Tag to make the posts appear under the “Educating the Sector” section of the blog.

The challenges of digitalization and its impact on training activities in transport and logistics

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Written by: Xavier Lluch i Oms, Consultant in Transportation, Logistics & Information Systems & Professor at the Escola Europea

For many years now, companies and all kind of organisations have improved their information circuits by mechanising, or computerising, etc.

Progress, so far, has been implanted inside the organisations, facilitating the transfer of information between different departments. Commercial departments, operations (transport-warehouse, etc.), and administration, among others are but some examples. In this aspect, applications have evolved from the first ones that comprised a single function (billing, accounting …) to those that seek to solve communication problems holistically for the entire company. Commonly known as “Enterprise Resource Planning” (ERP) , the different existing ERPs compete amongst themselves, but their goal is always to solve the question of information circuits inside the companies. ERPs are solving the need to re-enter data between different departments or functions of the companies above all.

There have been attempts to resolve communications between companies, but they have always been limited to specific business partners. Companies can exchange data but can hardly do so with other commercial partners in general as each connection requires specific agreements. Nevertheless, there are exceptions, such as:

  • Port Community Systems
  • Various initiatives fostered in the maritime world, especially between shipping companies and administrations, within the framework of the “maritime single window environment” (SWE).
  • Some communication subsystems such as the “Automated Identification System” (AIS) used in maritime navigation.
  • Some initiatives in the air world, thanks to IATA standards
  • The contracting platforms or loading exchanges, although each one with its own communication standards.
  • The electronic invoice, to the extent that it has been imposed by public administrations.

All these attempts have not progressed further. This was partly due to the power limitations of data management, but above all due to the lack of complete standardization; making it so that each implementation requires either a manual link or a complicated series of steps of adjusting communications.

In recent years the landscape has begun to change with the EU initiative to constitute the Data Transport and Logistics Forum (DTLF), a true standardization working group, which has set up the conditions for the promulgation of the (Electronic Freight Transport Information) eFTI regulation in 2020.

The implementation of the eFTI regulation (EU) 2020/1056/ is a significant step towards the use of digital exchanges of information in the transport sector. We may be on the verge of a radical change in communication, similar to the introduction of the ISO TC 104 standard in 1961, which opened the gate to the universal use of containers in the transport industry.

The possibility of having standards and an operational architecture within the E.U. creates an enormous playing field. We can now replace paper with the cloud to support or store transport data, and consequently we shall no longer talk about transport documents but about datasets.  At the same time, the possibility to access a much larger market database more efficiently opens infinite new possibilities to organise transports and new business models.

Electronic transport documents within the EU will become widely used and will save a lot of costs, and the increased added value in operations opens a new conception of transport flows.

ERPs will become less significant, (as we will no longer talk about invoicing or accounting programmes ). The new question will focus not on how we enter data but how we manage it.  New business models will appear, based on the possibilities of accessing large amounts of data and organising operations more efficiently.

The speed of adoption of changes depends largely on the attitude of public administrations, which set the rules of the game between companies. But the process is unstoppable and countries that do not follow them will lose competitiveness.

In a mid-to-long, term similar progress shall be extended to the full commercial chain, comprising not only those involved in the logistics or transport chain strictly, but a larger array of actors  (buyers, sellers, administrations, banks…). Technology now allows for highly innovative ways of working, but the complexity of the participants and their divergent interests greatly hinder their adoption.

These new working methods pose medium-term challenges both in the organization of companies and in the training needs of their employees.

A digital cultural background will be required in data exploitation processes. Computer security, digital signatures, data certification and protection, contracting and management of databases, organization of information, legal issues related to electronic contracting, communication systems between companies, and many more that we can now only imagine.

But even if information systems will change, the basic problems will still exist: The lost shipment, the vessel that does not sail as planned; the erroneous declaration of customs; the interpretation of trade rules; incidents of all kinds in transport; compliance with financial commitments; the fight against fraud; the increase in complexity of customs regulations; questions related to the massification of B2C trade, etc. Standardization will not solve everything and a professional transport skill will always be required.

In the next five years companies will probably start to implement some changes, in preparation for what seems a likely horizon:

  • Accentuation of sector concentration, (horizontal and vertical), accessing the large shippers.
  • Disappearance of companies due to absorption into larger groups.
  • Displacement of traditional companies towards market niches, either by transport specialities (pharmaceutical, dangerous goods, temperature controlled transport, hanging clothing, among others) or by routes or geographical areas, or by ancillary services.
  • Emergence of new companies with cloud services: Online contracting, load exchanges with complementary services, among others.
  • In customs clearance, accentuation of the changes initiated with the new customs code and with the expected ones, more centralized clearance, new roles of customs representatives, increased legislative complexity, discussion of the “trusted trader”, changes in e-commerce…
  • Emergence of the companies based on new models (such as Usyncro, Ontruck, Widoit,…)
  • Evolution of data entry solutions such as ERP.

Training activities should reflect the changes expected in the transport industry and specifically in the information flows. Training in logistics should include the foreseen technologies and tools in the training programmes, and some basic concepts in IT with which trainees should become familiar, such as electronic signatures, technologies and concepts related to information (data, metadata, protocols related, databases…), etc. IT Technologies are becoming more and more present in transport and logistics operations. However, it should not be neglected that the transport business requires to be familiarised with all “traditional” operational aspects involved with international transportation and commerce, from Incoterms to payment methods, to packaging and palletisation, customs regulation, international and national transport, insurance conventions, and so on.

The eruption of IT technologies and new and better transport means are contributing to an increase in volumes and to “commoditising” operations. Nowadays there are less uncertainties, less incidents, but it should never be forgotten that international trade is always subject to a number of legal and operational challenges and professionals should be well aware of the consequences of contracting in one way versus another. At the same time the increased volumes of international trade are originating complex problems (including customs issues) that require deeper and more significant professional skills.

Digitisation is inevitable!

And it is up to us now to ensure that we keep up with it, and that we can train our workforce with existing, new, and emerging skills to stay on top of the game.

Navigating the Currents of Change: Insights from the Helm of P&O Ferrymasters

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Oscar Rodenas, General Manager for Spain – P&O Ferrymasters

This month we are launching our “Journeys in Learning” series, during which we will be interviewing key members of our community on topics that are near and dear to us. For this first issue, we have interviewed Mr. Oscar Ródenas Ujaque, the General Manager for Spain of P&O Ferrymasters.

Combining Teaching and Professional Practice

Q1: Reflecting on your extensive experience in the logistics sector, how does this enrich your role as a teacher at TecnoCampus, and conversely, how does teaching inform your professional practice as a logistics manager at P&O Ferrymasters?

The integration of theoretical knowledge with practical application benefits both students and educators. Students gain foresight into their career goals, and educators solidify and expand upon these aspects, infusing their teaching with insights drawn from actual industry experience. This dual approach, particularly for those of us with substantial sector experience, allows us to share real-world scenarios in the classroom, bridging gaps that traditional academic teaching might leave.

The Role of English in Logistics

Q2: With the introduction of teaching Warehouse Management in English, can you discuss the importance of English proficiency for logistics and transportation professionals, especially in your role with the European Management Team at DP World?

Mastery of English is indeed vital, given that it is the lingua franca of business. Ensuring fluency in English is crucial if one aspires to work internationally or maintain cross-border professional relationships. For me, teaching in English is a step towards normalizing its use as a primary means of communication that must be navigated with ease and precision. Professionally, staying current with the logistics market and educational offerings, like the European School’s innovative programs on sustainable transportation, is imperative. Initiatives like the ‘Motorways of the Sea’ demonstrate logistics’ potential to be eco-friendly and innovative, pushing the industry forward alongside societal advancements in digitalization and sustainability.

