11 April 17

Governance Model

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OUTPUT 3. Planning of a sustainable governance model and appropriate to the related areas


The Project aims at favouring the improvement of both the educational and training on the job systems thanks to the contribution of all the Parties involved, through a constant action of networking.

Planned activities

  1. Detailed research concerning job profiles in the logistic sector (competences, formative paths, certifications forms / modules, evolutive labour market trends): OUTPUT 1
  2. The activity has been cancelled during/ under the evaluation of the Project. OUTPUT 2
  3. Proposal of a governance model sustainable and pertinent to the involved territories: OUTPUT 3
  4. Creation of an area dedicated to our project within the TRAIMOS PROJECT platform, containing all the materials produced. The platform is an useful instrument for schools, institutions, students, companies as an important data base  to improve the interaction between application for a job and the possibility for occupations; moreover, it will be a powerful tool in order to support guidance actions. OUTPUT

An on going training is foreseen in order to carry out the transition from school to labour market (Quadro G1 Intellectual outputs)

OUTPUT TITLE Building logistic and edUcation in Europe: governance model
OUTPUT DESCRIPTION Creation of a CD to present governance actions carried out to improve education field and the formation in the sector of Blue Economy.
ACTIVITY LEADING ORGANIZATION Liguria Region – Education Sector and right to Education (former School System and Educational Regional Department –
PARTECIPATING ORGANIZATIONS USR LIGURIA, University of Turku (Turun Yliopisto), Magellan Association (Porto), Goethe Institut (München), Lycėe Professionnel Germaine Poinso Chapui ( Marseille)


From the Project form to the actions to be implemented …

Activity 3 consists in building a governance model which must be sustainable to be adopted in the territories involved.

During the plan and draft work program, defining all the activities, we looked for:

1. Pointing out the job profiles of the maritime economy in Logistics sector, describing the existing ones but also the required by the labour market in the cooperation area

2.Promoting and experimenting shared and transferable certification models

3.Analyzing the mobility experiences within the partnership in order to identify a model supporting the actions in the involved countries

During the first year of the Project, OUTPUT 1 has been implemented by the document produced by ARSEL (Job List – A description of competences and know- how _ A selection of professional profiles based on the comparison among the Parties. The product has been submitted to the Partners.




I PHASE– CREATION OF AN INTERNATIONAL PARTNERSHIP which includes territorial networks (schools, companies, local institutions) in order to obtain European financing (mainly ERASMUS + K1 Action); a strategic local partner is required (another school or any other local organization) for its own network of contacts in the area: it will be able to address the students towards the most suitable companies / firms.


The 16 job profiles of the list (output 1) have been identified by ARSEL on the basis of the suggestions given by all the partners.

Some of the jobs present a high formative profile that could require a further education. However, the job profiles give an input to the students to achieve at least one competence of that particular profile.



To govern the process a guide-line is proposed to the partners (see annexes), but, anyway, each partner will decide the arrangements and methods on the bases of its procedures and rules.


1. To inform the student and the family about the experience of a “training on the job” program abroad and to give the opportunity to participate to the call.



Call to get information to the students. It’s required the compilation of a standard essay to explain the reasons for the participation by the student 




2. To select students on the bases of their ‘know how to do, know how to speak, know how to be’.

Selection process based on:



2 a. To set up a Commission for evaluation 



3. Publication of ranking of candidates and information of the outcomes of the selection and guidance process

4. The student´s school selects the strategic competences that the student will acquire (in cooperation with the company) using the ECVET tools

The student´s school cooperates with the local strategic partner in order to:


Please see http://www.ecvet-projects.eu/Documents/ECVET_Mobility_Web.pdf, in particular:

5. Courses of preparation for leaving

6. Monitoring

a)    in charge of the student

–    digital product to be used for the dissemination and exploitation of the experiences

–    on line report (mandatory for Erasmus+ )


b)    in charge of the company

The company has to release:


c)    in charge of the school




We find helpful to use the European Tools to get students and schools, familiar to the working world

