulation of a warehouse or platform management system so that workers can be trained before the system is introduced into their platforms or warehouses.




2.7 THE IMPORTANCE OF TEMPORARY WORKERS

The use of temporary workers is a fundamental variable in the management of warehouses and logistics personnel, for reasons connected with:

• responding to increasingly unpredictable markets,

• the seasonal nature of activities,

• turnover phenomena.

In this context, temporary employment agencies can play a major role in training and as a channel for recruitment. They can become an important partner for training organisations, which have difficulty in raising awareness among service-providers, whose requirements are less and less easy to predict and plan and therefore less and less compatible with long training programmes involving sandwich courses and apprenticeships and/or those with commitments in terms of employment.

Nevertheless, the experience of certain European countries has shown that temporary employment agencies have difficulty in developing a human resources management and training policy in the field of logistics. Indeed, as the work load at warehouses is extremely unstable, many logistics companies resort to temporary employment agencies. These agencies have the following problem: if they invest in training, for example, there is every likelihood that they will benefit only partially from it as temporary workers can quickly leave the agency, and the investment is then wasted.

2.8 THE INTEREST OF SETTING UP A NETWORK

In the world of training, and especially open and distance learning, the principle of pooling is very often evoked when it is a question of making up for real or assumed shortages in educational resources that prevent the development of customised and/or distance learning curricula. Each party can be quickly convinced that sharing one another's resources will help to constitute a significant store from which they can draw for their own purposes.

• For financiers, the prospect of not having to finance the same production several times is attractive.

• For service-providers, the aim is also to achieve economies of scale. As trainers' activity, including in its traditional forms, is




always based on resources, one is not starting from scratch – not everything has to be produced!

• Lastly, even if they are less sensitive to economic aspects, trainers are rather keen on pooling resources. It meets a real desire to work together and exchange and its advantages are in any case difficult to deny as the expected benefits are so obvious from the economic standpoint as well as from those of professionalisation or improved services offered to beneficiaries.

2.9 A RESEARCH AND DEVELOPMENT CENTRE

Training must be based on research but in the field of services and more particularly that of transport and logistics, it is hardly possible to speak of theoretical research: rather it is a matter of research and development and/or applied research.

The following must also be added to this applied research:

- technology watch/economic intelligence;

- a technology transfer role.

2.10 LINES OF APPLIED RESEARCH

The lines to be explored by this research may be the following:

• economics

• law

• the sociology of companies, jobs, qualifications

• regional development

• transport technology (mainly goods conditioning)

• logistics technology (mainly handling and warehousing)

• organisation and information systems (in particular in connection

with the monitoring of goods and vehicles)

• mathematics (modelling, simulation, statistical analyses).




2.11 TECHNOLOGY WATCH

The MedLog network forms part of the worldwide system of international trade.

In the network as a whole and in each MTC it is important to keep up to date with major developments in transport and logistics technologies in the strict sense as well as with the conditions in which activities are performed: it is a matter of economic intelligence as much as technology watch in the strict sense.

As far as technology is concerned, it is very unlikely that technical research will be carried out on site with regard to the development of goods handling or conditioning equipment. In the context of technology watch it will be a question of assessing the interest of a particular new technological solution and studying the ways in which it can be appropriated by local companies.

The lines of research can be broken down into topics such as:

• analysis of the operation of transport systems, notably in

economic terms;

• a study of the relations between the transport system and the

spatial organisation/development (regional development with, in

particular, consideration of the relations between towns and

ports);

• evaluation of projects and policies in the fields of transport and

logistics;

• the geopolitics of goods circulation at regional level (MEDA area).

• the organisation of seaports (cf. the concept of cargo

community);

• the competition between seaports;

• the changes in international transport law;

• the changes in transport law (regulations, labour law, claims and

disputes);

• new regulations and studies concerning their application in

particular fields (so-called hazardous and pollutant substances,

refrigerated transport, cold chain, foodstuffs, etc.);




• new regulatory requirements concerning exports;

• quality assurance;

• systems for processing and transmitting information linked with

transport and logistics from the technical standpoint and from the

point of view of their impact on:

∗ productivity,

∗ quality and reliability

∗ employment;

• changes in standardisation, its application and impact son

companies.

