1System 4 IWT learning: upskilling pathways

"<< Background >>Currently there is no formal structure and or culture in the IWT sector for upskilling. It is the only subsector in the transport industry in Europe without compulsory courses or refreshers. In this industry we see a lot of incidents, near misses and ‘ship to ship’ or ‘ship to shore’ (land stations) miscommunication. The number of inland shipping accidents and damage claims has been increasing every year since 2014. Also the value for claims is rising. In 2021 European Barge Union (EBU), European IWT Platform and IVR (the united insurers) have committed Intergo for an in-depth study of the human factors in inland shipping accidents. Data show that human factors, including various human errors, are the primary cause of a large number of accidents in inland navigation. The numbers don't lie: human factor plays a decisive role in approximately 70-80% of all accidents occurring in inland shipping. The Intergo study report (Feb. 2022) strongly recommends to start building a culture of upskilling in this sector. << Objectives >>1System 4IWT aimed to build a learning system that will act as a solution for ensuring and enduring continuity of education & training for IWT students and workers. The project wanted to generate a „personalized learning experience”. Furthermore, the project would focus on developing commons resources, meeting the needs of nowadays trends and challenges for (incoming) staff in the IWT sector.<< Implementation >>Integrated access of learning objects from one institution’s LMS to the INeS platform has been generated without extra user registration and/or login procedure. This was proofed during tests and pilot trainings. Exchange of learning progress for different didactical settings and improved status information for teachers about students achievements could be monitored.Three Train the Trainer events were used to introduce the functionality, demonstrate and discuss about didactical opportunities and gathered experience. The new learning modules were used as “show cases”. Partners have applied this knowledge and feedback from peer-review sessions to the learning modules they created which resulted in approved learning modules. Twenty-five learning modules have been modified for four competence areas. Eight new learning modules have been generated for two new inland navigation trends. A sustainable Community of Practice for IWT education has been set up resulting in:•Four successful ""iwTeacherscanteens"" in which current themes were discussed.•Creation of a LinkedIn group as a digital platform for knowledge sharing.•Analysis of the teacher shortage in the sector generating concrete policy recommendations).<< Results >>-Project website/LinkedIn page-Report on legislation gap at EU and national level in the Rhine and Danube riparian countries and needs and challenges for EU legislation implementation in IWT sector. -Methodology for future repetition of assessment-Inventory of competences needed in the IWT sector, including new ones due to innovative technologies and updated/newly developed standards for competences for new jobs onboard IWT vessels -Methodology for gradual implementation of automation in IWT -Updated list of jobs onboard IWT vessels and their corresponding professional competences and job descriptions-Evaluation of current use of IWT learning material & needs-25 modified modules for 4 competence areas: Operation of the Craft, Marine Engineering, Maintenance, HSE-Peer/student reviews (116 students involved)-8 new modules for 2 new trends: interactive modules (elements of gamification) on cybersecurity and hydrogen-LTI connections between Moodle, ANS, smart glass and INeS-Train-the-expert, 2 Train-the-Trainers-Learning community of trainers, teachers and professionals making use of INeS-4 iwTEACHERScanteens-Professional platform (LinkedIn Group)-Impact analysis of teacher shortage (policy advice)"