Establishment of a Regional Center of Competence for VVER Technology and Nuclear Applications

Projektinformationen

CORONA

ID Finanzhilfevereinbarung: 295999

Projekt abgeschlossen

Startdatum 1 Dezember 2011

Enddatum 30 November 2014

Finanziert unter

• EURATOM: Nuclear fission and radiation protection

Gesamtkosten € 2 244 178,00

EU-Beitrag € 969 780,00

Koordiniert durch

KOZLODUY NPP PLC
Bulgaria

Final Report Summary - CORONA (Establishment of a Regional Center of Competence for VVER Technology and Nuclear Applications)

Executive Summary:
The development of specific training schemes and subsequent establishment of a purpose-built structure for training personnel to operate VVER (or WWER for water-water energetic reactor) technology is the strategic outcome of the CORONA project. The Regional Centre of Competence will provide support and services for preservation and transfer of VVER-related nuclear knowledge as well as knowhow and capacity building. Such an approach involves ensuring existing VVER related training schemes meet International Atomic Energy Agency (IAEA) standards and commonly accepted criteria recognised in the EU.

The 11-partner-strong CORONA consortium, made up of 1 international organization, 3 research centers, 1 university, 4 technical support organizations (TSOs) and 2 nuclear utilities, worked around 3 project themes:
• Putting in place training schemes for different target groups. The team has identified the training needs for all target groups and develop a complete definition of the knowledge and skills required. The training schemes will be for nuclear professionals and researchers, non-nuclear professionals and subcontractors, and students studying nuclear disciplines. Another more general session will cover safety culture and soft skills. Textbooks and adapted courses for distance learning and e-learning will be developed.
• Creating a knowledge management portal for VVER technology to provide a structured system for easy, computer-based access to any VVER-related information, which can be used by staff to maintain and improve their productivity and performance.
• Laying the foundations of a specialised Regional Training Centre: elaboration of a technical specification for training tools and equipment of general and special assignment for the VVER technology and nuclear applications.

The development of multinational training schemes has taken into account the different approaches applied in education and training in different countries thus allowing preparation for integration and mutual recognition of the educational and training programmes in order to improve mobility and competitiveness. This approach will provide the trainees with broader competences and enhanced flexibility.
The project implementation has provided the basis of harmonizing of nuclear education and training programs which will allow increase of the quality of the process, to develop a common learning, teaching and training program and to provide expert support to the authorities regarding nuclear education and training policy and development
The usage of the developed within the project training schemes will aid the trained specialists in the knowledge transfer between senior experts and the new generation whose expertise is essential for managing existing nuclear power plants (NPPs), decommissioning nuclear plants and meeting the needs of next generation reactors. The different approaches and cultural attitudes across the European Union towards education and training were considered during the development of the programs, and the training schemes created environment where the partners discussed and evaluated how to integrate the different perspectives as an integral part in the curriculum. The pedagogic framework of the training schemes shall encourage social interaction, active engagement and self motivation. The development of the KM portal has integrated the information on VVER web into a single communication system and developed and implemented a semantic web structure to achieve mutual recognition of authentication information.

Project Context and Objectives:
Establishment of a Regional Centre of Competence (RCC) for VVER Technology and Nuclear Applications is the ultimate goal of this project. The training schemes provided by RCC shall cover different profiles of professionals and students and shall ensure specialized training and competency required by that specific branch of nuclear industry. The tasks and responsibilities of the RCC include also support and services for preservation and transfer of VVER related nuclear knowledge and know-how and capacity building through further collaboration with European Nuclear Education Network and Sustainable Nuclear Energy Technology Platform (SNETP).
The overall objective of the project is to develop competences and new skills within the context of the Nuclear Renaissance for implementing the EC decisions following SNE-TP and SRA and to contribute to improvement of safety and reliability of nuclear installations. On the base of the project outcomes the long term vision of the proposal envisages evaluation of the options to establish the RCC as a legal entity.
The specific objectives of the project are:
• Enhancing safety and performance of nuclear installations with VVER technology through specialized initial and continuous training of personnel involved;
• Emphasis on safety culture enhancing the importance of maintaining an adequate level of safety culture in VVER installations;
• Contributing to the development of Knowledge Management System for VVER technology;
• Preserving and further developing nuclear competencies, skills and knowledge related to VVER technology, as a technology used in the EU;
• Contributing to research initiatives and education actions as well as to future business opportunities for the nuclear industry;
• Catalyzing the building of national network related to nuclear industry, research and academia, and other types of community of practice;
• Stimulating the cooperation with ENEN and SNETP/ETKM - opening research and training facilities of common interests to a wider community of students, scientists and operators.

The scope of the project includes the following aspects:
A. Training needs analysis.
Identification of training needs, elaboration of a list of generic types of training where specific training schemes have to be developed including training sessions, seminars, workshops, etc. to constitute the portfolio offered to postgraduates and professionals for training and further personal development.
B. Training schemes development.
Training schemes in the following four generic groups will be developed within the project:
• Group A. Specialized training on specific VVER technology aspects for nuclear professionals and researchers
Continuous training is a key factor to maintain the high performance level of plant personnel. In this respect areas of knowledge necessary for safe plant operation should be systematically reviewed. The continuing training programme should cover recent industry and plant specific operating experience, identified problems in performance, plant modifications and procedural changes. The continuous training should achieve the following:
- improve the knowledge and skills of personnel when changes in the scope of work are identified;
- maintain and in certain areas enhance the skills and knowledge necessary to accomplish routine, abnormal and emergency duties;
- increase the level of understanding of certain fundamental matters presented in the initial training, with emphasis on areas of demonstrated weakness;
- maintain an awareness of the responsibility for safe operation of the plant and of the consequences of negligence and faults;
- correct deficiencies in personnel performance that have been detected through the analysis of plant operating experience;
- maintain the personnel’s knowledge of plant modifications and procedural changes in areas to which they are assigned;
- emphasize lessons learned from industry and plant specific operating experience to prevent the repetition of errors;
- emphasize topics identified by managers and supervisors;
- enhance the performance of operations personnel through timely training for infrequent, difficult and important operational tasks;
- keep the adequate level of safety culture.
The efficient maintenance and enhancement of the nuclear industry specialist’s knowledge and skills depends on the timely distribution of the operating experience, its study, consideration and implementation of the lessons learned. The integration of the experience of various training organizations, NPPs and research institutes will give the opportunity to define the Continuous training programmes scope and requirements in medium and long-terms. The areas of weakness concerning the operation of NPPs with VVER reactors and the possibilities for improvement trough delivery of training on specific issues shall be defined.
For that purpose a qualification scheme to provide opportunities for the trainees to enhance and broaden their specialized knowledge in various areas trough implementation of theoretical training (TT), practical training (PT), on-the-job training (OJT) and simulator training (ST) forms shall be developed and tested, as well as scientific visits, case studies, etc shall be arranged to introduce the experience and to offer participation and observations while performing specific or unique tasks and activities.