These are just a few possible avenues.

It is clear that the boundary between applied research, economic intelligence and technology watch is blurred. This is of little importance. What matters is the goal, namely to improve the level of knowledge concerning transport and logistics for operators in the MEDA area and for public or private decision-makers (investments in infrastructure, regional development, application of international rules).

The important thing is for it to be visible and made visible for several reasons:

• an obvious aim of coordination, which is essential if the setting up

of such a centre is accompanied by incentive measures;

• visibility at national level, which is desirable and even essential,

• visibility is essential to develop international cooperation,

• visibility is essential to form a genuine 'research community'

using shared methodologies and documentation.

2.12 TECHNOLOGY TRANSFER

In the MEDA area, this sector of activity is characterised by a dichotomy between:

• sizeable companies that are usually subsidiaries of foreign

groups, sometimes involving national investors in particular if this

is required by local regulations;




• SMEs or even artisans (in particular in road transport ).

This situation, which smacks of post-colonialism, is highly detrimental to the development of transport and logistics in each of the countries concerned. Local SMEs usually act as subcontractors.

The immediate consequence of this is the low quality of service provided by these SMEs, in particular with regard to reliability, delivery times, and compliance with regulations (labour law, safety, etc.).

The inadequacy of local SMEs is detrimental to the overall efficiency of the national transport and logistics system in each MTC and throughout the MEDA area.

The purpose of technology transfer is ot raise the level of competence of these SMEs. This may involve:

• questions of internal organisation;

• the breakdown of tasks and staff qualifications;

• the choice of equipment;

• etc.

Technology transfer then takes the form of services provided to SMEs by experts. These may be isolated (assessments), of short duration (consultancy, assistance) or longer (introduction of a new organisation, appropriation of a new technology).

In general SMEs do not have the resources to fund these operations entirely by themselves. Technology transfer must therefore be a component of aid provided by the public authorities at national or local level.

In certain cases and under certain conditions, the responsibility for technology transfer must be taken at network level.

3. A TRANSPORT AND LOGISTICS OBSERVATORY

3.1 THE OBSERVATORY'S ROLES

3.1.1 Three essential roles This observatory may be assigned three essential roles:




1) Observing in the sense of gathering and analysing data (statistics) on transport and logistics: data concerning flows, activities, the companies concerned, employment, infrastructure.

2) Observing in the sense of conducting or ordering specific studies (e.g. sectoral studies). The observatory thus becomes an essential component in coordinating and making visible economic, social or legal research activities, for example.

3) Observing technological developments in the sense of technology watch and conducting or ordering studies concerning the interest of these changes for companies, or even carrying out experiments with pilot companies.

The transport and logistics observatory will therefore be a centre for gathering, processing and disseminating information, whether this be quantitative (statistics) or qualitative with regard to studies and research.

3.1.2 A particular role: quality certification The network relies on quality certification for logistics platforms:

quality certification supposes qualified and trained staff

hence quality certification is needed for training programmes.

This quality certification involves:

• local professional organisations (associations of forwarding agents, road transport unions, international chamber of commerce) and existing training centres for levels 1, 2 and 3. These deliver quality certification for the MedLog observatory;

• local universities and centres of higher education for levels 4 and 5. The MedLog observatory delivers the quality certification directly in agreement with local structures. Existing European and Mediterranean experience will serve as references.




3.2 IMPLEMENTATION OF THE OBSERVATORY

Several comments need to be made in relation to these roles:

The processing of quantitative data, in particular concerning goods flows, must be coordinated with various sources: the customs, the port, professional organisations representing importers and exporters, etc.

One may wonder whether the observatory's role would not be to process data on behalf of others.

1) The observatory is thus a decision-aid facility for politicians and the public authorities in the MTC.

2) The observatory is also a documentation centre for teaching and research.

3) The observatory can also be a supplier of studies and information for companies wishing to set up business in the country.

