Ongoing Projects

CERONAV is currently implementing 3 projects co-funded by the Erasmus+ Programme of the European Union.

DERIN – Digital Education Readiness in Maritime and Inland Navigation – 2020-1-RO01-KA226-VET-095726

Programme: Erasmus+

Action: Key Action 2 (KA2)

Call: Strategic Partnerships in response to COVID-19_KA226

Lead Partner: Romanian Maritime Training Centre – CERONAV


  • Faculty of Transport and Traffic Sciences – UNIZG, Croatia
  • Technical University of Varna – MQC-TUV, Bulgaria
  • STC Group – STC, Netherlands
  • Latvian Maritime Academy – LMA, Latvia
  • Estonian Nautical School – ENS, Estonia

Associated Partners:

  • Volga State University of Water Transport – VSUWT, Russia
  • Kongsberg Digital As, Maritime Simulation – KDI, Norway
  • Wärtsilä Voyage – Ireland

Period: 24 months (01.03.2021 – 28.02.2023)

Total budget approved by the National Agency: 179.995 euro

CERONAV budget:  42.725 euro plus 8.545 euro co-funded by own funds

In times when intelligent learning has been accelerated by the COVID-19 pandemic and there is a massive shift towards the online environment in global learning, the position of any sector depends on how much they embrace digitalisation.

Consequently, how education and training will cope with the requirements of the present times and how they will prepare in order to be futureproof are issues that can be addressed only if relevant institutions react and unite in partnerships able to put together their knowledge, experience and resources.

Therefore, aiming at improved capacity and efficiency of E&T institutions to provide digital training, 6 partners in as many EU countries (Romania, Bulgaria, Croatia, Netherlands, Latvia and Estonia) saw rather the opportunity than the setbacks of this challenging period and decided to work together for improved digital training and assessment of waterborne transport personnel through an increased level of digital competences of VET teachers/trainers, realising that current needs and challenges in terms of capacity of educators to deliver digital education are quite common and the joint solution is developing the right tools and adapting the proper digital solutions with the support of technology providers as Associated Partners and stakeholders.

Through a more efficient uptake of digital technologies for teaching and learning in a consolidated manner and not just in certain corners of the EU, high quality results of the educational process can be maintained even if the traditional “in classroom” environment cannot be used 100% of the time. As the theoretical part of the training is almost completely available in digital format, the focus of DERIN project will be for the practical training, or at least a certain percentage of it, to be shifted in the digital environment using the right tools, considering the vast diversity available and the fast pace the technology advances in the industry.

The partnership consists of a VET school, three maritime and inland waterway training centres on their own or as part of maritime academies/technical universities, a worldwide operating educational and research institution and a higher education institution.

Coordinated by CERONAV, the partners will select the relevant learning modules adaptable to innovative multimedia tools, applications and resources, will test and familiarize themselves with the mentioned tools followed by the development of corresponding multimedia learning materials (curriculum, teaching methods, procedures, role-play scenarios, videos etc.) as a toolkit for practical training including also guidelines for trainers.

For a highly relevant outcome, three learning teaching training activities will take place. A special training activity for students will allow trainers to include feedback from the end-users and trainees to gain knowledge and competence for the new working environment. As use of simulators in maritime and inland navigation education and training is an essential component for developing trainees’ competencies necessary for the job, a special attention will be given to developing innovative and easily accessible course modules via open educational resources on the internet.

Specially designed to boost capacity of VET teachers and trainers, focussing on their digital competencies and capacity to upskill for innovative online resources and tools, their usage and design, the project will develop a toolkit for teachers/trainers including newly developed materials.

To take a step further and have a larger scope, policy recommendation and guidelines will be developed to focus on the impact and legacy of the project targeted towards sector’s stakeholders at the local, regional, national and European level concerned with maritime and inland waterway transport and the successful design and implementation of e-learning programme.

The large sector of waterborne transport has to be taken into consideration, with all its implications in EU economy as training is always fundamental in an industry so well regulated and standardized at international level.

Dissemination activities will be rolled out in order to raise awareness, increase knowledge, influence attitude and finally change behaviour of interested and relevant parties including at least one Multiplier Event in each of the six partner countries. Quality monitoring and control activities will ensure high standard outcomes and sustainable results to be transferred in different education areas and, with the support of Associated Partners to reach larger territories.

COMPETING – Competence Based Education and Training for Inland Navigation – 601165–EPP-1-2018-1-NL-EPPKA2-SSA

 Programme: Erasmus +, Sector Skills Alliances

Lead Partner: STC Group – Netherlands

Partnership: 15 organisations from 8 countries (Netherlands, France, Germany, Belgium, Austria, Slovakia, Croatia and Romania)

Period: 36 months (January 2019 – December 2021) + 3 months extension until March 2022

Total budget: 938.570 euro

CERONAV budget:  42.902 euro

COMPETING (Competence Based Education and Training for Inland Navigation) is a three-year Sector Skills Alliance project under the Erasmus+ Programme. Within COMPETING fifteen partners from eight different EU member states will develop curricula and lesson materials, as well as a Quality Assurance and Quality Control (QA/QC) system, to ensure the highest level of quality concerning the implementation of future-proof IWT education and training throughout the EU.

For the first time all key stakeholders cooperate on European level to develop a European wide recognised and modern curriculum for IWT. We work together with IWT education and training institutes, social partners representing the industry and competent authorities and umbrella organisations.

The developments in this project will in the end result in the implementation of EU legislation, resulting in a comparable system for recognition of educational programmes and properly qualified crew with the possession of a Union certificate.