Target audience:
- NPP personnel employed in the management, maintenance, operations, technical support and safety control;
- Nuclear professionals from research and engineering organizations, performing activities in the described areas;
- Training specialists and university lecturers, specialized secondary schools, specialized training organizations and training centres trainers, involved in preparation of nuclear specialists.

• Group B. Basic training on VVER technology specifics for non-nuclear professionals and subcontractors.
The requirements for qualification of contractor personnel are generally defined in terms of education; experience and training in IAEA document IAEA-TECDOC-1232 [7]. The determination of qualification requirements depends on the nature of services requested by the contractor. Training scheme could be applicable for different VVER plants taking into account the specific requirements of the country regulator. Such program will be useful for the stages of new nuclear design and build projects.
Once the qualifications defined are achieved, contractor’s personnel are expected to perform work competently. However, contractor’s personnel must not only initially achieve the necessary qualifications; they are also obliged to maintain those qualifications over a period of time. Retraining requirements should be met. The training should support the achievement and maintenance of adequate level of safety culture.
As a result of the project a training scheme will be elaborated and tested. It will give opportunity to the trainees to obtain basic knowledge on equipment, systems and processes; radiation protection; Radio-active waste (RAW) management; Quality Management (QM) requirements, etc.

Target audience:
- Contractor’s (line, middle and high management) personnel, mainly from specialized maintenance companies;
- Non-nuclear professionals from research, engineering, design and civil construction organizations performing NPP life-time related activities.

• Group C. Specialized technical training on VVER technology for students studying nuclear disciplines.
The purpose of the training scheme is using different forms of training (TT, PT, OJT and ST) to enhance and overbuild the knowledge obtained in educational institutions. The training should create adequate attitude and understanding of the safety culture. This shall be achieved through transfer of specialized knowledge on operation regimes, radiation protection; RAW management; fuel management; nuclear safety; safety analyses to the students, and at the same time to create skills related to the specific equipment, systems and processes, etc.
Training shall follow the education and universities can therefore play a key role in training, along with industry. Here also synergies would be beneficial, on the basis of well defined and agreed requirements.
The development of close cooperation with the training organizations/universities, creating employees for the nuclear field and the “transfer” of some academic study to working environment will provide:
- Extension of the possibilities for the universities to conduct the study in real working conditions and using real equipment;
- Wider usage of the available resource base of the specialized training centres;
- Time reduction to provide specialized training after possible employment of the young specialist in a nuclear facility;
Target audience:
- Last-year students of bachelor’s or master’s degree, studying nuclear disciplines;
- Students studying engineering disciplines related to NPPs operation.

• Group D. Safety culture and Soft skills training for nuclear professionals and personnel of nuclear facilities contractors and subcontractors.
Safety culture is significant topic of importance and requires continuous consideration. It is vital for the acceptance of nuclear energy by the public and for the safe performance of the nuclear installations. EU-wide consensus on the quality criteria might help to distribute the safety culture principles. All training programmes for specific plant activities should make reference to safety culture. Soft skills, like leadership, human performance, self assessment, training skills, knowledge management etc. are required for the plant personnel, because this knowledge shall improve the effectiveness of the training, create awareness of the personal responsibility and implement it in the every day practice. The knowledge and skills referring to this topic are common for all participants. Thus the programme and the materials could be unified and trough combination of all efforts to achieve cost reduction and standards unification.
The objectives of the Safety culture training for the personnel (operation and engineering) are:
- To understand better the involvement of each one in nuclear safety;
- To identify areas for improvement in nuclear safety when carrying out the activities;
- To exchange experience based on real-life situations (operation and engineering).
Practical aspects like development of questioning attitude, elaboration and use of procedures, providing and use of feedback, development of efficient communication shall be achieved through investigation of real situations (incidents in operation, design errors) occurred in their company.
The safety culture training is incorporated as an integral part of all training schemes within the CORONA project.

Target audience:
Safety culture and soft skills training shall be delivered to the audience of all the above groups (A to C).

Creation of knowledge management (KM) portal for VVER technology
The role of a KM portal is to act as a gateway to users through which they could access all information they need for their activity, safe, secure and in the best quality. Its purpose is to be an integration tool for easy, computer based access to any VVER related information, which can be used by staff to maintain and improve their productivity and performance. In addition, the portal has to be a communication tool for sharing and growth of corporate knowledge. An effective knowledge portal should therefore facilitate formal and informal communication between individuals, work and project teams and various Communities of Practice in real time. The portal needs to provide information relevant to the key stakeholders of the nuclear power industry such as scientific organizations, academia, industry and government. This information could comprise latest news from the nuclear industry, information on VVER reactors, training resources from Project CORONA and other available sources, collaboration tools that help bring the VVER community together and other key information from Project CORONA.

Assessment and recommendations for RCC sustainable development.
The experience gained in international practice highlighted the importance of a consistent training of the staff of different countries which operates the same type of nuclear installations. The separate training organizations make efforts to establish state of the art methods for training of personnel, but not always they have capability to cover all scope prescribed by standards and regulations. Discrepancies between training programs, out of date training materials, inconsistent training are very likely. Establishment of methodically assured and well equipped regional training centre will therefore contribute to training quality enhanced, human performance improvement and nuclear safety securing.
Development of technical specification for general and special assignment training tools and equipment for the RCC for VVER Technology and Nuclear Applications will be a part of project outcomes.

Project Results:
Work Package 1.
The first activity within the Work Package was to establish the general framework for the training schemes with duties and job areas. It provided practical information that should be used to perform the tasks, planned for Work Packages 2-5, in effective and consistent way.
The task was accomplished according to the requirements set out in Annex I.
The purposes of the framework are:
a) Based on the existing standards and applied approaches, to identify the fundamental requirements, needed to guarantee the performance of an effective education and specialized training.
b) To specify the common elements, needed to assure the consistency in education and training programs, courses and training materials between different schemes, target groups and education and training organizations.
c) To integrate the applied approaches of the existing VVER training schemes, as well as their harmonization according to the Euratom Programme for Nuclear Research and Training Activities.
It was agreed that the training schemes will be developed in line with the Systematic Approach to Training (SAT) and will include the following five phases: Analysis, Design, Development, Implementation and Evaluation. The SAT provides a logical progression, from identification of the competences required for performing a job, to the development and implementation of training towards achieving these competences, and to the subsequent evaluation of this training. The use of the systematic approach to training offers significant advantages over more conventional, curricula driven training in terms of consistency, efficiency and management control, leading to greater reliability of training results and enhanced safety and efficiency of the plant.
The European Qualification Framework (EQF) has been applied for definition of the minimum required entry level and definition of the expected level of professional qualification for the training schemes under WPs 2-5.
The EQF is a common European reference framework which links countries’ qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens’ mobility between countries and to facilitate their lifelong learning.