2) As holding information is not an end in itself, in addition to the above considerations, it will be necessary to organise its dissemination, especially in the framework of the network of logistics platforms in the MEDA area.

If it is part of the network, the observatory cannot operate without national branches in each of the MTC: it thus becomes a crucial element of the MedLog network.




4. TRAINING ROAD MAP

4.1 PURPOSE OF THE ROAD MAP

The purpose of the road map is to propose a procedure for setting up (progressively) a MedLog training system, linked to applied research and an observatory, one of whose functions will be to gather specific, shared documentation.

4.1.1 Allowance for the existing situation There is an existing situation in each country, which must be taken into account. To say that logistics does not exist is of course a misuse of language, a short-cut to indicate that it is not recognised as an activity per se.

Logistics has always existed, whenever something is produced and is not consumed in situ.

Industrial companies have units for receiving products used in their manufacturing processes and units for preparing shipments of finished products. The same is true of commercial companies, which have units for receiving the goods they distribute, etc.

Many logistics jobs already exist but are integrated into other activities. Training programmes already exist but they are fragmentary and dispersed among different processes.

4.1.2 The notion of network

This is based on quality certification for existing training programmes, if necessary after they have agreed to make certain modifications in order to comply with the certification or, more rarely, the creation from scratch of courses or even complete curricula that can be offered at existing or new organisations.

ln addition, the creation of platforms which may be assumed to host several logistics entities, either service-providers or logistics services:

- will lead to an almost immediate need for more qualified staff;

- will create a framework ensuring that training is tailored to the actual needs of logisticians.




The aim here is not to go into detail concerning the content of each course but to define the procedures for setting them up, noting in passing that training courses must anticipate the creation of the MedLog network logistics platforms by a few years.

4.2 SETTING UP TRAINING PROGRAMMES

4.2.1 Actions involved Setting up the training courses will involve the following actions: 1 Agreeing on and validating a jobs reference framework, from operational level to management level. It is proposed that the Novalog jobs reference framework should be used as a starting point;

2 Quantifying and scheduling requirements in each job in accordance with the growing importance of logistics first in the MedLog logistics platforms but also, more generally, in each MTC concerned;

3 Defining a reference curriculum per job:

- starting level and any prerequisites;

- arrival level and qualification obtained: attestation, licence, certificate, diploma etc.

It is not a question of re-inventing everything but of drawing inspiration from existing curricula, especially those in the Mediterranean countries of Europe (in particular Spain, France, Italy, Greece).

4 Defining possible training procedures:

- duration and breakdown (theory, practice, placement, etc);

- learning with a theoretical part;

- more theoretical training with case studies, work placements, periods spent in companies;

- training suited for distance learning (for certain parts of the curriculum);

- self-training, through the use of an "educational package";




- on-the-job training with, if necessary, "educational packages" made available to companies.

The various stages outlined above call for the involvement of experts in educational engineering in close collaboration with:

- qualified trainers from each MTC;

- representatives of professionals.

4.2.2 The aims of educational engineering At the level of the MedLog network, the result of this expertise should be to:

- draw up a precise inventory of resources to be made available to logistics operators, along with the corresponding schedule;

- give quality certification to certain training programmes;

- propose modifications in existing curricula so that they can eventually gain quality certification;

- propose the creation of training centres in relation with the creation of the MedLog logistics platforms.

It is not certain that the creation of an initial training centre within the EMLP is a good idea. The centre would occupy space to the detriment of logistics activity itself, the EMLP may be far from any town and transport and accommodation for the (numerous) pupils and students may pose problems (they are not salaried, do not yet have any employer, etc.).

A continuing education centre in the vicinity nevertheless seems to be essential.

With a view to partnerships, in particular for higher training programmes, existing training programmes at European level will be taken into consideration (for sending or exchanging students). It is clear however that this possibility is not feasible for training operational staff or even for certain intermediate levels.

Even though there may be no or virtually no specific logistics education programmes in one or other of the MTCs, there will inevitably be training – if only on-the-job training – in jobs that contribute to logistics activities. The difficulty will be due to the fact that it is scattered among other curricula or that it is available at places far from the future MedLog platform (in particular training that involves periods spent in companies).




