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The first project activity entailed the mapping of existing nationalcurricula of secondary logistics and transport schools (EQF Level 4) in all four project countries. For this purpose, a SWOT analysis was carried out by the four core partners (UL FPP, ITL, AFT, FPZ) in order to analyse and summarise the strengths and weaknesses of the existing curricula. The results of this analysis served as one of the two pillars for the establishment of the training programme of the Summer Logistics School.

The second pillar was provided by the results of the analysis of the existing needs of the transport and logistics industry in terms of the professional knowledge, skills, and competences of graduates from VET Level 4 programmes in transport and logistics. The core partners of the project conducted a total of 49 interviews in different, mainly logistics, companies with the aim to determine the level of knowledge, skills, and competences of newcomers, graduates from VET Level 4 in transport and logistics, and to highlight the knowledge, skills, and competences that merit further investigation.

The main Intellectual Outputs of the first project activity are:

(1) analysis of secondary school curricula (Read the report)

(2) analysis of semi-structured interviews with experts from the logistics and transport industry (Read the report) and

(3) report on the SLS training objectives (Read the report).

To bridge the gap between the existing curricula and the industry needs, five TMs were designed in the second project activity:

• TM1 – MARITIME AND INTERMODAL MANAGEMENT
• TM2 – SUPPLY CHAIN MANAGEMENT OF COLD PRODUCTS
• TM3 – WAREHOUSE ANALYSIS
• TM4 – TRANSPORT ORGANISATION
• TM5 – KEY SOFT SKILLS

TM1 and TM4 were defined as the mandatory modules for the Summer Logistics School while the other three modules were defined as elective (TM2, TM3, and TM5). The duration of each mandatory TM was set at 12 hours, and the duration of each elective TM was set at 8 hours. The details of the content and applied teaching methodology of each TM as well as the methodology used for the definition of the competence standard are presented in the following documents:

- Competence standard
- Description of the training modules and methodology
- Organisation of the training

 

In the third project activity the training programme was tested and evaluated through the organisation of the Summer Logistics School. Training focused on the use of digital tools, new training methods, and the presentation and construction of up-to-date knowledge and skills. The target groups were students and teachers from VET secondary schools in logistics and transport, employees from logistics and transport companies, and institutions in charge of VET. The Summer Logistics School was organised over six days.

Main Intellectual OutputS of the third project activity are:

- the learning materials for the participants - VET Level 4 in Logistics and Transport – Teaching Material and

VET Level 4 in Logistics and Transport Training Handbook, which was primarily designed for VET teachers in logistics and transport, for ministries and other governing bodies covering VET in logistics and transport, or for any other organisation that offers training in logistics and transport. It could serve as a guide for efficient preparation of curricula and may help achieve the desired goals in this field. A Training Handbook is to help education and training institutions to prepare analogous summer schools in the future or to integrate some among the TMs or learning outcome units into their VET programme in logistics and transport.

Project partners