Project results in detail
R1 – Definition of UpHyMob learning outcomes based on skills needs analysis
Read the analysis of evidence we gathered and the learning outcomes report. This is the basis for the development of our training content focused on solving workforce skills shortages. We have included statements of what learners should know, understand and be able to do upon completion of the UPHYMOB curriculum. – Download
R2 -T1 – Design of UpHyMob curriculum structure
Discover the curriculum structure. It will serve as the blueprint for the creation of the UpHyMob learning units, corresponding to EQF level 4, which aims to upskill workers in the sector of H2 mobility. We have included a detailed description of each learning unit, as well as the target audience of our curriculum. – Download
R2 – T2 – Training & Assessment Materials – Now available!
Discover our training materials created to support both practical and theoretical learning on H2 vehicle and HRS components. The learning units cover these main areas:
- Learning Unit 1 : Hydrogen introduction and basic properties, behavior, and definitions, equipment,inspection operation and maintenance
- Learning Unit 2 : Safety protocols and provisions related to hydrogen storage
- Learning Unit 3 : First aid, emergency and response procedures
- Learning Unit 4 : Detection and diagnosis faults in H2 vehicles
- Learning Unit 5 : Detection and diagnosis faults in HRS parts
R2 – T3 – Trainer’s Handbook – Now available!
Take a look at our trainer’s handbook, which provides guidelines to H2 mobility technicians on how to train using UpHyMob educational resources, and instructions as well as detailed practical exercises, case studies and background readings on how to develop additional materials in accordance with UpHyMob learning outcomes. – Download
R2 – T4 – Guide for VET providers
Take a look at our guide for VET providers on how to integrate the units of learning outcomes into VET curricula, with instructions on how to:
a) link theory with practice to achieve the intended learning outcomes
b) determine trainers’ minimum qualities for highest quality teaching
c) design work-based learning settings to foster new skills development
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