4.2.3 Levels: an international reference framework

- 1 Unskilled operator: 14/16 years, apprenticeship with a little theoretical training (including general knowledge);

- 2 Skilled operator: 16/18 years, theoretical training (professional and general) and practical training (including placements or even pre-employment periods);

- 3 Foreman: advancement from level 2 (experience) and continuing education;

- 3b: Highly skilled operator: (technical, administrative or commercial jobs), 18/20 years, general training and specific professional training ;

- 4 Middle manager: (supervision and/or technical, administrative or commercial jobs), 20/22 years, short advanced training, often vocational;

- 5 Senior manager: (supervisory and management), 22/24 years: long advanced training, sometimes vocational.

4.2.4 The content of training courses: the reference framework

Drawing up a theoretical reference framework for logistics training programmes corresponding to the jobs reference framework is not difficult: there are many examples. However, it must be organised as a model, that is to say a coherent corpus that will represent a goal to be achieved in the medium term.

The difficulty in each MTC will be to set up, level by level, job by job, an evolving system for achieving the model (reference framework) within a few years, drawing on what already exists (provided it is given quality certification) or by creating new facilities and materials, for which funding and resources, especially trainers, will need to be found.

A successful example, the ILI in Barcelona

Would it not be beneficial to create a logistics institute for the MTC drawing on the experience of the ILI in Barcelona?

This Spanish-language logistics institute is aimed at a worldwide network of Spanish-speaking countries. It offers traditional training and e-learning. It provides distance learning.




Teachers can monitor students' progress via a system of connection statistics. They can contact students by email if they do not appear to be connecting to the learning system. Tutors use forums and chat-rooms, providing customised teaching by replying to the questions students send by email.

The ILI has developed a series of 12 courses with specialised on-line modules. Each module represents about 30-40 hours on-line training, namely:

• Training guide (methodology)

• Teaching material

• Chat rooms

• Forums

• Exercises (open-ended questions)

• Automatic tests (multiple-choice questions)

• FAQ

• Case studies

• Additional learning resources

• Links to useful Internet sites.

The example of the ILI could be transposed in the case of the MTCs by adapting it to the specific features of the Euro-Mediterranean network of logistics platforms.

4.3 A CORPS OF MEDLOG TRAINERS

4.3.1 Training trainers If logistics is virtually non-existent in certain MTC (e.g. Syria), then not only will specific training programmes be non-existent but potential trainers will be scarce, at least as far as the most specific components of logistics are concerned.

One of the first concerns when setting up the network will therefore be to train trainers, depending on the levels and countries involved, and linguistic constraints.

Training for trainers must be accompanied by the creation of "packages".

- training packages, accompanied by teaching recommendations;




- educational training packages, in particular for placement or apprenticeship supervisors and generally speaking professionals involved in training but who are not trained teachers themselves.

These packages may take various forms:

- learning package (containing CDs, courseware, etc.);

- on-line support and assistance;

- short seminars, etc.

4.3.2 Creation of a team of MedLog peripatetic teachers

This team will be created for several subjects in levels 3 and 3b, 4 and 5 (information systems, flow supervision, etc.).

The team will consist of recognised academics and experts. They will follow the recommendations (in relation to course duration and content) given by the observatory and other stakeholders involved in the quality certification and will prepare courses corresponding to these requirements.

Depending on course loads and availabilities, they will teach approved courses within one year (short seminars) or spread over several years (1 complete semester).

Between 3 and 10 teachers could take responsibility for the same course load.

4.3.3 Location of training programmes Levels 1 and 2:

The training programmes are not in theory located in the MedLog logistics platform but company apprenticeships (placements, sandwich courses, etc.) and training on handling equipment should preferably involve logisticians from the logistics platforms as well as the other services (work sites, container depot, servers, etc.).

Levels 3 and 3b

Local training programmes will not be located in the EMLP. Continuing education programmes will be situated in the vicinity as far as possible in order to take advantage of the facilities and some of the teachers will be from the MedLog team.

