<< Objectives >>The lack of a consolidated path focused on the needs of the Superyacht industry is generating a gap between the skills available and the actual demand. The project will contribute to closing this gap by setting the conditions to offer young people an adequate career path to build relevant skills and competences. Establishing a stronger cooperation between two key actors within the sector is crucial to open up this market and increase youth employability<< Implementation >>To do so, the partnership is going to: critically assess the entry levels to the industry in different jurisdictions; build an industry database, create and conduct a survey amongst key stakeholders to better understand the demand and the specific needs; raise awareness within young people and their organisations about superyacht industry and the main career paths; deepen Erasmus+ opportunities to further develop cooperation in this field.<< Results >>At the end of the project, partners expect to be in a better position to design and deliver career paths for youths to access the superyacht industry that will include training, hands-on experience, personalised assessment and that will be consistent with the sector demand in terms of attitudes, skills and competences.

The vocational education in the maritime field is regulated by the International Maritime Organisation IMO’s International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). The Convention aims to universal regulation of maritime education, qualifications and watchkeeping – at least in reaching the minimum requirements. There are, however, major differences between different countries (and VET institutes) on the syllabus level in the contents and structure of maritime VET. MariePRO - Promoting Maritime ECVET Actions project is to provid valuable tools and background for the use of VET institutes on their way to defining a common syllabus structure and content on the European level. MariePRO has examined the differences between VET institutes in the partner countries, organized workshops for maritime VET actors in the partner countries to discuss implementation of ECVET, produced a Catalogue of Best Practices on ECVET implementation, and an example syllabus on marine environmental awareness according to the STCW provisions. A Survey report on syllabus differences between maritime VET institutions in partner countries: Finland, Germany, Italy, Malta and the UK was drafted during the first phases of the project. The report presents the MariePRO project findings on transnational comparisons in VET/MET based on desktop surveys, discussions and conclusions of workshops for MET actors in the partner countries, as well as the results of an interview questionnaire for maritime VET actors in different countries. The areas examined include: the overall framework of MET, i.e., maritime institutes and training programmes as well as curricula of maritime institutes (incl. responsibilities & processes of planning), and other aspects relevant to maritime education and training, i.e., process of certification to become an officer, onboard training practices, e.g., who issues and who assesses the certificate. These aspects were examined against the national framework of education (incl. traditions & beliefs) and the VET structures and practices of the individual countries. The summary report concludes with the views of MET actors on the need for and their visions of harmonised maritime education and training. MariePRO dissemination seminars/workshops for maritime VET teachers were arranged in all the partner countries, as well as an international dissemination seminar in Finland at the end. The dissemination events provided the target groups, VET institutions, teachers and other relevant actors within VET/maritime education and training, with possibilities to change views and participate and contribute to the outputs of the project. MariePRO has provided the target groups, (maritime) VET actors, with tools and preparedness to take actual steps towards implementing ECVET in their everyday activities. The Catalogue of Best Practices on ECVET implementation shows different ways that ECVET is being applied across sectors and countries in the EU. Whereas, the example syllabus on marine environmental awareness, paving the way for harmonization of syllabus contents in practice, can be used as everyday tool in syllabus planning and teaching in MET institutes. The example syllabus provides a course outline as an instrument to implement a MET course on environment awareness, taking into account all maritime environment legislation. The course offers two options, a 2-day programme as a refresher course for the seafarers who have gone through the IMO course and are familiar with most of the updates; and a 5-day programme for incorporation into cadet education and training programme. The broader aims of the project include promoting to student exchange between VET institutions on common-European and international level. Promoting to these aims, the Catalogue of Best Practices on ECVET implementation provides showcases of different, innovative and effective approaches on ECVET implementation for other institutions to learn from. Examples of documentation tools such as Memorandum of Understanding and Learning Agreement are also provided. Whereas, the example syllabus on marine environmental awareness stands as a concrete example on syllabus contents harmonisation, based on international STCW regulations. The impacts of the project at local and regional level have been initiated by target group interviews and questionnaires, as well as dissemination events that have focused on topical issues in each particular country/area. The MariePRO partner consortium included universities, vocational training institutes and MET actors from Finland, Germany, Italy, Malta and the UK. The partners involved in the project included Centre for Factories of the Future (UK), ITTL Nautico San Giorgio (IT), Mediterranean Maritime Research and Training Centre (MT), University of Bremen, Institute Technology and Education (DE), and University of Turku, Centre for Maritime Studies (FI).