–    Curriculum vitae (european format)

–    European skills passport

–    Europass mobility

The student has to keep a Personal Portofolio  (Dossier) including:

–    Certificates (about level of language, professional traineeships, voluntary work experiences)

–    Technical competence acquired, personal skills, professional skills

–    Letters of recommendation

–    Multimedia products such as videos, photos, and presentations

–    Masterpiece or any other item eventually produced during the training period

–    Self-evaluation concerning the experience

–    Future plans



At the end of each international WBL or training on the job experience, all the actors involved evaluate the effectiveness of this governance model for further adaptions.



Bando di partecipazione (Annex 1)

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Call to get information to the students. It’s required the compilation of a standard essay to explain the reasons for the participation by the student

Scheda partecipazione progetto alternanza scuola lavoro e scheda personale (Annex 2)

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Application form signed by the student and his/her parents with the personal commitment and a list of questions about the aptitude, motivation and previous experiences abroad to which the student is required to answer.

Selection process based on language tests written proof and so on. (Annex 3)

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Scheda di conduzione colloquio motivazionale (Annex 4)

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Grid of interview collecting personal information about relationship attitudes and character traits

Scheda valutativa del Consiglio di classe (Annex 5)

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Evaluation grid carried out by the School Commission to evaluate if the choise is suitable for the student in relation to the school performance (score)

Fiche de sélection élève pour mobilité internationale (Annex 5 bis)

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In order to facilitate the selection of students for a mobility programme, an elegibility form will be filled in by the international mobility responsible teacher in agreement with the educational staff team, detailing and grading the aptitudes, good behaviour or manners required to be eligible. This form helps to keep the selection process transparent, specially for the non-selected students

Verbale di selezione (Annex 6)

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Selecting minute by the School Commission based on: motivation, interview, behaviour (score)

Memorandum of Understanding (Annex 7)

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The MoU is an agreement between competent institutions which sets the framework for credittransfer. It formalises the ECVET partnership by stating the mutual acceptance of the status and procedures of competent institutions involved. It also establishes partnership’s procedures for cooperation

Convention relative a la formation en milieu professionnel des eleves de lycees professionnels (Bulletin officiel n° 13 du 31 mars 2016 / Circulaire n°2016-053 du 29 mars 2016) (Annex 7 bis)

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A standard intership agreement must be signed by the three involved parties: the student/intern, the French education institution where the student is enrolled and the company or tutor providing the internship. This agreement defines the concerned parties, stating their duties, rights and obligations, as well as, the purpose, duration and conditions of the internship. It must be signed every time the student starts a new internship period, even if it is for same company.

Learning Agreement (Annex 8 and 8 bis)

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The Learning Agreement is concluded by the two competent institutions involved in the training and validation process and the learner, in the framework of a Memorandum of Understanding

Autorisation de sortie du territoire (AST) d’un mineur non accompagnè pau un titulaire de l’autoritè parentale (Annex 9)

Since January 17th 2017, all minors leaving the country during academic years will need an official authoritation signed by a parent or legal guardian, together with a copy of the parent’s Id or passport

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“Logbook” / personal diary related to the training program (Annex 10)

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Questionario di soddisfazione dello studente (Annex 11)

Evaluation survey carried out by the student reflecting about the experience and a self analisys about the improvement of his/her skills

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Scheda di valutazione del tutor aziendale (Annex 12)

Evaluation survey carried out by the host Company tutor: about the impact of the mobility experience and the competences obtained by the student during the experience (score)

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Scheda di valutazione del tutor scolastico (Annex 13)

Evaluation survey carried out by the school tutor to check the results obtained by the student, it’s based on: behaviour, decision making, problem solving and technical skills (score)

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CV europeo – Europass (Annex 14)

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European skills passport (Annex 15)

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Europass Mobility (Annex 16)

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Dossier individuale – Personal portfolio (Annex 17)

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Quality Commitment Erasmus + VET Mobility (Annex 18)

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