Level 4 (short higher education)




Existing national training programmes will be certified and some of the teachers will be from the MedLog team.

Sandwich courses for students and continuing education programmes for executives will make use of the companies in the platform

Level 5 (long higher education)

Existing national training programmes will be certified and some of the teachers will be from the MedLog team.

One or more cycles will be defined in the context of the project by the observatory, in particular the Master's programme and MedLog sponsorships.

Levels 4 and 5 will not be located in the logistics platforms, with a few exceptions (placements, field observations). These training programmes will be offered at logistics platform satellite sites and in reserved premises in training institutes (business schools, engineering schools) or universities.

4.3.4 Setting up a network of universities and higher education establishments

As far as postgraduate courses are concerned (Master's and PhD levels), many are available in the universities and higher education establishments around the Mediterranean.

It is true that the levels and experience are not the same everywhere, but it would be advisable to create a Euro-Med network of universities and higher education establishments providing training in logistics.

The tendency to align university curricula throughout the Mediterranean region along the lines of bachelor's, master's and doctoral degrees, and the diversity of professional bachelor's and master's degrees in logistics militate in favour of training programmes in the context of this network.

Such a network would help to share costs, encourage the exchange of trainers and students and create synergy in logistics research and innovation.

The experience of the Mediterranean virtual university, of the ILI in Barcelona, the Arab Academy for Science, Technology & Maritime Transport (which belongs to the Arab League), etc. are factors to be taken into consideration when creating this network.

The universities on the European side of the Mediterranean are strongly involved in these training programmes, as are some on the southern side. The aim is to get them to cooperate and not to compete in offering courses of this type. Institutional and financial incentives are essential conditions for developing this network.




4.3.5 Creation of a MedLog Master's programme

One and then several Master's courses will be organised on a peripatetic basis. This MedLog programme could then be extended to PhDs and post-doctoral research.

Students will be selected from each country to follow Master's courses in MedLog-approved institutes. They will be awarded specific MedLog grants for the duration of the programme to cover ordinary expenses during their stay.

The training programmes, lasting 4-6 semesters, will involve changing establishment every semester or every civil year.

The institutes involved in the programme are situated in the MTCs but also in each country in the European Union.

Existing exchange programmes for logistics and transport (e.g. TransportNET) will be quality certified and integrated into the programme at the request of their administrators.

The main companies of the MedLog network will be asked to accept students to do professional or research placements.




5. ANNEXES

5.1 ANNEX 1: IDENTIFICATION OF WORK POSITIONS

5.1.1 The main design and supervision positions

Planner: procurement / production / distribution

Design and supervision positions require very high levels of competence:

• Stock management models

• Logistics optimisation models

• Forecasting models

• Methods for calculating and planning requirements

• Capacity planning

• Order management processes and information systems

• Purchases interfacing

• Foreign languages (English essential)

Forecaster

An essential aspect of managing logistics entities is forecasting. This calls for many types of scientific and technical knowledge:

• Mathematical models and forecasting statistics

• Knowledge of marketing (promotional activities, launching of new products, product life cycles, etc.)

• Interfaces with purchasing, marketing, production and sales

• Logistics information systems


Stock manager

Stock management is one of the key aspects of logistics management. This position calls for several types of technical and managerial knowledge:

• Stock management and forecasting models

• Knowledge of products (demand profiles)

• Mastery of warehouse operation




• Basics of statistical calculations and accounting

• Interfaces with purchasing, marketing, production and sales functions


Transport and logistics purchasing manager:

The transport and logistics purchasing manager is the interface between service-providers and the entity. He must be a skilled negotiator and aware of requirements in the field of transport and logistics services. He is the key player in outsourcing transport and logistics services. This person must have a wide range of knowledge and competencies:

• Knowledge of the transport and logistics service-providers market

• Commercial ability (good at negotiating)

• Formalisation of needs (service specifications)

• Legal aspects (service contract)

• Evaluation of services (monitoring of service quality, quality assurance)