Main S&T results
Within the framework established, elaboration of the following training schemes for the defined target groups was agreed:
Group A. Specialized training on specific VVER technology aspects for nuclear professionals and researchers
Within the scope of this group specialists of the following categories are included:
A. NPP personnel employed in the management, maintenance, operations, technical support and safety control
B. Nuclear professionals from research and engineering organizations, surveillance and regulatory bodies performing activities in the areas of design, technical support and decommissioning of nuclear facilities, RAW and SNF management, nuclear safety and radiation protection surveillance/control
C. Specialists involved in nuclear training related activities in the areas indicated in item 2.
The development of training schemes for two Target Groups has been planned:
Target Group A1: Basic training scheme on VVER technology for nuclear professionals
The scheme is intended for initial specialized training of specialists graduated in certain specific areas like nuclear science, nuclear engineering or nuclear technology without job experience.
The minimum required entry level according to the EQF for admittance to this scheme is Level 6.
Target Group A2: Advanced training scheme on VVER technology for nuclear professionals
The scheme is intended for experienced nuclear professionals graduated in nuclear area. It assures maintaining and enhancement of the specialists’ qualification in the abovementioned areas through long term continuous training.
Group B. Basic training on VVER technology specifics for non-nuclear professionals and subcontractors.
Training schemes for two target groups were developed.
Target Group B1: Basic training scheme on VVER technology for contractors
Within the scope of this group all suppliers and contractors involved in design, engineering, manufacturing, construction, operation, maintenance or other safety related activities will be included.
Target Group B2: Basic training scheme on VVER technology for Non-nuclear professionals
The scheme is intended for initial specialized training of non-nuclear professionals among:
• personnel of nuclear facility serving systems and facilities outside the nuclear island;
• research, engineering, design and civil construction organizations performing NPP life-time related activities – construction, start-up, operation, decommissioning;
• employees involved in nuclear technology matters (government and municipal bodies, ecological organizations, general public, trade unions, etc.).

Group C. Specialized technical training on VVER technology for students studying nuclear disciplines.
Training schemes for two target groups were developed.
Target Group C1: Basic training scheme on VVER technology for power and non-power nuclear students
The scheme is intended for specialized training of last-year students of bachelor’s or master’s degree, studying nuclear disciplines: nuclear physics, nuclear engineering and others relevant directly to the nuclear technology.
The training is mainly aimed at acquisition of knowledge about the equipment and systems specifics. The skills to be acquired are related to their location and interrelations and the main requirements concerning the operation, maintenance and technical support rules.
Target Group C2: Basic training scheme on VVER technology for non-nuclear students
The scheme is intended for specialized training of last-year students of bachelor’s or master’s degree, studying engineering disciplines related to NPPs operation, e.g. chemistry, ecology, technical disciplines.
The training will be mainly focused on obtaining basic knowledge about the nuclear technology and the safety requirements.
Group D. Safety culture and Soft skills training for nuclear professionals and personnel of nuclear facilities suppliers and contractors.
The training programmes shall emphasize the necessity of understanding the safety issues, shall include consideration of the possible safety consequences caused by errors and shall deal in particular with the ways to avoid or correct these errors.
The safety culture and soft skill training are incorporated as an integral part of training schemes of all the above groups (A to C).
The partner responsible for Work Package 5 will develop and implement specific training for each group in the programs related to WPs 2 – 4.
The training schemes cover the necessity of certain knowledge, the methods and forms to be presented that will provide their good understanding, the approaches to help to attract the trainees in nuclear activities
A list of competencies for nuclear professionals and researchers was defined as required by Annex I to the Grant Agreement.
Information was collected about the need of qualification, maintenance and enhancement of the qualification level of various groups of specialists, necessary in the nuclear field. The partners’ experience was summarized and analyzed and the employers (training organizations, universities, nuclear operators, engineering and research companies and regulators) were invited to take part in the discussions and analyses. The experience of every partner in its policy to deliver training was brought together and analyzed. For each of the subgroups 8 categories of areas of work (type of trainees) have been specified and the level of competence was defined for each of the categories specified. Detailed information is available in Deliverable 1.2.
Information was shared with international organizations and structures like ENEN, IAEA, JRC-IE.
The next task defined was to develop List of competencies for non-nuclear professionals and subcontractors.
The needs for training, maintaining and improving the knowledge and skills levels of different groups of non-nuclear specialists were summarized and analyzed after discussions with employers, training organizations, universities, nuclear operators, engineering and research companies and regulatory authorities.
The analyses made confirmed the necessity to develop training schemes, which cover the need to acquire certain types of knowledge of wide range non-nuclear specialists, whose professional work requires that particular knowledge in the nuclear science. The qualification obtained after the training will provide ability to acquire the requested competences.
The collected information allowed dividing the non-nuclear specialists who need specialized training in the nuclear field into 4 main training groups:
• Non-nuclear professionals for works at NPP (NN-N);
• Non-nuclear professionals for works related to NPP and nuclear applications (NN-O);
• Non-professional technical staff (NN-T);
• Contractors’ personnel (C).

The training schemes for the target groups aim at providing specialized knowledge, skills and developing attitudes so that the learning outcomes become applicable first of all to the VVER technology and to serve as a base for appropriate competence acquiring.
Based on the above differentiation, the competences for the above target subgroups have been defined and the expected level of competence was identified.
Detailed information is available in Deliverable 1.3.
The fourth task of the project Work Plan was to define the List of competencies for students studying nuclear professions.
The complete definition of the competencies required for the students to be trained in specialized aspects of VVER technology and non-power nuclear applications has been developed as required by the Annex I of the GA.
The target group of the students has been additionally divided into two subgroups: “nuclear” and “non-nuclear” students. The competences are subsequently classified in two categories – general competences to point out the personal capabilities and basic engineering background and specific competences which are divided into “nuclear” and “non-nuclear”. Within the task the expected levels of competence have been identified.
The subgroup of nuclear students has been divided into two categories: power nuclear students and non-power nuclear students. In the course of the training needs analysis second subgroup was defined. The second group consists of those specialists who are only indirectly connected with nuclear industry, but NPF cannot exist as a complex nuclear engineering object without their activities.
The activities related to the non-nuclear students group are beyond the initial scope of work, thus additional resources were allocated and changes in the project schedule were required.
The next task within the Work Package was to specify the List of competencies on the “soft” skills for all the target groups.
Taking into account the distribution of big amount of personnel categories in A, B and C groups, the task to integrate the safety culture and soft skills competencies in each group became much complicated. This is why additional regrouping was required (see Deliverable 1.5 for more information).
The framework for competencies related to Safety Culture and “soft” skills for all target groups was established. Definition of categories for the target group and qualification data for all target groups is the first step that was achieved. Training programmes were developed for the groups/combination of categories for which analogous competencies have been defined, having the same or close levels according to EQF to be achieved.
The tasks achieved consist of development of a complete definition of the knowledge and skills, required specification how these knowledge and skills shall be applied, and implementation of the individual approach when applying the knowledge to different target groups.
The last task to be accomplished in this Work Package was to elaborate Concept for accreditation/ certification structure referring to ECVET system.
The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications.
In technical terms, ECVET is based on the description of qualifications in terms of knowledge, skills and wider competences, organised into units (units that can be transferred and accumulated), and the allocation of credit points to qualifications and units depending on their relative weight. ECVET is centred on the individual, based on the validation and the accumulation of his/her learning outcomes, defined in terms of the knowledge, skills and competences necessary for achieving a qualification.
Work Package 2.

