This project deals with governance in vocational teacher education (VTE). The professionalization of teachers working in the field of VET (vocational education and training) is considered to be more complex than in the general education system as here the relevance of teachers’ competences not only has an impact on learners (vocational students), but also on the quality of VET as such and its functionality for the employment sector. An overarching quality criterion is to ensure that expectations of vocational schools and the motivations and competences of future teachers can be aligned. This ‘matching problem’ is materialized by the ‘theory-practice gap’ as the ‘users’ of VTE qualifications, being the employers of future teachers, are normally not involved in setting up or at least influencing how teachers are trained and how whatever they learn at university can be linked with and applied to in the classroom. This one-sided institutional reality explains why teachers do not feel well prepared for their future occupational destination.PBG (partnership-based governance) is seen as an instrument to tackle this problem by including VET schools in activities such as curricula development or teaching methodology, and it even could mean establishing a governance system based on partnerships reaching beyond these two stakeholders. Since decentralisation is a major aspect of current Ukrainian VET policy, PBG in VTE fits into the political agenda, by questioning traditional roles of responsible institutions.The project aims at developing and piloting governance structures between the Ukrainian partner HEIs and regional VET schools. The focus is on overcoming the theory-practice gap between university education and teaching requirements in VET, and on setting up governance in a new, i.e. partnership-based manner between relevant institutions in VTE. The project aims at creating awareness for a modern VTE system in Ukraine, and at raising the status of teaching profession.

The analysis carried out in cooperation with Local Universities (LUs), city and national authorities, stakeholders, during ah-hoc meetings, highlighted the need to improve transport services in Georgia (GE) and Ukraine (UA), benefiting of the new opportunities offered by telematics which boost innovations in smart passenger and goods mobility. The increasing pressure on achieving societal goals within the transport sector (e.g., reducing traffic emission, improving traffic safety, reducing congestion) is one of the main drivers for its smart development.There are still many challenges for implementing smart mobility, and to what extent this potential will be materialized depends on its design and management by public authorities as well as by the competence of experts.Besides, a lack of experience on planning, management and control of these services emerged in GE and UA, also due to inadequate academic paths for supporting exploitation and dissemination of smart transport culture, including the limits of their research and their limited international relationships.Then, SmaLog was designed to overcome such identified lacks. SmaLog reformed and conformed the academic paths for supporting exploitation and dissemination of smart transport culture, including the overcoming of the limits of current scientific research and limited international relationships in involved PCs. LUs were the key-actors to start and consolidate this process.In SmaLog Consortium, 11 research institutions, 4 from EU, 5 from UA and 2 from GE have been collaborating to:•develop and test/implement/delivering Masters (120/90 ECTS) in smart transport and logistics for cities (SmaLog) in GE and UA;•support the implementation of laboratories dedicated to SmaLog;•disseminate through the newsletters, events, workshops, seminars, the importance of high educational programmes, and to promote research in urban transport and logistics exploiting the opportunities offered by new technologies;•set up national coordinated networks of HEIs, public bodies, private companies and NGOs involving them in the wider European research network on smart urban transport and logistics.Therefore, starting from this consideration, SmaLog strengthened the role of research in managing smart transport and logistics in cities on an evidence-base in UA and GE, and thus transferred to UA and GE the most recent knowledge and good practices developed in Europe as well as worldwide in the field of smart mobility.These aims were achieved thanks to a mix of activities such as: education, training, workshops, conferences and public events, web-based and physical dissemination and exploitation activities. The main outputs were:•SmaLog masters formally approved and delivered;•new and updated courses;•two first completed cycles of master students in SmaLog (first graduates);•distance learning advance courses for staff in SmaLog;•guidelines for developing PhD in PC HEIs in SmaLog;•teaching and training materials developed for supporting lectures’ delivering and students’ study;•staff training and students’ studying at ProgC HEIs;•guidelines for IQAS, and its implementations in PC HEIs;•internationalization of teaching/training on smart transport and logistics for cities;•internationalization of research on smart transport and logistics for cities;•urban smart transport and logistics networks in GE and UA;•active involvement of PC HEIs members in international smart transport and logistics for cities research;•implementation of local laboratories on urban smart transport and logistics;•dissemination and strengthening of culture of smart transport and logistics;•agreements of cultural and scientific collaboration between each PC and ProgC HEIs.

"Establishment of new Master Courses (MCs) on “Energy Efficiency, Building Retrofitting and Energy Planning” in Ukrainian Universities (UAUs) and promotion of EU best practices in the terms of educational methodologies and specific knowledge related to the energy efficiency and sustainability of buildings. Three are the specific objectives:1. Curricular development tailored to labour market requirements and enable to support the employability expectations of graduates by training them with up-to-date methodologies in the field of energy sustainable buildings. The new study programmes will be implemented in the UAUs with different training directions according to the local needs. MCs will start in the 3rd project year with the completion of the 1st academic year. The development process will be completed by updating of didactical laboratories and new teaching aids materials to publish jointly between UA and EU teachers. 2. Links university-enterprises: to develop a networking system among UAUs and stakeholders to remedy to the currently fragmented scientific background in Energy Efficiency and Sustainability and to the lack of distribution of knowledge, expertise, info and data.3. An ""EU - Ukraine Green Deal Network” will be officially established, to enhance in tangible and actual terms the leading role of Higher Education Institutions (HEIs) in policies related to Energy Efficient and Sustainable Buildings, keeping into due account both the requirements set by UN 2030 Agenda, with specific reference to SDGs 7, 10, and 11, and the priorities of the EU Green Deal. UKRENERGY will also spread and promote UA awareness related to the EU policies referred to Sustainable and Energy Efficient Buildings and to enhance the approach towards EU best practices.Main beneficiaries of the outputs to be produced will be (about): 120 UA Sr. teaching staff, 60 UA Jr. teachers and assistants, 200 final year students / new graduates and students to enrol to the new Master Courses."