Quality assurance

Quality is key to gaining the loyalty of customers (both internal and external). It calls for a strategic choice with regard to the managers of the logistics entity and an organisation based on competencies and knowledge in the field of quality procedures and compliance with standardisation criteria in respect of quality certification:

• Management capabilities

• Knowledge of quality standards and certification

• Mastery of quality procedures

• Mastery of auditing rules

• Knowledge of international certification organisations


Fleet manager

Management of the fleet is a strategic variable in the optimum management of a logistics entity. It ensures that traffic is fluid and reduces




queues and malfunctions. To meet these operational requirements, the following knowledge and competencies are required:

• Operational and technical knowledge in the field of transport

• Legal and financial competencies

• Maintenance competencies

• Ability to analyse and organise (analysis and planning of transport)

Management operators – port operation and multimodal chain organisers

A logistics entity located at a logistics platforms within the MedLog network will involve a variety of jobs linked to port activities such as handling, warehousing, interoperability of transport modes, interface management, community management of port activities, etc. These many, interdependent fields call for a wide range of qualifications and competencies at several levels:

• Competencies in port techniques

• Competencies in the management of port transit procedures

• Management of warehouses and port logistics platforms

• Management of port risks

• Mastery of port safety and security techniques

• Supervision of the multimodal chain

• Relational marketing for the port community


5.1.2 The man operational positions

The warehouse operator:

He takes part in logistics functions by receiving, storing, preparing and distributing goods.

• Proficiency in using computer equipment

• Physical counting and quantity control

• Knowledge of management rules (stock, storing of products according to turnover, etc.)

Warehouse operators may be promoted to positions of warehouse manager, loading bay manager, shipment manager or inbound freight manager.




These positions do not require any diploma. Logistics operators take responsibility for training their employees. Training is provided in-house or in the form of continuing education.

Labeller

He wraps, stamps and packs. He sets the machines he uses and checks that they have a sufficient supply of paper and plastic film. He is required to sort, classify and group documents for each package or bag to be shipped.

He is required to know about printing processes and have a few notions of mechanics.

Handler

Handlers move loads or operate lifting equipment. They move hazardous substances. In general, appropriate training is needed for this job.

Qualifications:

• Knowledge of warehousing techniques (storage equipment, spatial organisation of the warehouse, work organisation, etc.).

• Use of computer systems dedicated to warehousing

• Knowledge of handling products and media

• Quality assurance

Forklift driver

A forklift driver works at warehouse bays. Driving a pallet truck, he loads and unloads lorries. He is responsible for maintaining the forklifts. He must comply with professional codes of practice (needs a driving licence), have technical knowledge of rolling stock, the use of communication and information tools and the application of safety regulations.

Forwarding manager / Export forwarding agent / Import forwarding agent

International freight transiting through a multimodal platform clearly requires the services of international trade facilitators. At this level a wide range of evolving and internationally-oriented skills is called for to assist with port and airport transit procedures:

• In-depth knowledge of international documentation

• Knowledge of incoterms and familiarity with international law

• Technical knowledge of the various links in the logistics chain, in particular transport

• Knowledge of the different markets (forwarding agents, brokers, packers, logistics service-providers, etc.)

• Experience in dealing with the customs

• Proficiency in specialised software and information systems




• Quality assurance


Customs broker

The customs broker is an essential agent when it comes to relations with the customs. Indeed, his role is no longer confined to the classic operations but is evolving towards the use of highly advanced information technologies. He is responsible for monitoring customs credits and claims files. This type of position requires competencies in several fields:

• registration

• incoterms

• the preparation of customs documents

• use of the customs information systems

• foreign languages (English essential)

Driver/deliveryman

Drivers/deliverymen are essential in meeting the requirements of customers, who often work on a just-in-time basis. They are the members of staff in direct contact with customers. Drivers/deliverymen must meet the following conditions:

• compliance with professional codes of practice (driving licence)

• technical knowledge of rolling stock

• knowledge of loading and unloading operations

• knowledge of delivery conditions (service specifications)

• ability to make reservations

• proficiency in computer resources (traceability, GPS, etc.)