Main S&T results
Definition of target audience for specialized training on specific VVER technology aspects for nuclear professionals and researchers
Within the scope of this group specialists of the following categories are included:
1. NPP personnel employed in the management, maintenance, operations, technical support and safety control:
• Managers responsible for nuclear safety and radiation protection,
• Operators, shift supervisors, chief supervisors,
• System/component/maintenance engineers,
• Performance/ safety engineers,
• Technical support engineers,
• Leading specialists and experts in the above areas;
2. Nuclear professionals from research and engineering organizations, surveillance and regulatory bodies performing activities in the areas of design, technical support and decommissioning of nuclear facilities, RAW and SNF management, nuclear safety and radiation protection surveillance/control:
• Managers responsible for nuclear safety and radiation protection
• System/component engineers,
• Performance/ safety engineers
• Regulatory Body inspectors and specialists
• Leading specialists and experts in the above areas;
3. Specialists involved in nuclear training activities.
• Lecturers from educational organizations – universities, specialized schools.
• Instructors from nuclear specialized training centers and NPP personnel training specialists
The development of training schemes for two Target Groups has been performed:
Basic training scheme on VVER technology for nuclear professionals and researchers
The scheme is intended for initial specialized training of specialists graduated in certain specific areas like nuclear science, nuclear engineering or nuclear technology without job experience.
The minimum required input level according to EQF for entrance in this scheme is the Level 6.
The qualification level to be achieved after completion of the envisaged education shall include, but not limited to the following groups of competences:
• Safety Principles of Nuclear Facility
• Nuclear Facility theory/technology
• Nuclear Facility Components/ Equipment
• Nuclear Facility Systems
• Nuclear Facility procedures to perform work
• Safety culture and soft skills
While developing this scheme the level of the expected competences and the required training for particular specialists within the areas, as well as within the type of the main functions performed by them was defined.
Maintaining and enhancing specialists’ qualification shall be achieved through training in certain courses, included in the training scheme “Advanced training scheme on VVER technology for nuclear professionals”.
Advanced training scheme on VVER technology for nuclear professionals and researchers
The scheme is intended for experienced nuclear professionals graduated in nuclear area. It assures maintaining and enhancement of the specialists’ qualification in the abovementioned areas through long term continuous training.
Three principal grades of experience can be distinguished as follows:
a) General plant experience, which comprises a general knowledge of nuclear power plants and the related activities. This sort of experience may be gained by occupying various positions at different plants.
b) Plant familiarity, which is the detailed knowledge of a particular plant or activity, and which can only be obtained by way of day to day work in a particular position.
c) Breadth of experience, which relates to knowledge not directly connected with the duties of a particular position. It includes knowledge of interfacing activities, and a wider knowledge of the plant and the operating organization which may extend to other activities outside the plant.

The minimum required entry level for this scheme is:
• EQF Level 6,
• Passed specialized initial training for the particular position
• Experience according to the requirements of the particular position.
The qualification level to be achieved after completion of the envisaged education shall include, but not limited the following groups of competences:
• Safety Principles of Nuclear Facility
• Nuclear Facility theory and technology
• Nuclear Facility Components and Equipment
• Nuclear Facility Systems
• Nuclear fuel
• Nuclear Facility procedures to perform work
• Safety culture and soft skills
These competences are directed to nuclear technologies development, modernization of structures, systems and components, improvement of the technological processes, feedback from the operational experience, measures and systems for arrangement and management of the operational, maintenance and engineering activities, enhancing the level of the nuclear safety and radiation protection, SNF and RAW management, extension of the lifetime of nuclear units.
While developing this scheme the level of the expected competences and the required training for the particular specialists within the areas, as well as within the type of the main functions performed by them were defined.
Training programme on advanced VVER technology for nuclear professionals and researchers
The training programme for nuclear professionals and researchers focuses on current and future needs of enterprises and organizations in the nuclear park in enhancing managers’ and professionals’ skills and obtaining additional professional competences of advanced technologies in the field of nuclear energy.
The training programme for nuclear professionals and researchers consists of two parts. The first part contains a list of courses to obtain basic knowledge and competences needed to perform the job duties by target groups of trainees. This part includes an entry level of knowledge gained during training in a specialized institution of higher education of “nuclear” areas, as well as knowledge and skills acquired during training for a specific job.
The second part is intended to provide advanced knowledge for nuclear professionals and researchers to improve their professional activity.

The areas of knowledge, obtained on completion of the training programme in order to achieve the necessary competences, shall include, as a minimum, the following sections:
• Safety Principles of Nuclear Facility;
• Nuclear Facility theory/technology;
• Nuclear Facility Components/ Equipment and Systems;
• Nuclear fuel;
• Nuclear Installation procedures to perform work;
• Safety culture and skills of interpersonal communication.
These competences shall be aimed at development and improvement of trainees’ knowledge in the following areas:
• nuclear technologies;
• modification of structures, systems and components;
• manufacturing processes;
• operational experience feedback;
• measures and systems for organization of operational control, technical maintenance, repair and engineering activity;
• enhancement of nuclear safety and radiation protection level;
• nuclear fuel management;
• RAW management;
• extension of nuclear facility life cycle.

The training program includes a large number of training courses.
Running the pilot training courses and other related events
The pilot training was developed and implemented as a test of the Training Programme on advanced VVER technology specifics for nuclear professionals and researches.
The pilot training course was carried out in the Training Centre of Kozloduy NPP, Bulgaria on February 25-28, 2014.
The pilot training was oriented to nuclear professionals and researches to be trained to perform works related to VVER NPP Lifetime management (Economic and technical preconditions, Necessary resources and time for Lifetime management, International and national legislation and normative basis, Management of ageing, Reactor Pressure Vessel Irradiation Embrittlement, Technical Evaluation of Equipment, Buildings and Facilities, Equipment qualification, Safety Upgrade Measures, Periodical Safety Review, Assessment of the plant operation impact on the environment, etc.).
The pilot training programme and materials also included specific case studies and good practice concerning South-Ukraine NPP Unit 1 lifetime operation extension in Ukraine. South-Ukraine NPP is one of the leading nuclear power enterprises consisting of 3 VVER-1000 Units.
The program of pilot training included both theoretical training and practical training using multimedia computer based training system.
At the end of theoretical and practical training tests were conducted.
The answers of the trainees to the written tests for the courses are scanned and stored in WP2 catalogue of CORONA portal. All trainees’ test answers met the criterion of successful testing. Moreover all of them answered correctly on all the questions of the questionnaire. That means that the learning objectives were achieved.
Assessment was conducted of the pilot training effectiveness.
The elaborated Course evaluation form contains a questionnaire that is used to assess the effectiveness of the pilot training. The answers in this form of trainees and observers were used aiming at evaluation of the training approach effectiveness. The results of the evaluation are arranged in worksheets, separately for trainees, trainers and for observers.
The results of the courses evaluation, trainees, trainers and observers answers, presented in the previous section first of all demonstrated that the pilot training was carried out at a very high level. Practically all evaluators remarked good organization and conducting of the training. Comments and remarks of the courses included in the pilot training that are provided in the evaluation forms are of great importance and significance for the training organizers as a basis for the further training improvement.