Hiring for the Logistics Sector

Q3: In your capacity as a hiring manager at a company renowned for its fast-paced logistics operations, what key competencies do you seek in candidates, and do you find that today’s young applicants meet these criteria?

The hiring landscape has indeed shifted; we look beyond impressive resumes and training, which we now consider a given. Instead, we seek individuals who bring unique talents, can relate well to others, and enhance their work environment. We expect newcomers to challenge the status quo with innovative, efficient, and sustainable logistics solutions.

The Attraction and Challenges of the Logistics Sector

Q4: How would you portray the dual nature of the logistics sector, with its exhilarating pace yet demanding environment, to the younger generation?

The logistics sector is challenging and unyielding, requiring professionals to be agile and perpetually learning. It pushes individuals out of their comfort zones and demands their utmost dedication. Simultaneously, it offers an invigorating career—never dull, always rewarding—making it compelling despite its demands. As they say in logistics, once you’re in, you’re hooked, due to its captivating nature. One must be ready to navigate its intensity.

Impact of E-commerce on the Logistics Sector

Q5: Considering the transformation brought by e-commerce to logistics, how do you envision its future development, and what advice would you offer aspiring professionals?

E-commerce, having surged during the pandemic, has since stabilized to a steady growth trajectory. It remains a pivotal force driving logistics innovation, increasingly intertwined with digital technologies and AI. Looking forward, students should remain abreast of industry trends and developments, perhaps through reputable logistics publications.

Experience as Accompanying Professor in the Escola’s MOST Course

Q6: Having served as an accompanying professor on the MOST course by Escola Europea, could you share your experience and the main insights you’ve gained? Would you endorse this experience for your peers?

Concluding with my utmost endorsement, the course was exceptional in every facet. From a professional standpoint, the high-caliber presentations and up-to-date content were impressive. The practical exercises and case study methodology brought a high level of engagement and inspiration for all participants. Witnessing the dedication of students working into the night on case solutions reaffirmed my confidence in the capabilities of the upcoming generations. Beyond the professional realm, the human connections forged during this course were invaluable and deeply enriching.

Ahead of the Curve: Fostering Industry-Relevant Talent at TecnoCampus

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Elisa Sayrol, Academic Director – Tecnocampus

This month we are launching our “Journeys in Learning” series, during which we will be interviewing key members of our community on topics that are near and dear to us. For this first issue, we have interviewed Elisa Sayrol, the Academic Director at Tecnocampus.

Challenges in Talent Acquisition

Q: In the process of enhancing TecnoCampus’s structure by seeking new talent, what are the most significant challenges you’ve encountered? How do you navigate the balance between technical skills and soft skills in potential candidates?”

At TecnoCampus University Center, we actively seek talented professionals with diverse backgrounds. On the one hand, for academic roles, we are in search of both full-time professors and part-time lecturers. The former engage in teaching and research as their primary activity, while the latter, with industry or non-university commitments, contribute on a part-time basis. On the other hand, we also recruit non-academic personnel to provide essential administrative and managerial support across our various processes.

When focusing on academic talent, a notable challenge arises in securing full-time professors with doctoral degrees, especially in specialized fields like nursing. Hiring academics with doctoral degrees in these areas can be challenging due to the high level of professionalism. To make careers at TecnoCampus appealing, we offer growth opportunities within the institution, aligning with the standards set by the Agency of University Quality of Catalonia (AQU Catalunya). This ensures that career progression is associated with high standards in teaching, research, and technology transfer. TecnoCampus is also attractive given that our institution has also a business park and we work to have our academics and our students, in some fields, to interact with the companies in the park.

For part-time lecturers working in industry and other institutions, we highly value their practical experience and effective communication skills. Consequently, the balance between technical expertise and soft skills differs for permanent and part-time positions. Permanent roles prioritize technical skills and technology transfer abilities, while part-time lecturers are assessed more on their soft skills and experience.

Nonetheless, we also prioritize soft skills for our full-time professors. During the hiring process, communication skills are crucial for effective teaching and knowledge transfer to students. To continually enhance these skills, we regularly offer courses for both full-time and part-time lecturers.

Currently, our lecturer distribution comprises less than 50% full-time and more than 50% part-time positions, which contrasts with our goal. However, this distribution ensures the availability of highly qualified lecturers for permanent positions, guaranteeing the quality of education provided at TecnoCampus.

Adapting to Diverse Academic Disciplines

Q2: TecnoCampus spans a wide array of disciplines, from health sciences to maritime business. How do you ensure that the talent acquisition strategy is adaptable and inclusive across such varied fields?

In our various fields, we prioritize the recruitment of academics and professionals who meet high standards. This is why we begin by hiring exceptionally talented individuals who, in turn, attract others of similar competence. Our experience has shown that highly skilled individuals are not only proactive but also inspire younger talented lecturers to collaborate. Simultaneously, this virtual circle, often initiated through research activities, has a positive impact on teaching. Effective teaching draws in excellent students, and satisfied alumni become an asset that ultimately benefits the institution.

For instance, we initiated, some time ago, bachelor’s and master’s degrees in logistics and maritime business because of a talented professor in this area. This professor engaged in research, maintained connections with the industry, and attracted both full-time and part-time lecturers. This virtuous circle continues to draw numerous students each year, even in such a specialized field.

Incorporating Industry Trends into Talent Development

Q3: Given the rapid evolution of many sectors represented at TecnoCampus, how do you stay ahead in terms of developing talent that meets the current and future needs of these industries?

Being in touch with industry and field institutions on one side and being aware of advances in research on the other side, is crucial for educational institutions. Additionally, the balance between full-time and part-time lecturers is very important. It is crucial to promote activities that encourage collaboration between these two profiles, from organizing open seminars to working on joint project proposals or even engaging in joint ventures.

Vision for Future Educational Models

Q4: How do you envision the evolution of educational models in response to the changing landscape of the job market and the increasing importance of interdisciplinary skills?

TecnoCampus has recently defined a new educational model for the coming years, based on three primary goals:

  1. Excellence in the teaching-learning process
  2. Transmitting values to our students to cultivate socially responsible individuals, committed to their environment, and prepared for their professional future
  3. Working towards a robust institution with common goals and seeking synergies among our fields.

The educational plan also incorporates seven soft skills that all our students across different degrees must develop from their first year to the last. To achieve these goals and the acquisition of skills, we have outlined seven specific objectives. Some of these objectives focus on the methodology and providing support to engage students in the learning process. Others aim to promote entrepreneurship, define initiatives across various fields, enhance interdisciplinary skills, encourage internationalization, foster connections with companies and institutions, and expose students to the research conducted by our professors.

In summary, this educational framework is designed to thoroughly prepare our graduates with profound knowledge, instilled values, and the ability to learn how to learn in an uncertain future.

Personal Takeaways from the MOST Course

Q5: Based on your experience with the MOST course by Escola Europea, could you share any key insights or lessons you’ve acquired and how these might be applied to enhance talent management and educational leadership strategies at TecnoCampus?

The MOST course is an incredible experience for our students. It develops certain skills in four days, which usually take more time to accomplish within a classroom. It enhances entrepreneurial, communication, and collaborative skills, immersing students in the challenges that the sector faces by solving a realistic case. Furthermore, it provides an international perspective that students often perceive as distant.