The disruptive effects of the COVID-19 outbreak have impacted almost all sectors of our society. tertiary education is no exception. A study by Aucejo et al (2020) about 1500 students reported that the outbreak had large negative effects on students' current labour market participation and expectations about post-college labour outcomes. Around 40% of students lost a job, internship, or a job offer, and 61% reported to have a family member that experienced a reduction in income. The pandemic also had a substantial impact on students' expectations about their labour market prospects post-college/university. For example, their perceived probability of finding a job before graduation decreased by almost 20%. They are now competing not only with other graduates but also many experience workers who lost their jobs recently. In the UK 700,000 experienced workforce lost their jobs due to the pandemic (ONS, September 2020). The situation in other EU member states is not dissimilar. All these issues have increased stress and anxiety leading to mental health among the young generation which has less experience of coping with stress. Emergency measures are required to put in place to help them realise their strengths, develop missing skills and boost their confidence which will ultimately help in avoiding mental health related issues by combining the VR technology and John Holland’s personality criteria known as RAISEC – according to which people and work environments can be classified according to six basic types: Doers (Realistic), Thinkers (Investigative), Creators (Artistic), Helpers (Social), Persuaders (Enterprising) or Organizers (Conventional). RAISEC provides the young people an opportunity to understand what areas they are inclined to succeed. The application of the RAISEC is combined with the development of key skills (Ziarati, 2020) which gives job applicants a greater chance of finding and keeping a job such as i) developing and managing self, ii) working as a member of a team, iii) communicating effectively, iv) maintaining physical and mental fitness, v) applying technology, vi) managing time, vii) defining and solving problems and viii) design skills. With an affordable, accessible and fun app those graduated during the Covid-19 pandemic (Generation C) is given a means to know their strengths, skills and abilities better and to hunt for their future occupations. The proposed project intends to take full advantage of VR both as a tool to identify interest and strength and to develop key life skills required by the labour market. The VR industry is growing fast, with the market for virtual reality hardware and software projected to increase from 6.2 billion U.S. dollars in 2019 to more than 16 billion U.S. dollars by 2022 (Source: Statista.com). With a set of well thought tests, the proposed app will allow users to take part in carefully organised quizzes that they will experience for themselves without getting bored or finding it dreadfully dull. Our proposed project aims to solve the problem of giving the youth the necessary skills and knowledge of what their skills and abilities are and in which occupation they can excel and have a bright future. By approaching the issue at the earliest stage, the aim is to prepare the young and to reduce stress and future dissatisfaction and provide a glance of the future opportunities. The users will know the missing skills and will be able to focus on the important aspects by themselves and therefore will be able to eliminate skills mismatching and develop key skills. Also, by knowing their strong points the Generation C will be able to develop themselves to higher levels in seeking and retaining good and well paid jobs.

<< Objectives >>The Main Objective of MarMED to bridging the gap between the existing needs and the current skillset of Maritime Clusters Managers ensuring upskilling of human resources and the outline of a Innovative professional Profile for an increased competitiveness of Maritime Cluster in the Mediterranean area and, overall, the boosting of innovation and sustainable growth in the Blue Economy Area.<< Implementation >>MarMED will be implemented in 24 months during which it will refine the analysis on Maritime Clusters Managers skills Gaps, analyzed against the Framework of the new sustainable Blue Economy Policies; it will build a new Curriculum for upskilling and reskilling of the Blue Cluster Managers functioning as a permanent capacity building system for both the partner Clusters Managers and for those of other Maritime Clusters; it will pilot the training and pursue validation of EQF 4 Level.<< Results >>MarMED will produce innovative and sustainable results: 1- Comprehensive Gap analysis report on upskilling and re-skilling needs of Mediterranean Maritime Clusters2- Innovative training system for capacity building of Blue Clusters Managers3- Innovative and accessible OER learning, built according to Universal accessibility standards4- Set of Recommendations on Blue Clusters Managers Training and capacity building, addressed to all the actors of the Blue Economy ecosystem