Evaluation of the training programme
The Training programme for nuclear professionals and researchers provides an ability for the trainees to achieve the necessary competencies corresponding to the European Qualifications Framework (EQF) Levels 1-8 for professionals working in nuclear sector.
It gives an opportunity to achieve the main goal of CORONA project - the establishment and sustainable operation of “Regional Centre of Competence for VVER Technology and Nuclear Applications”.
Further dissemination and discussion on the Training programme content and application will be very helpful for the training improvement and implementation. Further feedback from employers could give additional information on the area of knowledge and skills needed as well as on the matter to increase the effectiveness of the training programme.
Decision was taken that beyond the initial scope of the project extra pilot training course will be arranged within WP2. The course was organized by CVREZ and conducted during the period November 11-15, 2013 in Rez, Czech Republic. The pilot training was developed as a test of the Training Programme on advance VVER technology specifics for nuclear professionals and researches within CORONA project. The main aim of the Pilot Course was to point out the necessity of practical training which was carried out on VVER technologies. Specific objectives of the Pilot training course were enhancement of theoretical knowledge of trainees in nuclear field and obtainment of practical personal experience on VVER type reactor; unique possibility to go through experiments on the LR-0 nuclear reactor; providing opportunity for on-site job training.
The course in reactor physics was a one week educational program on cross-cutting topics of reactor physics. The trainees received the necessary theoretical background, but the program was mainly focused on reactor physics experiments. The experiments were carried out on the LR-0 light water reactor. It is zero power VVER type reactor used mainly for training.
The analysis of the pilot training results based on the replies of the tests and interview of the trainees shown that the used approach is appropriate and could be disseminated among the interested parties.
Work Package 3

The outcomes of WP1 were initial information for WP3 - competences for non-nuclear professionals and subcontractors.
The following works were performed in the framework of WP3:
• The categories of the Target group B: Non-nuclear professionals and contractors were defined;
• The training needs were summarized after discussions with representatives of Target group B and employers, and agreed by the CORONA partners;
• The training scheme was considered for Target group B;
• The training programme description for Target group B was developed. The list of courses and topics able to provide the necessary learning outcomes was based on the partner’s data and training needs analysis;
• Training materials for non-nuclear specialists were collected among the already existing training courses materials of the project partners or developed for the purposes of CORONA project;
• Completion of new training materials (Lesson Plan, Trainee’s Handbook, Power Point Presentation, Test Questions) was defined;
• The criteria for successful completion of the training were given;
• Availability of the materials and information for the training courses for the Target group B was shown;
• Content and Learning objectives of the topics were presented in Training programme description;
• The pilot training was developed as a test of on-the-job training experience of the Training programme on advanced VVER technology specifics for non-nuclear professionals and subcontractors. Responsible partner for the pilot training was the Institute for Nuclear Research and Nuclear Energy of Bulgarian Academy of Sciences (INRNE);
• The topics for the pilot training were chosen by the INRNE and agreed with the CORONA partners;
• Special attention was paid to the practical training to introduce the trainees with the methods and means for radiation control, the location and operation of the systems and facilities at NPP. The practical training was conducted as OJT/walk-downs;
• The materials for the pilot training were prepared in accordance with the templates distributed by the Coordinator KNPP;
• The pilot training was organised and conducted in Sofia and Kozloduy NPP, Bulgaria during the period 27-31 May 2013 with goal to evaluate the training program of Target group B;
• The project partners as KNPP-Bulgaria; Fortum-Finland, Tecnatom-Spain and PMD-Austria contributed to the pilot course with topics developed especially for the Pilot training programme. The partners IT-S-Ukraine, MEPHI –Russia, REL - Bulgaria, CVREZ – Czech Republic and AEKI – Hungary participated with observers and trainees;
• Evaluation of the Training program based on the pilot training results was carried out.

Main S&T results
Training programme description:
The formulated training programme description for Target group B (non-nuclear and subcontractors) with the listed courses and topics cover the training needs summarized after discussions with employers, training organizations, universities, nuclear operators, engineering and research companies and regulatory authorities, and agreed by the CORONA partners.
The learning outcomes that are expected from this training programme would be a basis for professionals of Target group B to acquire qualification in nuclear at EQF Levels 1-5 and to build the necessary competencies to perform works related to VVER NPP, radiation monitoring and radiation protection of places of ionizing radiation (NPP, medicine and industry applications, waste management, custom officers, dose control) as well as to work in nuclear applications as civil engineers, physical protection employees, government employees, secondary school teachers, journalists etc.
Training materials set formulation
Training materials for non-nuclear specialists were collected amongst the already existing training courses materials of the project partners or developed for the purposes of CORONA project. The content of materials corresponds to the courses and topics listed in the Training programme.
The necessary set of materials for each course (Lesson Plan, Trainee’s Handbook, Power Point Presentation and Test Questions) together with identification numbers was defined. The templates of materials including Evaluation form were developed by the Coordinator KNPP.
The decision was made by the CORONA partners that materials for the courses that will be developed have to be written in English.
Short information for the topics of every course was given in form agreed with partners: learning objectives, content and training facilities and aids needed for the topic.
Pilot training conducting
Pilot training was organised and conducted in Sofia and Kozloduy NPP, Bulgaria during the period 27-31 May 2013 aiming at evaluation of the training program on advanced VVER technology specifics for non-nuclear professionals and subcontractors (Target group B). Non-nuclear professionals and subcontractors of different jobs were announced and invited to be trained. The topics of the pilot training were chosen in accordance with study and workshop carried out by INRNE on 28 February 2012 in Sofia with employers of nuclear and non-nuclear specialists. The correct choice of the pilot training was confirmed by the interest of many candidates as well as by the excellent results from the test exam.
The pilot training was held according to the description of training program that fixes the training courses and corresponding topics within the course, duration of specialized training, ways to examine the acquired knowledge and criteria for successfully performed training for the appropriate positions.
Special attention was paid to the practical training to introduce the trainees with the methods and means for radiation control, the location and operation of the systems and facilities at NPP. The practical training was conducted as OJT/walk-downs.
Evaluation of the training programme
Course evaluation form as a questionnaire was elaborated by the Coordinator for the pilot training evaluation. This form was completed by both, trainees and observers.
Trainees’ results
The trainees’ results have shown that: the training materials and PowerPoint presentations were informative and well structured. The OJTs (on-the job-trainings) acquainting with the Radiological Lab and X-Ray Fluorescent Analytical Lab of INRNE as well as the KNPP Unit 5 and KNPP full scope simulator were well organized so the trainees had an ability to obtain appropriate knowledge on the matter.
The results from the assessment showed that the training program provided specialized knowledge so that the learning outcomes are applicable to the VVER technology and to can serve as a base for appropriate competence acquiring. Non-nuclear professionals were trained at EQF Levels 3 so to be able to understand works related to VVER NPP, radiation monitoring and radiation protection of places of ionizing radiation like NPP, medicine and industry applications, waste management, custom officers, and radiation dose control. The training goal: to give the necessary competencies to professionals working in support of nuclear applications as engineers, physical protection employees, government employees, secondary school teachers, journalists etc. was achieved.
Results from the course evaluation
The results of the courses’ evaluation, obtained from the trainees and observers, demonstrated that the pilot training was carried out at a very high level. Practically all evaluators highlighted the good organization and conduct of the training. Comments and remarks of the courses provided in the evaluation forms are of great importance and significance for the training organizers as a base for the further training improvement.
The results of pilot training evaluation are of a crucial importance both for the training programme setup and for the main goal of the CORONA project - the establishment and sustainable operation of “Regional Centre of Competence for VVER Technology and Nuclear Applications”.
Further study of the obtained results as well as their dissemination and discussion will be very helpful for the training improvement and implementation. The replies of trainees and observers are informative. Additional attention on non-nuclear training programme has to be focused on applicability aspects. Training applicability is strongly dependent on requirements of employers and its improvement supposes closer collaboration with the employers.