I would like many of our teachers who are in the logistics bachelor’s and master’s degrees, and certainly in other fields as well, to experience the MOST course. Some of the reasons would be to undergo realistic, collaborative, and challenge-based learning, and to get to know their students better to subsequently enhance their motivation throughout their studies. I also believe that professors in other fields would find ideas for interdisciplinary activities.

Another lesson learned is that this experience could be expanded to other fields at TecnoCampus. Find an activity that brings students and professors together for a short period, without internet connection, to truly interact and encourage them to apply their knowledge and abilities.

I strongly believe that the methodology of the MOST course, provided by Escola Europea, is a valuable educational practice.

Building Bridges Beyond Borders: Science Diplomacy in the Mediterranean

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This month we were thrilled to have the opportunity to have this insightful conversation with Mr. Alvaro Albacete Perea, the Deputy General Secretary of the Union for the Mediterranean. In the midst of evolving geopolitical dynamics in the Mediterranean region, we wanted to share this with you to understand the pivotal role of science diplomacy. Mr. Albacete shares profound insights into this burgeoning new field, shedding light on its transformative impact on regional challenges.

In this exclusive interview, he elaborates on the significance of collaborative efforts and the Union for the Mediterranean’s proactive stance in fostering cooperation amid the ever-shifting geopolitical landscape. 

 

 

1. Science Diplomacy has taken centre stage in recent EU policy-making. Our readers may be unfamiliar with the concept, so to help us understand it can you explain the role of science diplomacy in addressing regional challenges in the Mediterranean, such as environmental sustainability and climate change?

Science diplomacy is not simply a rebranding of research cooperation – one of the aims of this approach is building a common agenda to achieve concrete goals through the neutral language of science. In the Mediterranean, it is becoming a powerful tool for focusing on wide regional goals that impact positively all Mediterranean citizens, such as adapting to a shifting climate or making our agriculture more sustainable. Mediterranean researchers, experts and scientists can speak a common language, which policymakers can then use to agree on common goals beyond politics or current circumstances. Effectively, it is a complementary way of doing diplomacy, based on data and facts, where science can shed a light for a way forward even in challenging times of crises or of lacking dialogue.

Let us take the example of climate change: do we really think that an individual polity could fight its most pernicious effects on its population, on the economy, and fight environmental calamities by building alone the most advance environmental agenda, or by advancing in adaptation projects? It clearly requires achieving a common ground of understanding across all Mediterranean Countries of what is needed, and how to do it, and to work on it together. This can be facilitated by science diplomacy.

2. Can you think of some specific examples of successful science diplomacy initiatives or projects in the Mediterranean region that have had a notable impact on policy development?

Allow me to say that in Mediterranean, science has always been a key point of interest between the different shores. Since the Declaration of Barcelona, Science and Research have been identified as cooperation areas. This has led to concrete examples such as the Mediterranean Expert Group in Climate Change (MedECC), which is independent but supported by the Union for the Mediterranean (UfM), which has sounded the alarm with its reports to the worrying trends of climate change in our region, the second most impacted in the world after the poles.

On another front, the UfM Ministers for Research and Innovation have clearly identified as an example of Science Diplomacy in the Mediterranean the Partnership for Research and Innovation in the Mediterranean, PRIMA, which is headquartered in Barcelona and has always enjoyed a strong involvement of the Union for the Mediterranean. This programme, co-financed by the European Union and Mediterranean Member States, is based on an equal footing principles among countries, and provides precious funding for adapting our agri-food system and water systems to the new challenges of the region.

3. How has the Union for the Mediterranean collaborated with the European Union on science diplomacy initiatives, and what outcomes or benefits have been achieved through such cooperation?

Our cooperation with the European Union is structural, since the EU is one of the two co-presidencies that lead the action of the Union for the Mediterranean.

On Science diplomacy, the Union for the Mediterranean has co-organised last month with the European Commission the first Euro-Mediterranean Conference on Science Diplomacy, with more than 80 participants coming from 22 Countries to Barcelona. It has proved a wonderful moment for dialogue, but it has also provided concrete ideas for strengthening our cooperation. The next challenge will be on transforming these recommendations into action.

With the European Union and Jordan, the Union for the Mediterranean is also managing a platform on research and innovation which involves our Member States: this has led to the inclusion in the EU’s main research programme, Horizon Europe of a “Mediterranean Initiative”, based on the priorities identified by this Platform: climate change, renewable energy, and health.

4. With the advancement of technology and globalization, how do you see the educational landscape evolving in the Mediterranean region, and what role does the Union for the Mediterranean playa in this evolution?

Globalization and new technologies are affecting radically the way higher education is provided, but countries in the region find themselves at very different stages on matters related to internationalisation and digitalisation, for example. That is why the exchange of practices and results among Mediterranean countries is extremely valuable. The UfM aims at creating a space of cooperation and exchange of experiences; for that, we support existing regional networks of higher education institutions (HEIs), and we promote regional dialogue among policymakers and higher education leaders. To map the current situation and identify priorities of action, the UfM has also commissioned specific studies:  a report on the internationalisation of higher education in the Mediterranean was published two years ago, and a study on digital education will be launched next year.

5. Can you discuss the challenges and opportunities that arise from increased internationalization and digitalization of education in Mediterranean countries?

Regarding internationalisation, two preconditions to implement joint initiatives emerged from the public consultation the UfM Secretariat recently launched: overcoming practical barriers and creating a common vision on the subject.

The barriers to cooperation on internationalisation are manyfold: asymmetric scientific resources and outputs; differences in the level of high school graduates, financial support, quality control and accreditation schemes; incompatible administrative and financial procedures. There is a strong will to address these barriers to ensure that HEIs in the region may provide fair opportunities for students and staff and increase mobility, which ultimately leads to greater cultural exchange, peer-learning, access to global knowledge and resources, the sustainable development of the region and the promotion of peace and stability. Some concrete proposals were put forward by the consultation’s respondents, such as fostering the standardisation and recognition of curricula and diplomas, facilitating visa obtention, promoting multilingual competencies, or supporting capacity building of individual institutions in the development of their strategies.

Concerning digital education, major challenges are limited infrastructure and qualified personnel, as well as limited digital literacy. Proper strategic planning for digital education is also missing. The report on the consultation presents some recommendations: sharing online tools for peer-learning and the sharing of information; building capacity through regular training of staff; supporting digital readiness for the future by promoting digital skills training; increasing access to programmes and “internationalisation at home” through distance learning and virtual exchange programmes; avoiding competition between online and on-site, having in mind that the future is hybrid.

6. In light of the diverse cultures and languages in the Mediterranean region, how does the Union for the Mediterranean work to promote inclusive and multilingual education for greater integration?

There can be cultural and religious barriers that deter students from going on mobility. Stereotypes impact how students from both sides of the Mediterranean perceive each other. Mobility enables students to experience new cultures and understand alternative perspectives. We know the impact the Erasmus programme had on bringing cultures closer and fostering a common European identity. We thus dream of a similar programme for the Mediterranean area.

The Euromed University of Fes and EMUNI University are two UfM-labelled projects with a regional approach, promoting dialogue, knowledge-sharing and intercultural exchange in the fields of higher education, research and innovation.