Loading bay manager

In a logistics entity, the most frequent and time-consuming operations are the reception and shipment of goods/products. These call for considerable care and rigour, technical competencies, etc. The loading bay manager is thus the interface with incoming and outgoing physical flows. He must have the following qualities:

• ability to organise and schedule work (loading/ unloading)

• concern for safety

• ability to ensure strict control of procedures




• taste for teamwork and good inter-personal skills

• use of computers

Maintenance agents

Several physical means are used to produce a wide range of services at logistics platforms, and these have to be checked and maintained on a continuous basis to avoid shut-downs and stoppages, which paralyse physical flows, generate extra costs and lose customers. Consequently, any platform has to make provisions for technical break-downs and ensure continuity of service to guarantee smooth flows. The maintenance agent is necessary to deal with these technical constraints. He must have:

• technical knowledge of the equipment and materials

• knowledge of statistical methods

• maintenance techniques (TPM)




5.2 ANNEX 2: CASE STUDY – "TRANSPORTNET"

5.2.1 A European university network

There is increasing demand for extensive, high-quality know-how in the field of transport. In the current context of globalisation at several levels, there is spectacular growth in the mobility of people and goods.

The role of transport and logistics in production systems and economic efficiency is becoming increasingly decisive. At the same time, in addition to economic efficiency, the quality of human transport systems is closely linked to the quality of life and social and cultural exchanges.

When making choices, users are attaching increasing importance to quality criteria (speed, reliability, safety, flexibility, etc) in the organisation of transport.

At the same time, increasing mobility is raising the social costs of transport (pollution, accidents, congestion, etc).

Those responsible for transport policy at European and national levels are increasingly aware of external costs, but it is often a difficult and complex matter to decide between efficiency, economic development and external cost reduction in transport policies. One of the most pertinent questions today is how to dissociate economic growth from a corresponding growth in traffic.

Transport is by its very nature a complex question, whether it be a matter of planning and building new infrastructure, managing transport and logistics systems, regulating circulation, modal sharing, public transport, tariffing and operation, policies concerning markets or a host of other issues.

To deal with the increasing complexity of transport, education and research need to adopt strong interdisciplinary approaches that bring engineering and technology into play along with economics and finance, management science, political science, environmental science, etc.

This interdisciplinarity is the basis for a wider range of methods and approaches whereby the various problems can be studied in a more efficient way and understanding and knowledge of transport enriched.

European and international education systems are increasingly characterised by the development of mechanisms for exchanging knowledge and seeking complementarity. At the same time, one of the priorities for each educational and research establishment is to strengthen its position and raise its profile in the international scientific environment.




With a view to achieving this aim, several universities have gained a major competitive lead through international cooperation and the development of synergy between establishments offering similar, complementary, high-quality expertise.

This is at the same time a necessary condition for attracting high-quality professors, research workers and students.

5.2.2 TransportNET: foundation and role

Within this general framework, the TransportNET network has been created by eight partner universities that have considerable experience and high-quality scientific output in the field of transport. The founding universities share similar conceptions and ideas with regard to the priorities and challenges facing teaching and research in the field of transport in the current context. This has been the driving force behind the creation of the network and the basis for its coherence.

The founding members of the TransportNET are:

• Universiteit Antwerpen (UA),

• Instituto Superior Tecnico Lisboa (IST),

• Universität Karlsruhe (IWW),

• Università di Genova (UNIGE-DIEM),

• Ecole Polytechnique Fédérale de Lausanne (EPFL),

• Technische Universiteit Delft (TUD),

• Université de Lyon II-Laboratoire d’Economie des Transports (LET),

• University of the Aegean, Department of Shipping, Transport and Trade (STTAEGEAN).

The eight universities are recognised experts in a variety of subjects in the field of transport science. The TransportNET network thus covers a wide and multidisciplinary range of scientific subjects and methods, which is a strong requirement these days.