Work Package 4
Main S&T results
A. Definition of student’s group structure and requirements, needed for effective education:
The structure of the Student’s group, studying nuclear disciplines, was defined. This structure allowed identifying the training needs for every student group. The identification of the training needs for all student groups was given in Deliverable 1.1. Based on the existing training needs the fundamental requirements, needed for effective student’s education were formulated, thus allowing development of the training schemes for students studying nuclear disciplines and to assure the consistency in education.
B. Training program description:
The training program for students includes two main directions of the training, each of them corresponding to the respective target group. The first part is intended for training of “Power and non-power nuclear students”. The second part is intended for training “Non-nuclear students”. The list of courses and topics, included in the Program, have been developed on the basis of many discussions with employers, other universities, nuclear operators, regulatory authorities and the CORONA partners. The competencies, acquired by the students on completion of this Program, correspond to level 4-6 from the European Qualifications Framework (EQF).
C. Training materials elaboration/collection:
The materials developed within the task include lesson plan, trainee’s handbook, power point presentation and test questions for each course of the program. In addition the topics of each course are accompanied by: learning objectives, training facilities required and training aids needed for the topic. The content of training materials corresponds to the courses and topics of the student program. The templates of training materials were proposed by the coordinator of CORONA project. The elaboration/collection of training materials to cover the training program is presented in Deliverable 4.2.
D. Preparation and implementation of Pilot course for students:
The pilot training course for students was conducted in NRNU MEPhI (Moscow) within the period July 1-5, 2013. The aim of the pilot training was to enhance the competences of the students on safety and performance of nuclear installations with VVER technology, as well as to obtain feedback from the trainees and observers on the training scheme quality and feasibility. After a preliminary analysis and discussions with the project partners, the theme “Safety aspects of VVER-technologies” was chosen as being most appropriate for the training. Students from different universities and countries were announced and invited to attend the training. In the framework of preparatory works special attention was paid to the practical studies including the use of multifunctional simulator. The entire four-day of pilot course was devoted to these practical studies. A familiarization tour in the laboratories for nuclear materials non-destructive assay was foreseen also by the pilot course plan. The results achieved by the pilot course implementation are reflected in Deliverable 4.3 Run the pilot training courses and other related events.
E. Assessment of Pilot training effectiveness.
1) Assessment of pilot training effectiveness by trainees.
The trainee’s evaluation of pilot training has shown that the lectures themselves and the corresponding training materials were informative and well designed. The on-the-job training session performed in the Nano-Center of the University and the practical lessons at the multifunctional VVER-1000 simulator were considered well organized, interesting and beneficial by the trainees.
The feedback obtained from the trainees was analyzed after completion of the Pilot course. This analysis has proved that the training scheme is qualitative and the pilot training was carried out at a sufficient high level. All students highlighted the relevance of the pilot course topics in the context of current VVER technology developments and bridging the gap between the university education and real work.
Wrapping up the appraisal given by the trainees to the pilot course quality, the following components of the pilot course can be positively noted:
• Participation of NPP specialists in the pilot course;
• Practical works with application of multi-functional VVER-1000 simulator.
2) Assessment of pilot training effectiveness by observers.
To assess the effectiveness of the pilot training a special-purpose questionnaire has been developed. The observer’s feedback is very helpful to obtain comprehensive assessment of the pilot course and identify directions towards its gradual perfection. The evaluation forms completed by observers for the pilot training course “Safety aspects of VVER-technologies” are presented as an attachment to Deliverable 4.3.
The comments and remarks of the observers are of great importance for course organizers because they will serve as a base for the further training improvements. The results of the Pilot course evaluation by observers demonstrated that the pilot training was carried out at a high level. Practically all evaluators highlighted the good organization and conduct of the training. Most of the evaluations of pilot course characteristics are close to their best estimations (4 and 5).
F. Assessment of the training Program.
In general, it can be summarized that the basic educational mission of the program, i.e. the program should give an opportunity for the students to acquire the competencies needed in their professional activity and recognized by the international community, was accomplished.
The students graduated from the Program “Specialized technical training on VVER technology for students studying nuclear disciplines” will be able to use the acquired competencies in the following areas of their future professional activity:
• Production and technological works.
• Organizational and managerial activity.
• Designing.
• Scientific and research activity and others.
The educational program developed for the students of nuclear and non-nuclear specialties can be considered as a basis that allows the students to acquire sufficient competencies in different aspects of VVER-technologies. The students who complete the educational program would acquire the competencies at the 4-6 level of EQF.
The recommendations and remarks received by the program developers from the trainees and observers will be taken into account. The importance of the conducted pilot training course for further perfection of the educational program should be underlined once more. The following aspects should be taken into account:
• Availability and accessibility of the training materials play a vital role in the process of the educational program implementation.
• Maximal usage of the visualization tools increases attractiveness of the training materials.
• The educational program should be more oriented on the target student groups.
• Wide preparation of the training materials in English is a necessary condition for high-quality mastering of the training courses by foreign students.
• Active educational technologies (practical exercises and laboratorial works) should be wider introduced into the educational program.
G. Recommendations for future Program enhancement.