The regional approach of the Euromed University of Fes (UEMF) is reflected in the diversity of nationalities of its students and staff, as well as in the contents of its study programmes, which focus on topics important for the integrated development of the Mediterranean region. The UEMF is building a new generation of young people with a unique Euro-Mediterranean profile, who can play an active role in transforming the region effectively and cooperatively. Endorsed by the 43 Member States of the UfM in 2012, the UEMF constitutes one of the UfM’s flagship projects and is part of the Mediterranean Initiative for Jobs (Med4Jobs). In line with the conclusions set by the UfM Ministerial Conference on Strengthening Cooperation through Research and Innovation (Valetta, May 2017) and the 1st Euro-Mediterranean Ministerial Conference on Higher Education and Scientific Research (Cairo, 2007), along with the recommendations of the European Neighbourhood Policy (ENP, 2015), the promotion of international student mobility is a key priority of the University.

The Euro-Mediterranean University (EMUNI University) was established within the framework of the Declaration of the Paris Summit for the Mediterranean (Paris, 2008). The institution gathers knowledge and experience from over 130 universities from 33 different countries, significantly contributing to the creation of an integrated Euro-Mediterranean Higher Education and Research Area. With its headquarters in Piran (Slovenia), EMUNI University’s main mission is to strengthen mutual understanding and intercultural exchange in the Mediterranean region. It does this by implementing accredited study programmes and other educational activities. The university also conducts scientific research and coordinates projects related to Euro-Mediterranean affairs and cooperation.

Inclusive education remains a challenge in many countries. It is fundamental to improve accessibility to higher education, to update policies in the entire education process, and to identify the specific needs of marginalized individuals and groups. The UfM is also promoting actively gender equality: in December, we are organizing a workshop aimed at exploring the technical intricacies involved in drafting Gender Equality Plans (GEPs) in HEIs. Representatives from EU universities who have successfully designed such plans and Southern Mediterranean universities that have set notable examples will showcase their respective situations. The workshop aims at demonstrating the fundamental role of GEPs in fostering inclusivity, with a focus in the STEM areas.

7. In a globalized world, how can the Mediterranean region leverage its unique geographical position and cultural diversity to foster greater integration and cooperation in science, technology, and education?

Like Sun-Tsu would advise, it is advantageous to transform challenges and risks into opportunities. Currently the global arena is undergoing many epochal changes and tensions: from conflicts, to growing sanctions, and trade flows which are becoming more and more under scrutiny. At a time where trading and exchange between partners which very distant geographically is becoming more complicated, this can prove an asset to the Mediterranean region in terms of “near-shoring” as it could push further economic integration.

Nevertheless, trade and economy depend on the people that run it, the so-called “human capital”, which requires greater efforts on education and research for ensuring that the right kind of skills are in the right markets, that cooperation bring forward the appropriate technologies needed for the green transition, and that academic titles become more compatible across countries. An ambitious task perhaps, but even realising a fraction of it would lead to great economic returns.

8. How do you see the broader Mediterranean region addressing the digital divide and ensuring that technological progress is accessible and equitable for all its diverse communities?

Should the digital divide in infrastructure and skills be tackled properly, the Fourth Industrial Revolution brings about a disruptive transformation that affects all aspects of social and economic life. Skills development and digital education play a key role in boosting employability, competitiveness, and growth and in better addressing the challenges of technological change and digitalization of the economy in the region. There is a need to enhance the exchange of good practices, at bilateral and regional levels, in key areas of the Digital Economy.

Partnerships in the UfM framework enable Member States to catch up front-runners. The UfM Regional Platform on Digital Economy and Internet Access has the objective of removing the regional barriers in the digital sector such as e-trust services, e-health, connectivity for research and education institutions, harmonization of legal frameworks, in particular on telecommunications or open data. The UfM Secretariat is using its potential to promote regional harmonization of digital transformation policies and support practical development of digital ecosystems in the interested Member States.

The photo features representatives from SOC, Barcelona Activa, Pimed, Escola, Transcalit, and the Consortium of Education.

E. Rodés: The great transformation is for companies and educational institutions to work together

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The Barcelona New Economy Week (BNEW) came to a close on Thursday, but its significant panels continued until the very last day. In his presentation, Eduard Rodés explained that when discussing the collaboration between companies and educational institutions, it may seem as if we are referring to separate worlds. However, I believe that the most significant transformation in recent years has been the successful integration of these two entities.

The photo features representatives from SOC, Barcelona Activa, Pimed, Escola, Transcalit, and the Consortium of Education.

The photo features representatives from SOC, Barcelona Activa, Pimed, Escola, Transcalit, and the Consortium of Education.

Eduard Rodés, the director of the Escola Europea, spoke during the BNEW Talent event titled “Building the Future Training for Today’s Companies.” He emphasized that it is imperative for companies and educational institutions to collaborate to ensure effective training.

The panel, introduced by Núria Casas and moderated by Lourdes Sugranyes, Director of Inclusive Employment and Training at Barcelona Activa, featured other professionals from the sector, including Eva Expósito, who is responsible for Youth Support Services at the Public Employment Service in Catalonia; Silvia Miró, the director of the working area at PIMEC; Yolanda Redondo, the Secretary-General of Transcalit, and Gemma Verdés, the director of Post-obligatory Education and Special Regime at the Consortium of Education in Barcelona.

During his presentation, Eduard Rodés pointed out that while discussing the alignment of companies and educational institutions, it might seem as if we are dealing with entirely separate realms. Nonetheless, he stressed that the most significant change in recent years has been the successful integration of these two entities. The goal is not merely to train individuals and hope for subsequent employment but to equip them with the specific skills required for immediate integration into the workforce. Both initial training and ongoing education are of vital importance.

He also highlighted a shift in the role of the “triple helix,” which encompasses the public administration, academia, and businesses. Achieving alignment among these entities is crucial for making education a standard component of a company’s operations. Business owners need to take an active role, and educational institutions must become an integral part of the system to adapt their curriculum, ensuring that teachers and students are prepared to meet industry demands, according to the director of the Escola.

A while back, the Escola Europea initiated a programme called “Aprenem junts” with the intention of sending teachers to companies and having industry professionals teach in schools. Now, such participation is a requirement. In other words, companies interested in joining the talent pool they create must commit to taking on dual students, hosting teachers, and providing instruction to schools, as explained by Eduard Rodés.

These programmes are becoming almost obligatory, fostering a commitment between companies and educational institutions, as noted by the director of the European School. Lastly, he emphasized the importance of language acquisition, particularly English, stating, “We all need to ponder a question: Is Barcelona ready to take on a leadership role in the Mediterranean? For instance, all our courses are conducted in English because proficiency in the language is essential.”

Transforming Port Logistics Education with Port Virtual Lab: Escola Europea and STC Group Join Forces

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[Barcelona, 05 September 2023] – The Escola Europea is proud to announce its strategic partnership with STC Group to further enhance and expand its Port Virtual Lab (PVL) training platform, revolutionizing education in the port logistics sector. STC Group, a renowned training provider in and around the port of Rotterdam, brings its wealth of recognition to the innovative training solution.

The upcoming course is set to begin in November 2023, offering participants a unique opportunity to enhance their logistics skills. This comprehensive training programme will span nine weeks, with sessions scheduled every Wednesday, providing a convenient and immersive learning experience for the international pool of participants.

Port Virtual Lab is an innovative and comprehensive platform that offers cutting-edge technological and educational tools. Serving as an online logistics lab, it provides international trade, logistics, and transport students and professionals with the opportunity to simulate real-life operations and access a wide range of tools to enhance their knowledge and skills.

The platform includes 23 simulated companies within a digital port community system. Notably, the pilot freight forwarder module has been perfected with the support of Click&Cargo, enabling near-real-life operation simulations of import and export operations. The PVL training programme spans over 9 days, offering interactive training modules and hands-on operations. The simulation is designed to provide participants with real-life contracts and up-to-date information, ensuring a dynamic and immersive learning experience.