COMPETING will pave the way for the introduction of competency based future-proof education and training for inland navigation crew members throughout the European Union. Future certificates will be recognised throughout Europe. Sustainable solutions, automation and digitalisation as well as communication on a European level will be part of the education and training programmes. The ultimate goal of the project is to increase labour mobility in the inland shipping sector.

COMPETING consortium consists of different categories of stakeholders. Firstly IWT education and training institutes, which have to modify their lesson programmes towards a European wide competency-based recognised education and training programme. Secondly the Social partners (employers and unions) representing the industry and crew members working in the industry and finally the competent authorities and umbrella organisations as well as members of the Advisory Board.

RELAR – REmote Learning and examination based on AR

 Programme: Erasmus+

Action: Key Action 2 (KA2)

Call: Strategic Partnerships in response to COVID-19_KA226

Lead Partner: STC Group – Netherlands


  • Romanian Maritime Training Centre – CERONAV, Romania
  • Satakunta University of Applied Sciences – SAMK, Finland
  • Malta College of arts, science & technology – MCAST, Malta
  • Solski Center – Slovenia
  • University of La Laguna – ULL, Spain
  • University of the AEGEAN – UAEGEAN, Greece

Associated Partners:

  • Romanian Naval Authority – RNA, Romania
  • Knowledge Concepts – Netherlands
  • KOTUG International  – Netherlands
  • WinNova – Finland
  • ONEX Syros Shipyards S.A – Greece
  • Creative Solutions – Slovenia

Period: 24 months (01.05.2021 – 30.04.2023)

Total budget approved: 299.997 euro

CERONAV budget: 30.990 euro plus 6.198 euro co-funded by own funds

RELAR project aims to create a crisis-proof resilient maritime VET ecosystem by enabling remote learning and examination using Augmented Reality, AR. It addresses to key challenges of the maritime and port education ecosystem caused by structural change due to new digital technologies. It focusses on the adoption of augmented reality tools to improve learning outcomes.

RELAR is driven by a consortium formed by European VET and HEI organizations, and will tackle all the deficiencies unearthed by the COVID-19 crisis focusing on transferring the expertise and knowledge of industrial organizations in improving security, safety and efficiency by empowering frontline connected workers with remote technology. The maritime VET education ecosystem must become more resilient to crisis and improve adaptation capacity to forced shifts imposed by force majeure. Being tightly linked to other ecosystems having a major role in economy and in society as a whole (port ecosystem, national, European and international education ecosystem) maritime education has to be capable to absorb social shocks generated by crisis situations and to ensure the continuity of the learning process.

Over the last decade, sensors enabled telemetry to connect devices, products, customers with Industry 4.0. While Industry 4.0 promises a wide implementation of automation, in most enterprises, operations are a set of tiring linear steps — slow, sometimes inaccurate and inefficient. In all this, frontline workers have been standing on the side lines for the last 20 years; watching and waiting.

The paradigm shift with Industry 5.0 is where the frontline worker is now in the centre of things – machines, methods and workflows, and the technical management level is able to connect with him in a seamless manner. The project will mirror the new paradigm “expert – frontline worker” proposed by Industry 5.0 concept to a next-level “teacher – student” paradigm for vocational education and training. Teachers will wear the augmented reality device for examining remotely the students by evaluating the quality of the instruction’s students gave. Students will enhance their technological skills and hands-on experience by using the same AR device and executing tasks being remotely guided by the teacher. Both teachers and students will have the roles of expert or frontline worker depending on the objective: examination of learning.

The consortium partners under the leading of University of the Aegean will identify and adopt a common architecture and framework for future interoperability, scalability and sustainability of remote learning. The core concepts of the architecture will be inspired by the existing Proof of Concept developed by STC Group for maritime education (EQF 4-5). During the first stage of the project, the partners will encourage experimentation and exchange of ideas and good practices.

These will serve as requirements and criteria for establishing the most performant framework. Based on the selected framework, a REmote Learning and examination system using AR (RELAR) will be developed. A remote assistance communication protocol will be established in order to ensure a clear and efficient interaction between the teacher and student. The IMO’s Standard Marine Communication Phrases (SMCP) will serve as model. This communication protocol must eliminate the risk of misunderstandings or omissions that can lead to failures and jeopardize the correctness of the learning or examination process. Teachers will attend Train the Expert sessions coordinated by CERONAV, where they will be trained on technical aspects like how to use and manage the system. Students will attend special workshops during multiplier events where they will get more insights in the design and functionality of the RELAR system.

The consortium partners with experience in vocational education assisted by HEI and led by The Malta College of Arts, Science and Technology – MCAST, will build scenarios to be used on RELAR system for learning and examination purposes for various use cases (ship engine officer, shipyard technician, transport fleet service & repair technician). These scenarios will benefit also from the input of the associated partners and will be demonstrated, evaluated and validated during a series of multiplier events organised at the consortium partners location. Learning materials like videos and tutorials will be created to enhance the digital skills of students and teachers related to augmented reality and to smooth the adoption process of RELAR in practical education. Teachers will attend Train the Trainer sessions organised by CERONAV, where they will get familiar with using RELAR scenarios for learning and examination using RELAR scenarios. Students will attend special workshops during the multiplier events where they will understand how they can take the most benefits out of the learning and examination with RELAR.

Šolski center Nova Gorica will coordinate the quality assurance, monitoring and evaluation of the project. Quality assurance and monitoring is a transversal activity that will last the entire duration of the project.

As part of the dissemination activities, the partners will organise nine Transnational Meetings in total, of which four will be Training Events. During the Transnational Meetings teachers, students and experts from maritime industry and other sectors will get familiar with RELAR and will receive the necessary information on how to use it to educate and examine students and professionals on-the-job remotely.


The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein.

Last modified date: 10 June 2021