Academic training of young specialists in nuclear power technologies (including VVER-technologies) plays significant role for the further progress of the world-wide nuclear power industry. Thus the training program “Specialized technical training on VVER technology for students studying nuclear disciplines” has contributed to broaden the trainees’ competencies and furthermore to the attraction of young specialists to the nuclear industry.
The educational program is based on a modular principle. The modular principle allows adjusting the program easily for the students’ target groups of various specialties. The training program is suitable for the three target groups defined, namely power nuclear students, non-power students, non-nuclear students. The concrete architecture of the training program is defined by the particular type of the target group.
The training program passed successful approbation. However further development and perfection of the Program is needed. These improvements may include:
• Refresh of student’s Program by adding new themes: “NPP projects with advanced VVER reactors”; “VVER-technologies & non-proliferation”; “Security culture” and others.
• Periodic approbation of the training program for various target student groups.
• Implementation of PC-based multifunctional simulators in the educational process.
• Involvement of other universities (from other countries) for analysis and further perfection of the educational program.
• Revision and adaptation of some training courses for distant learning.

Work Package 5
The main objective of this work package was to establish the framework for competencies related to Safety Culture and “soft” skills for all target groups of CORONA project and the additionally defined subgroups. The main task consists of development of a complete definition of the knowledge and skills, required specification of how these knowledge and skills shall be applied, and implementation of the individual approach when applying the knowledge to different target groups.
The outcomes of WP1 were initial information for WP5 – safety culture and soft skills competences for all target groups and subgroups were defined.
The following work was performed for the reporting period:
• The Target audience and categories of personnel for WP5 were described.
• The training schemes were considered for:
- Basic training scheme on safety culture and soft skills for Target group B and C.
- Advanced training scheme on safety culture and soft skills for target group A and leaders from target group B.
• The training programs shall emphasize the necessity of understanding the safety issues, so the integration actions with others training schemes are defined (integrations tools and a guide).
• The description of the training program was developed. The Program consists of two parts. The first part contains a list of courses to obtain basic knowledge and competences related to safety culture and soft skills to perform the job duties by target groups of trainees. The second part is intended to provide advanced knowledge to nuclear professionals’ leaders and other leaders to improve their awareness regarding how the leader´s behaviors create a culture and how the culture impacts in the safety.
• The work relating to on selection and collection of training courses, training sessions and training events to obtain the competencies is being performed.

Main S&T results
The following outcomes were obtained for WP5 within the project implementation:
The development of training schemes for the Target Groups has been performed:
Basic training scheme on safety culture and soft skills
The scheme is intended for initial specialized training to all target groups.
The minimum required input level according to EQF for entrance in this scheme is the Level 1.
While developing the scheme, the level of the expected competences and the required training for particular specialists within the areas, as well as within the type of the main functions performed by them shall be defined.
Advanced training scheme on safety culture and soft skills
The scheme is intended for experienced nuclear professionals, first line supervisors and leaders.
The minimum required entry level for this scheme is:
• A basic knowledge relative to leadership.
• Experience in teamwork management.
• General plant experience, which comprises a general knowledge of nuclear power plants and the related activities.

The levels of the expected competences and the learning outcomes have been defined while developing this scheme.
The results of the training needs analysis and training program design activities showed that the competencies defined can’t be covered by the available courses. This is why all the courses included in the program have to be newly developed. Only part of them could be developed in the scope of the project.
The pilot training course was carried out in Lovissa (Finland), in the Training Center of FORTUM during 26-29 November 2013. The period of 26-29 November 2013 was agreed by the project participants at the Management Committee meeting in Vienne, Austria (25-27 June 2013).
Safety culture, leadership and soft skills are intangible topics, so to evaluate the trainee’s knowledge is necessary to observe behaviours (and attitudes). To assess the knowledge, the trainees have to pass a test and practical training.
Test has been held after theoretical training and is complemented with a practical training (real cases, role playing and exercises) during the theoretical training. After the completion of each course of the program, the trainee passes an evaluation test of obtained knowledge and skills.
The criteria for success are the following:
- To obtain a 80% correct answers at the test
- To participate as a voluntary trainee to a practical exercise when the facilitators required it
- To apply the theoretical concepts during the practical exercises

To develop behaviours according to the attitudes associates with the theoretical concepts
Appropriate tests for the topics of the courses: Organizational culture and safety culture, Human performance tools, soft skills and leadership skills were developed for evaluation of the training objectives.
Although the design of the training schemes is considered to be conducted separately in case of need, one of the objectives was to create a compact training course. The list of the topics of every course, were chosen following the criteria of highlight the importance of safety and accountability. These two elements were presented in each topic during the pilot training, achieving connect every independent concept with the safety culture.
The results of the courses evaluation, trainees and observers replies first of all demonstrate that the pilot training was carried out at a high level. Practically all evaluators remarked good conducting and applicability of the training. Comments and remarks of the courses included in the pilot training that are provided in the evaluation forms are of great importance and significance for the training organizers as a base for the further training improvement.
After finish the pilot training, the facilitators carried out a discussion group with trainees and observers. Trainees and observers provided feedback about the pilot training, applying the feedback structure learned during the training.
The elaborated questionnaire to assess the effectiveness of the pilot training has been designed using a qualitative scale (1 poor, 2 fair, 3 good, 4 very good, 5 excellent). Following this scale, the evaluators consider that, the total overall average of the pilot training is 4.1 more than “very good” evaluation.
Training applicability level evaluation made by trainees is just a little higher (4.2) than total overall evaluation of the pilot training. That means that the attention in training preparation shall be focused on applicability aspects to bring the industry needs to training schemes. Of course training applicability is strongly dependent on requirements of employers of trainees and its improvement supposes closer collaboration with the organizations and leaders.
The Training program for target group D provided the ability for the trainees to achieve the necessary competencies corresponding to the European Qualifications Framework (EQF) Levels..
It contributes to achieve the main goal of the CORONA project - the establishment and sustainable operation of “Regional Center of Competence for VVER Technology and Nuclear Applications”.

Work Package 6
The VVER knowledge portal (www.VVERportal.com) is an outcome of the EURATOM Project for the Establishment of a Regional Centre of Competence for VVER Technology and Nuclear Applications (CORONA). The objective of the portal is to
a. Provide a structured system for easy, computer based access to any VVER related knowledge and information, which can be used by staff to maintain and improve their productivity and performance.
b. Preserve VVER specific nuclear knowledge, skills and competencies.
c. Facilitate communication for the sharing and growth of corporate knowledge.


The portal intends to provide considerable information relevant to all the key stakeholders of the nuclear power industry such as scientific organizations, academia, industry and government. The portal attempts to identify, capture, store, organize and present nuclear knowledge comprising:
a. Information: Nuclear industry information from across the globe
b. Education: Nuclear knowledge resources including results of Project CORONA
c. Collaboration: A platform for all the industry stakeholders to interact.
This information comprises latest news from the nuclear industry, information on VVER reactors, training programmes developed through Project CORONA, global training centres, nuclear knowledge resources, blog articles, discussion forums and key reference information from Project CORONA.
The following sitemap provides an overview of the content provided on the portal.