What is Port Virtual Lab?

In 2020, Escola Europea initiated a tender to partner with a software company, aiming to develop an Enterprise Resource Planning System (ERP) as the backbone of its virtual training model. This vision led to the birth of Port Virtual Lab, a platform that replicates a real-life port community, enabling course participants to immerse themselves in a controlled yet authentic environment and conduct simulated international trade operations.

Participants in Port Virtual Lab courses assume various roles within the extensive range of companies created for the platform, covering the entire supply chain. These roles include those in freight forwarding, shipping, airlines, road transport, railway companies, and port terminals. Plans are underway to further enrich the simulation by adding more supply chain actors, enhancing users’ experiences.

Benefits of Simulation in Training Endeavors

The initial phases of the YEP MED project identified critical skills gaps in the transport market, particularly in areas such as environmental sustainability, international relations, digitalization, and port logistics operations. To address these gaps, it was essential to ensure that graduates were well-prepared for the challenges of the industry.

Virtual simulators prove to be ideal for this purpose, offering several advantages:

  • Real-time Practice: Trainees can practice operations without market risks.
  • Scenario Diversity: Various real-life scenarios enable effective problem-solving.
  • Sustainable Logistics Chains: The platform allows for the testing of different transport combinations, prioritizing sustainability or speed as required.

Exceptional educational offerings are pivotal in preparing young jobseekers for rapidly changing industries. Simulators and virtual realities play a crucial role in helping young professionals gain experience and confidence. PVL has been a significant step in the development of such training tools in the Mediterranean region, and this collaboration marks the platform’s extension further in Europe and beyond. In the most recent course, participants rated the platform with an impressive score of 4.94 out of a maximum of 5 – highlighting the effectiveness of Port Virtual Lab in enhancing participants’ logistics skills.

Undoubtedly, the platform’s impact will extend to other regions worldwide and will continue to leave a lasting mark even after the project’s completion in 2023.

“I think that this has been a very useful activity, as it allowed us to put into practice the concepts taught throughout our Masters” – Anna Berenguer i Dasquens (University of Barcelona)

For more information about Port Virtual Lab and the partnership between Escola Europea and STC Group, please contact Orlando Reveco at the Escola Europea (international@escolaeuropea.eu).

PLIKA: Transforming Port Communities through Innovative Training and Collaboration

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Introduction

The birth of the Port Logistics International Knowledge Academy (PLIKA) can be attributed to the imperative of adapting and innovating in the face of the challenges brought about by the global pandemic in 2020. Amidst these unprecedented circumstances, the YEP MED project emerged, shedding light on the demand for novel methodologies and solutions to provide remote training within an international framework. It was within this backdrop that the Port Virtual Lab was conceived, a ground-breaking simulation platform that revolutionized the landscape of international trade operations.

The pandemic brought forth various restrictions and limitations that disrupted traditional training methods and hindered international collaboration. Recognizing this challenge, the YEP MED project team sought to create an innovative solution that would transcend physical barriers and enable remote learning and collaboration. The solution came from the hand of Port Virtual Lab; conceived as a groundbreaking platform that allowed students to engage in international trade operations by exchanging simulated operations with teams from different countries and ports. This virtual environment transformed the way operations were conducted, innovating on the traditional approach and introducing a new level of interconnectivity and collaboration.

Advancements in technology facilitated the seamless integration of participants from diverse backgrounds and locations. Port Virtual Lab provided a realistic and immersive experience, enabling students to navigate the complexities of international trade operations, exchange information, and make informed decisions in a risk-free environment. This became the key to success – making sure that the students that passed through our doors got real hands-on experiences that would help them flourish once they have found employment.

Enhanced Collaboration

The platform fostered collaboration between teams from different countries and ports, transcending geographical boundaries. Participants were able to work together, exchange knowledge, and gain insights from diverse perspectives, resulting in enriched learning experiences. The need to interact with students from other cultures, in different time zones, and with diverse perspectives greatly enriched the work and interpersonal skills of participants. I count both students and instructors in this group. These intercultural exchanges provided a unique learning experience, fostering a deeper understanding and appreciation of different perspectives, customs, and practices. It broadened participants’ horizons, enabling them to develop cultural intelligence and adaptability, crucial skills in today’s interconnected world.

They learned to be flexible, accommodating varying schedules and finding ways to collaborate effectively despite geographical constraints. Moreover, the interaction with students and instructors from different cultures enhanced participants’ interpersonal skills. They developed cross-cultural communication skills, learned to navigate cultural nuances, and built strong relationships based on respect and understanding. These interpersonal skills are invaluable in a globalized world, where effective communication and collaboration across cultural boundaries are essential.

Realistic Simulation

Port Virtual Lab provided a realistic environment where participants could engage in simulated trade operations. This immersive experience allowed them to develop practical skills, make informed decisions, and understand the intricacies of international trade. This also served as a practical solution for students who were unable to participate in on-site internships due to pandemic-related restrictions. Many companies were hesitant to allow external individuals access to their facilities, making it challenging for students to gain hands-on experience.

Port Virtual Lab’s simulation capabilities proved to be a game-changer in this regard. By immersing students in simulated trade operations, Port Virtual Lab offered a viable alternative to traditional internships. Students were able to engage in practical exercises, familiarize themselves with essential ERP (Enterprise Resource Planning) software, and gain a comprehensive understanding of basic operational procedures. This not only facilitated their learning but also enabled them to acquire valuable industry-specific skills.

The results of this approach have been remarkable. Companies have recognized the value of students’ experience with the simulation platform and now actively seek interns who have been trained using Port Virtual Lab. This shift in attitude is primarily driven by the time and resources saved by companies. By having interns who are already familiar with the operations and workflows through the simulator, companies can streamline the onboarding process and minimize the need for internal staff to dedicate extensive time to training basic operations.

Furthermore, the Port Virtual Lab’s simulation experience provides a level of consistency and standardization in training. Students from different educational institutions or backgrounds receive the same fundamental knowledge and skill set, ensuring a common baseline of expertise. This standardization not only benefits the companies employing interns but also enhances collaboration and communication among industry professionals.

PLIKA – YEP MED’s legacy

Recognizing the potential of simulators, training centers and instructors are embracing this technology as a valuable tool to enhance their teaching methodologies. This transition requires adapting instructional approaches, curriculum design, and assessment methods to effectively incorporate simulators into training programmes. It necessitates upskilling instructors to leverage the full potential of simulation technology and integrate it seamlessly into their teaching practices.

This is where PLIKA comes into play. The birth of the Academy marks a significant step towards fostering collaboration and progress among port communities worldwide. It serves as a collaborative platform where, on an international level, training centers, instructors, and industry professionals can come together to share best practices, exchange experiences, and collectively address the challenges associated with the integration of simulators in training programmes. It provides a space for knowledge exchange, networking, and cooperation, fostering a community-driven approach to enhance training effectiveness and innovation. The primary objective of PLIKA is to build a strong network of collaboration, positioning port communities as lighthouse of development and drivers of societal progress. It’s founding members are those who collaborated on the YEP MED project, including the MEDports Association – which helps enlarge the collaborative forum of partnerships.

Through PLIKA, training centers can share insights on successful simulator implementations, discuss strategies for curriculum integration, and collaborate on the development of standardized training modules. Instructors can exchange pedagogical approaches, explore simulation-based teaching methodologies, and access resources to enhance their instructional techniques. Industry professionals can provide valuable insights into the practical applications of simulators and contribute to the development of industry-relevant training programs.