The role of the network is to gain international recognition for promoting teaching and research in transport and to achieve the status of a "multi-polar centre of excellence". In addition, the network aims to expand the potential for scientific knowledge in the transport field by giving wider




support to training young graduates and researchers, offering free access to the each distinct member's academic infrastructure.

The main aims of the network are:

• to preserve its long-term cohesion and viability,

• to strengthen its international role, with high-standard activities such as:

− exchanges of professors in the context of Master's and PhD programmes, giving students in each member university the opportunity to attend seminars given by guest professors who are specialists in their particular field, thus widening the range of courses available,

− promoting student exchange programmes in order to give them richer experience through working with students from other countries,

− organising summer seminars,

− promoting a European PhD programme in the field of transport,

− cooperating in the context of research programmes; the network offers an ideal international environment and guarantees multidisciplinarity,

− continuing education and consultancy activities in the field of transport.

5.2.3 Structure of the TransportNET network

The network has set up an organisational structure to manage and support its activities. The various responsibilities are assigned to members on a revolving basis.

The operation of the network is based on three bodies:

• the Scientific and Management Committee

• the Accreditation Committee

• the General Assembly




The Scientific and Management Committee is responsible for coordinating all network activities. It prepares and presents the yearly plans and activity reports. It is also responsible for:

• Proposing quality standards in all programmes, courses and publications

• Proposing priority research streams

• Representing the network

• Internal communication

• Financial management

The Accreditation Committee is responsible for development a method for assessing the performance of the network in relation to its aims, and its application each year. The Accreditation Committee is also responsible for examining applications if it is decided to extend the network.

Lastly, all proposals are discussed at the General Assembly, which is responsible for making final decisions.

The two committees consist of three members with a three-year mandate. They select the network Director.




5.3 ANNEX 3: TRAINING SYSTEM: MOROCCO

On the basis of the data gathered, it was possible to evaluate the training system and pinpoint a few weak points with regard to initial training, continuing education and advanced training.

5.3.1 Evaluation of the initial training system

Current training in logistics suffers from a number of shortcomings. These concern cross-subject training programmes as well as those specific to the various types of logistics platform.

5.3.2 Assessment of cross-subject training programmes

Cross-subject training programmes are judged to be very little suited to the needs of logisticians' jobs. The main ones concern certain disciplines and areas of logistics know-how:

• Logistics management and transport

• Procurement and logistics

• Logistics management and international trade

• Management of industrial and commercial logistics adapted to transport

• Logistics information system

• Management of computer projects in logistics and transport

• Management of international business and transport

• Application of transport law

• Economics of transport

• Transport engineering and operation of transport systems

• Land transport, regional development and the environment

• Transport safety (air, etc.)

• Artificial intelligence systems




5.3.3 Assessment of specific training programmes:

These training programmes, which are offered at a few establishments specialising in logistics and transport, also contain gaps. On the one hand, they are considered to be little developed and less exhaustive. On the other hand, they are considered by professionals to be insufficiently operational.

Absence of new training subjects: professionals note the absence of certain training programmes that would prepare students adequately for specific jobs in the field of logistics and transport.

The solution adopted up to now has been to provide on-the-job training for students graduating in similar subjects to those required. In many cases, professionals hope that appropriate training programmes will be created.

The few new training programmes identified in this area indeed concern the various sectors of transport. However professional training programmes in logistics have recently been emerging in the main logistics centres in Morocco and also in Tunisia.

5.3.4 Evaluation of continuing education

On the basis of data collected from professionals, the following conclusions may be put forward:

Continuing education is not generalised:

At present, continuing education is only found to any extent in large organised units (though a few exceptions can be found in small companies).

Most continuing education sessions that are organised or planned aim at acquiring new technical knowledge.

Training programmes of a practical and operational nature and the acquisition of know-how specific to certain fields of logistics platform management are not sufficiently developed.

Assessment of the current advanced training system (postgraduate level): critical analysis.

Current advanced training programmes in logistics are not sufficient, especially when it comes to responding to the needs of emerging jobs. In this respect, a few new training programmes were identified and still need to be introduced at national level, as they are not yet available. These programmes concern the various sectors of the economy.

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