The collaborative nature of PLIKA enables stakeholders to learn from each other’s experiences, leverage collective expertise, and accelerate the adoption of simulators in training environments. By coming together under the PLIKA umbrella, training centers and instructors can navigate the transition process more efficiently, avoiding duplicative efforts and benefiting from shared knowledge.

Conclusion:

PLIKA’s establishment symbolizes a collective commitment to empower port communities, training centres and drive societal progress. By fostering collaboration, sharing knowledge, and embracing innovation, PLIKA enables port communities to become catalysts for economic growth, sustainability, and social well-being. Through its initiatives, PLIKA aims to create a future where port communities thrive, making a lasting impact on the industry and society as a whole. Training centres are not left behind. The emergence of simulators as a vital component of business training has necessitated an unprecedented transition effort by training centers and instructors. PLIKA serves as a collaborative platform where stakeholders can share experiences, exchange best practices, and collectively address the challenges associated with incorporating simulators into training programmes. By fostering a collaborative community-driven approach, PLIKA aims to enhance training effectiveness, encourage innovation, and facilitate the seamless integration of simulators in the educational landscape, whilst at the same time ensuring that port communities stay at the forefront of global innovation and progress.

Written by:

Eduard Rodés, Director - Escola Europea - Intermodal Transporrt

Written by: Eduard Rodés,
Director – Escola Europea – Intermodal Transporrt

Written by Lidia Slawinska, Digital Communication Manager – Escola Europea Intermodal Transport

Written by Orlando Revecco, Digital Product Manager of the Escola Europea

Driving Innovation: Escola Europea and Barcelona Port Foundation join forces

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The TECHLOG Project, Port Virtual Lab and the Green Deal

Written by Eduard Rodés, Director of the Escola Europea

Written by Eduard Rodés, Director of the Escola Europea

At the Escola Europea – Intermodal Transport we are slowly approaching the end of a very busy period. With the Europea project YEP MED nearing its final days, the Escola’s signature course bookings gaining full steam ahead, the SIL conference at which not one, but two of our big projects were featured alongside our signature training offers, and more, we have had very short periods of respite. This is good news for us – a testament to the influence that we hold throughout the Mediterranean port community. But this quarter I wanted to share with you – our alumni community –a particularly special partnership that we have forged; one with the Port of Barcelona’s Innovation Foundation.

This past month, the Escola Europea has forged a strategic alliance with the Barcelona Port Innovation Foundation, setting a firm commitment to propel the transformation of the maritime-port sector. The agreement highlights already existing innovative initiatives such as TECHLOG – a project co-funded by the European Union which will encourage joint Technology Transfer Initiatives (TTI) to achieve common quality standards for transport and port specialized staff within the participating ports and beyond – and Port Virtual Lab – a complete logistics virtual simulator that offers technological and educational tools through which international trade, logistics and transport students or professionals can simulate real life operations. Central to these efforts is the two parties’ dedication towards achieving the objectives of the European Union’s Green Deal, with a comprehensive understanding of sustainability that encompasses economic, social, and environmental dimensions.

Transforming the Maritime-Port Sector

The Barcelona Port Innovation Foundation, supported by prominent entities such as the Port of Barcelona, Ackcent, and Aggity, has set forth an ambitious mission to establish the maritime-port sector as a worldwide leader in innovation and operational excellence. Fuelled by their unwavering dedication, their primary objective revolves around transforming the Port of Barcelona into a dynamic Smart Hub, underpinned by the seamless integration of cutting-edge technological advancements and the fundamental principles of the Blue Economy.

And this is where we come in.

TECHLOG

TECHLOG project

As an integral part of this endeavour, the Escola Europea actively participates in the TECHLOG project, which is co-financed by the ENI CBCMED programme. This initiative entails a series of activities directed towards training educators for the development of Living Labs.

“A Living Lab (LL) is an open-innovation ecosystem centered around user participation, situated within a public-private-people partnership. This unique model is rooted in a systematic user co-creation approach, seamlessly integrating research and innovation processes.”

The Escola Europea has been at the forefront of these labs in Livorno (Italy) for participants from the Western Mediterranean, and in Alexandria (Egypt) for participants from the Eastern Mediterranean – making sure that the knowledge is accessible by parties from across our shared Sea.

Most Mediterranean sectors suffer from poor connections between research, development and education, from one side, and, the real economy, from the other side – a situation that TECHLOG wants to address by strengthening ties between academia and the (trans)port industry. By encouraging joint Technology Transfer Initiatives (TTI) to achieve common quality standards for transport and port specialized staff, the goal is to create a Mediterranean Open Lab to promote and share those initiatives within the (trans)port communities. These TTI will be tested through pilot actions, in real port operators, and will involve trained staff.

The Port Virtual Lab

Moreover, the Escola Europea and the Foundation are collaborating on the development of Port Virtual Lab (PVL). This venture is an innovation laboratory where burgeoning technological solutions are explored and validated, creating a unique environment of collaboration and learning using simulators and simulated companies. Essentially, PVL is a training platform that allows performing operations related to logistics and international transport in our Virtual Port Community. Both professionals and students are be able to experience first hand activities related to international trade, while interacting with our simulated companies.

Success of Port Virtual Lab

The Escola has received numerous success stories following the launch of Port Virtual Lab and its incorporation in the courses developed under the European YEP MED programme, of which we are lead partners. The development of the European project encountered significant obstacles in 2020 as the COVID-19 pandemic brought the world to a standstill, and the experiential training courses planned for the initiative could no longer take place. This gave rise to the PVL platform. With an instrumental partnership from Click & Cargo, at the Escola we were able to create this amazing and comprehensive tool that would help us take the port operations and transactions directly to the monitors of our remote students. PVL was fundamental in maintaining continuity in education and student internships.

The platform’s power has been enhanced through its continuous usage and improvement processes. Today, companies expect students to have prior simulator training, which greatly speeds up their learning curve when they begin internships or enter the workforce directly. This demonstrates the practical value and effectiveness of the training provided by Port Virtual Lab, and shines a bright light on its future.

Commitment to Sustainability

Each project spearheaded by the Escola Europea underscores its unwavering commitment to holistic sustainability, embracing the realms of economic, social, and environmental well-being for us as global citizens. This profound dedication finds resonance with the ambitious targets outlined in the European Union’s Green Deal.

The Green Deal, proposed by the European Commission, is an audacious set of policy initiatives directed towards making Europe climate neutral by 2050. These initiatives not only focus on environmental preservation but also on revitalizing the economy and improving the quality of life for all citizens. By aligning our pursuits with those outlined in the initiatives, we are striving to ensure our contributions effectively drive towards a sustainable, resilient, and just Europe. Working together, the Escola and the Barcelona Port Foundation can work towards ensuring that Barcelona is at the vanguard of Europe’s efforts to bring around a sustainable Mediterranean.

Conclusion

The partnership between the Escola Europea and the Barcelona Port Innovation Foundation is built upon the pillars of collaboration, sustainable development, knowledge, and innovation. Leveraging the Escola’s pioneering simulated business solutions and training methods, their expertise can be harnessed at every stage of the innovation process.

The strategic alliance between the Escola Europea and the Barcelona Port Innovation Foundation plays a pivotal role in spearheading innovation, sustainability, and efficiency within the maritime-port sector, with a unique Mediterranean and Barcelona perspective. With a steadfast commitment to education, innovation, and the development of transformative solutions, we can  contribute significantly to the transformation of the Port of Barcelona into a globally recognized Smart Hub.

You too can get involved!

Today, we must all accept that innovation is the fuel for building a new society that needs to confront substantial economic, environmental, and social challenges. Follow the activities that the Foundation and the Escola are doing and will do in the future. Engage in those where you can contribute.

Together, we are strong
The growth of the Internet of Things

The Tetrahedron: Innovation, Entrepreneurship, Training and Employment in the Digital Age

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Eduard Rodés - Director of the Escola Europea Intermodal Transport

Written by: Eduard Rodés, director of the Escola Europea – Intermodal Transport

In Barcelona, on 18 April 2023, next to the Mediterranean Republic, it is springtime.

The Social Tetrahedron

Today, we find ourselves in a period of rapid technological progress, with digitalisation and innovation at the forefront. This process of constant innovation creates new training needs for emerging professional profiles, which in turn drives training to facilitate employment and the creation or maintenance of jobs. Innovation not only affects existing companies, but also gives rise to the birth of new companies, such as spin-offs, which are better adapted to the characteristics and demands of the market.

In this context, it is essential that innovation, entrepreneurship, training and employment develop in harmony, avoiding mismatches between the needs and capabilities of each stage.  What we started out visualising as training and occupation and which we represented as the two sides of a coin has now become a four-sided tetrahedron in which innovation and entrepreneurship become an indissoluble part of the equation.

In this article, we will explore each of these four aspects from the perspective of what society can offer today and how it might evolve in the future.

Training

Training is the basis for developing the skills needed in the new employment landscape. Traditional education is evolving towards more practical and problem-oriented approaches. E-learning, vocational training and certification programmes play a crucial role in preparing workers for the labour market.

The use of simulators, as the Port Virtual Lab developed by the Escola, can be incorporated as a new tool for better and faster understanding and internalization of new skills in environments that would be difficult or impossible to reproduce in the real world. Simulators allow learners to practice and hone their skills in a safe and controlled environment. By immersing learners in realistic and interactive environments, these technologies enable the development of practical skills and problem-solving abilities that are directly transferable to real-world situations. As part of a comprehensive training strategy, simulators can help bridge the gap between theoretical knowledge and hands-on experience, ensuring that individuals are better prepared for the challenges they will face in their professional lives. Embracing these innovative tools can contribute to a more adaptable and skilled workforce, capable of keeping pace with the rapidly changing demands of the digital age.

Society must continue to adapt to this new reality, promoting lifelong learning and life-wide learning, with special emphasis on technical and digital skills. In addition, collaboration between educational institutions, businesses and governments needs to be fostered to ensure that training is aligned with the needs of the labour market.

Innovation

Innovation is the driving force behind the creation of new products, services and processes. To remain competitive in this constantly changing environment, both companies and individuals must be willing to adopt new technologies and adapt to new approaches to work.

The use and development of “living labs” can be incorporated as a new tool for better, faster, and more effective collaboration among participants. Living labs provide environments where the configuration of work teams can be more agile and dynamic, and where innovations and advances from all participants can be effectively shared.

Living labs are real-life settings where users, researchers, and companies collaborate to develop, test, and refine innovative solutions in real-world contexts. These collaborative spaces foster co-creation and user-driven innovation, ensuring that the resulting products and services are better aligned with the needs and expectations of their target audience.

Government policies can encourage innovation through investment in research and development, and the creation of fiscal and financial incentives for innovative companies. In addition, cooperation between the public and private sectors can create a favourable ecosystem for innovation, where universities, companies and research centres work together to create new solutions.

A foundation that unites public and private organizations, such as the one promoted by the Port of Barcelona,  can foster innovation, entrepreneurship, training, and job creation in the digital age. By facilitating collaboration, resource sharing, and knowledge exchange, the foundation can better align initiatives with market needs and skill gaps. Providing financial support, mentorship, and networking opportunities, the foundation helps develop a skilled and adaptable workforce. Additionally, the foundation advocates for policy changes and regulatory frameworks that support its objectives, ultimately contributing to sustainable economic growth and social progress.

Entrepreneurship

Entrepreneurship is essential for job creation and economic growth. New companies and start-ups are often responsible for bringing the most disruptive and transformative innovations to the market. It is therefore essential that society provides an enabling environment for new entrepreneurs to emerge.

To foster entrepreneurship, training and mentoring programmes can be established, access to finance can be facilitated, and the creation of support networks among entrepreneurs can be promoted. Governments can also implement policies that reduce bureaucratic barriers and simplify the process of creating and developing new businesses.

Public administrations play a crucial role in fostering entrepreneurship by facilitating environments such as “sandbox” settings, where businesses can test and develop new ideas without regulatory restrictions. These controlled environments enable organizations to experiment, learn, and iterate quickly while minimizing risks. Additionally, public administrations can act as a driving force by becoming the “first customer” for startups and businesses launching new products or services. As early adopters, they help validate market potential, provide valuable feedback, and attract further customers and investors. Doing this, public administrations demonstrate their commitment to economic growth and social progress. Through collaboration with private organizations and a focus on fostering entrepreneurship, public administrations can effectively navigate the challenges of the digital age and promote sustainable development for the benefit of all stakeholders.

Occupation

Rapid technological progress and the emergence of new businesses create new jobs and transform the demands of the labour market. Society must be able to adapt to these changes, ensuring that workers have the necessary skills to perform the jobs of the future. This involves not only the development of technical skills, but also soft skills such as critical thinking, creativity and adaptability.

Greater collaboration between business, education institutions and governments is key to anticipating labour market needs and ensuring a smoother transition for workers. These three main actors, which we call the triple helix because of their capacity to push and advance, must be obliged to create the spaces of collaboration and understanding that facilitate the smooth development of all the aforementioned vectors of advancement. It is important to emphasize the creation of joint working groups where representatives from different stakeholders can establish task forces focused on addressing specific issues and advancing new directions. These groups also play a vital role in coordinating and synchronizing efforts to ensure a balanced labour market, with well-prepared individuals possessing the necessary competencies. Sectoral agreements and collective work are fundamental to achieving positive outcomes.

Collaborative working groups enable stakeholders from various sectors, including businesses, educational institutions, government agencies, and labor organizations, to identify skill gaps and workforce needs, develop targeted training and education programmes, and create policies and initiatives that promote job creation and economic growth. By working together, these groups can more effectively address the challenges and opportunities presented by the rapidly changing labor market and ensure that individuals are equipped with the skills and knowledge required to succeed in the digital age. In addition, special attention must be paid to inclusion and equal opportunities, ensuring that all members of society have access to the training and job opportunities that will enable them to thrive in the digital age.

Epilogue

The tetrahedron of education, innovation, entrepreneurship and employment is essential for society’s success in the digital and artificial intelligence era. Collaboration between the different actors and constant adaptation to new technologies and approaches to work will enable people and companies to make the most of the opportunities offered by digitalisation. It is essential that these four aspects develop in harmony, to avoid imbalances and ensure sustainable and equitable growth in an ever-changing world.

But in order to have a broader view of the reality in which we live, we can make a creative association between training, innovation, entrepreneurship and occupation with the four elements of nature: water, fire, air and earth could be represented as follows:

Water – Training

Water is fluid and adaptable, taking the shape of the container that holds it. Similarly, training must be flexible and adaptable to the changing needs of the labour market. Just as water is essential for life, training is the basis for the development of skills and knowledge that enable people to thrive in the workplace.

Fire – Innovation

Fire is synonymous with energy and transformation, capable of rapidly changing the state of the elements with which it comes into contact. Innovation, like fire, has the power to radically transform industries and societies, driving significant changes in the way we live and work. Innovation can also be contagious, spreading rapidly through communities and sectors like the flames of a fire.

Air – Entrepreneurship

Air represents freedom, movement and expansion. Entrepreneurs, like air, are agents of change that drive economic growth and job creation. Entrepreneurship is characterised by the ability to adapt to different situations and find new opportunities, just as air moves and flows through different spaces.

Land – Jobs

Land symbolises stability and solidity, providing a firm foundation on which to build. Jobs are the foundation that supports the economy and society, providing people with the means to sustain their lives and contribute to collective well-being. Land is also the place where natural and human resources converge, just as jobs represent the meeting point between people’s skills and knowledge and the demands of the labour market.

By linking these four aspects to the elements of nature, we can gain a richer and more symbolic perspective on how each of them contributes to balance and harmony in economic and social development.

Conclusion

With the YEP MED project, progress is being made in the direction that will enable the objectives of training and employment to be achieved. With the TECHLOG project, progress is being made in achieving the objectives of innovation and entrepreneurship. Together we are making progress in the construction of the tetrahedron that will enable the ports and logistics communities to work together to achieve leadership in innovation, entrepreneurship, training and employment; with the heart set on the preservation of the environment represented by water, fire, land and air. Leading means being a role model for the rest of society, setting an example and facilitating change. Ports have the resources to do so and must take on the commitment made by the United Nations with the SDGs: no one should be left behind.

Back to Basics: Blue vs. Green Hydrogen

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Anyone who follows current events knows that we are currently in a race against time when it comes to offsetting the effects of global warming. Transport emissions are a key part of this race as, in today’s globalised society, they contribute significantly to the rises in temperatures throughout the globe. According to the International Energy Agency tracking report from 2022, transport emissions are responsible for roughly 7.7 Gt CO2 annually – a number that needs to drop to less than 6 Gt before the end of the current decade if we want to reach the Net Zero goal set by the UN.

From biofuels, to liquified natural gas, to electric batteries – the transport sector is currently exploring a variety of solutions that can be put in place to make transport cleaner whilst maintaining its efficiency. One such alternative fuel source is hydrogen – a lot of hype has been given to this fuel source in the industry – and this is why we chose it as the focus of our #BacktoBasics article this month.

What is hydrogen?

Most of us know the formula for the element – H2. We know it is colourless, has no taste or smell, and is highly combustible –we learned this in school. In recent years, research has helped us develop systems that can transform the heat generated by this element into energy.

Today, in many sectors of our society, hydrogen is already being used as a “clean” source of energy. Some such examples are:

  1. Fuel cell electric vehicles (FCEVs): FCEVs use hydrogen fuel cells to generate electricity, which then powers the vehicle’s electric motor. FCEVs have a longer range than battery electric vehicles and can be refuelled in a matter of minutes.
  2. Hydrogen internal combustion engines (HICEs): HICEs are like traditional gasoline or diesel engines but use hydrogen as the fuel source. HICEs produce lower emissions than traditional engines, but not as low as fuel cell electric vehicles.
  3. Hydrogen-powered buses: Several cities around the world have implemented hydrogen-powered buses in their public transit systems (including London (England), Aberdeen (Scotland), Cologne (Germany) and Tokyo (Japan). These buses emit only water vapor and have similar range and refuelling times as FCEVs.
  4. Hydrogen-powered trains: Hydrogen fuel cells are being used to power trains in some areas, such as Germany and the UK. These trains emit only water vapor and have lower noise levels compared to diesel trains.

When thinking about the freight transport sector, we can see that we already have:

  1. Hydrogen fuel cell trucks: Several companies are developing fuel cell-powered trucks for cargo transport (including Toyota and Kenworth). These trucks have a range of several hundred miles and emit only water vapor.
  2. Hydrogen-powered forklifts: Hydrogen fuel cells are being used to power forklifts in warehouses and distribution centres. These forklifts have the advantage of emitting only water vapour and refuelling quickly, reducing downtime compared to battery-powered forklifts.
  3. Hydrogen-powered trains: hydrogen fuel cells are being used to power trains in some areas. These trains could potentially be used for cargo transport as well, with the added benefit of emitting only water vapour and having lower noise levels compared to diesel trains.
  4. Maritime transport: There are several projects underway to develop hydrogen-powered ships for cargo transport. For example, the Hydrogen Energy Supply Chain project in Japan is developing a hydrogen-powered supply chain for liquefied natural gas transport.
  5. Air cargo transport: While hydrogen is not yet being used for commercial air transport, there are several projects underway to develop hydrogen-powered aircraft. For example, Airbus is developing a concept for a zero-emissions aircraft powered by hydrogen fuel cells.

Green or Blue (or both?)

Hydrogen is a clean-burning fuel that can be produced from a variety of sources, including natural gas, biomass, and renewable energy. Blue and green hydrogen are two different types of hydrogen production methods that have distinct differences in terms of their environmental impact and production processes;

  1. Green hydrogen

It is produced through the process of electrolysis, which uses electricity to split water molecules into hydrogen and oxygen. The electricity can be generated from renewable sources such as wind, solar, and hydroelectric power. Since green hydrogen is produced using renewable energy, it is generally considered a clean fuel that has a low carbon footprint. It can be used in fuel cell vehicles, which are powered by hydrogen and emit only water vapor as a by-product. The use of green hydrogen in transport can significantly reduce greenhouse gas emissions and contribute to a more sustainable future.

  1. Blue hydrogen

It is produced from natural gas using a process called steam methane reforming (SMR). During SMR, natural gas is heated with steam to produce hydrogen and carbon monoxide. The carbon monoxide is then converted into carbon dioxide, which is captured and stored underground. This process is known as carbon capture, utilisation, and storage (CCUS), which helps reduce greenhouse gas emissions by storing carbon dioxide instead of releasing it into the atmosphere. While blue hydrogen is considered to have a lower carbon footprint than conventional natural gas, it still relies on fossil fuels, making it less environmentally friendly than green hydrogen.

Both green and blue hydrogen can (and are) be used in fuel cell vehicles. However, since green hydrogen is produced using renewable energy, it is considered the most sustainable and environmentally friendly option for transport today. Blue hydrogen, on the other hand, is considered a transitional fuel that can help reduce greenhouse gas emissions while the world transitions to a fully renewable energy system.

According to a report by the International Energy Agency (IEA), the use of blue hydrogen in transport can reduce greenhouse gas emissions by up to 30% compared to conventional gasoline or diesel vehicles. However, the report also notes that blue hydrogen should be used as a stepping stone to green hydrogen, which is the ultimate goal for a sustainable hydrogen economy.

Final thoughts

At the moment it is still unclear which hydrogen option the markets will favour. Blue and green hydrogen are essentially depictions of two different types of hydrogen production methods that have differences in terms of their environmental impact and production processes. Most experts agree that “green” is the better option as it appears to be a net-zero fuel. It is unfortunately also true that green hydrogen is the most expensive one to make (Forbes estimated the production of green hydrogen at $6/kilogram – 2-3 times more expensive than blue hydrogen). Thus, it can be said that most industry members would opt for the blue option – at least in the short term. While blue hydrogen can help reduce greenhouse gas emissions, green hydrogen remains the more sustainable and environmentally friendly option for transport. So, while we work on making green hydrogen more accessible to the markets, we can remain satisfied with the knowledge that even with blue H we are keeping pace with the global warming race. After all, the use of hydrogen (any hydrogen) as a fuel in transport can significantly reduce greenhouse gas emissions and contribute to a more sustainable future.

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