The portal has been developed in a very simple and structured manner owing which the users can navigate throughout the portal very easily and intuitively. Content is laid out in a modular fashion and organized into categorical sections and sub-sections. Users can easily get to the content that they are looking for with just a few clicks. A snapshot of the main sections has been provided on the landing homepage so that users can navigate to the section of interest directly. Content readability and layout appeal has also been given due consideration.
The portal has been developed in a collaborative manner wherein at each and every milestone step, all the participant organizations and consortium members have been consulted and their inputs have been taken into consideration in the development of the knowledge portal.
As a first step a high level concept for the portal was developed and discussed with the project participants in work package and management committee meetings. After multiple iterations and having reached consensus, a formal concept document was prepared and submitted as deliverable D6.1 Knowledge Management Concept that presented the overall structure, organization and information overview of the knowledge portal. The portal concept was elaborated in detail in deliverable D 6.2 Description of requirements that described not only the software and hardware requirements but also the functional requirements of each and every section of the portal.
The knowledge management portal was then designed, developed and implemented based on these functional requirements. All the Work Package participants were allocated specific tasks and their inputs were duly incorporated into the portal. A dedicated team of graphic designers, content specialists, web programmers, editors, QA specialists and project manager ensured that all the tasks are completed in time and as per the requisite quality standards. The portal was disseminated to the project participants for review periodically and their feedback was duly incorporated. A User Manual was developed and presented as a part of the Deliverable D 6.3 Guide for Knowledge management portal application.
At the final stage of the knowledge portal development, a portal validation questionnaire was developed and distributed amongst the project participants. Their feedback was consolidated and presented in the deliverable D 6.4 Validation Results. The specific feedback received during the portal validation exercise has been incorporated in the portal
The overall rating provided for the knowledge management portal, on a scale of 1 to 10, with 10 being the highest, is presented in the diagram below.

The portal validation exercise has revealed that the VVER knowledge management portal has met the objectives as set out in the CORONA project description of work. The portal has been developed with the regular consensus of all project consortium members and the end validation exercise has demonstrated that the project consortium members are satisfied with the end result.
Work Package 7
Evaluation of the training programs was carried out based on the results of the pilot courses.
Main S&T results
The pilot training results provided an assessment of the training programs’ ability to give specialized knowledge so that the learning outcomes to be applicable to the VVER technology and to be a base for appropriate competence acquiring. This evaluation included recommendations for optimising and improving the training schemes. Tests or interviews were held after theoretical training. A practical examination was conducted after simulator training, on-job training or practical training. The trainees that passed the criterion of successful testing received certificates for attendance and for achieved competencies within the pilot training courses. That means that the learning objectives were achieved.
The evaluation system provides the basis for an "accreditation/certification" structure with the objective to implement the mutual recognition of the components of the European Fission Training Schemes throughout the European Union.
Below are listed the evaluation areas and conclusions derived from the analysis of the activities done during the project as well as proposed corrective actions:

1. Training programs

1.1 Target audience coverage
Conclusion:
The target groups were defined and training programs were prepared for the target audience from each group
Revision of the training programs showed good coverage of audience target groups.
The regulatory bodies target group was included in the group A as target audience (COR.WP1.D.1.2 List of competencies for nuclear professionals and researchers) but not included in the target group’s categories of nuclear professionals and researchers (COR.WP2. D.2 .1, Training Programme Description on Advanced VVER Technology for Nuclear Professionals and Researchers). Respectively, the training courses did not include specific topics for the respective regulatory body training.
Corrective action:
The regulatory bodies shall be identified as a separate category within Group A and the respective training shall be envisaged.

1.2 Areas of competences included in the training programs
Conclusion:
Expected levels of competences for all target groups were elaborated and defined for all related topics.
Corrective action:
Revision of the training program for Group A2 and development of additional topics:

2. Training materials
Existing training courses, training sessions and training events that correspond to the defined competencies were selected and collected. Additional training materials were developed for selected courses as needed for achievement of the competences specified.
2.1 Completeness
Conclusion:
The existing training courses, training sessions and training events that correspond to the defined competencies were selected and collected. The available information from all the partners was collected.
Additional training materials were developed of for selected courses when needed for achievement of the required competences.
The revision of the training materials showed that for some areas proposed topics give basic or not detailed information, as well as that some topics that are important for some areas of competences are not included, for example:
• Only 7 hours of theoretical training for the Non-proliferation area were included in the training program for one group: Group C
• Topics like life time management, spent fuel and radwaste management, advanced VVER technology, decommissioning, etc. need more detailed development in order to include additional lectures about established regulation requirements, existed international practices, etc.
• Topics interesting especially for nuclear professionals that are not included in the training programs are: deterministic and probabilistic analyses, risk- informed decision making, seismic qualification and seismic risk analysis, special topics for regulatory body training, nuclear security culture
Corrective action:
Revision of the training materials and enhancement or exclusion of existing topics/lectures, and development new topics/lectures.

2.2 Language
Conclusion:
The materials that were already developed are available in native language of the partners, English or both.
Almost all training materials were available in the language of origin of the organisation that developed the materials.
Corrective action:
It is necessary to consider the translation of the training materials.

2.3 Required training facilities and training aids
Conclusion:
Training facilities and training aids required for the fulfilment of training objectives have been described
The required training facilities are presented without details such as: description of their type, technical characteristics and needed sets of equipment.
Corrective action:
Preparation of detailed list of training facilities and training aids with the detailed description of their type, technical characteristics and needed sets of equipment for each target group and training course.

3. Evaluation
A Course evaluation form was elaborated in order to assess the effectiveness of the pilot training. The answers in this form as well as the feedback from trainees, trainers and observers are used to assess the effectiveness of the training approach.

3.1 Organisation of pilot training
Conclusion:
The pilot training courses were announced to the potential participants from the partners’ organisations as well as to participants from other countries and organizations interested in the training.
Corrective action:
For better organisation of the training courses it is recommended to establish rules for organisational activities with strict time schedule. The time schedule should provide enough time for the partners to select and announce lecturers, observers and trainees. The rules shall envisage the responsibilities of host organisation for preparation of training courses, also.

3.2. Duration of the training courses
Conclusion:
The answers in the evaluation forms considered mainly that the duration of training for some topics is too short. More time is required for explanation of theoretical concepts and specific subjects.
Corrective action:
Revision of training materials: lectures and presentations with emphasis on the more detailed explanation of complicated theoretical concepts and important issues and respectively more precise estimation of courses durations.

3.3. Quality of presentation materials and lecturer’s explanations
Conclusion:
In some cases presentation materials explaining theoretical concepts were complicated, without practical examples and not enough visualized. The information included in the presentation materials needs to be terse with better visualisation and more practical examples.
Pilot courses were conducted in English language. In certain cases presentation materials and lecturer’s explanations were provided in native language of the partner with translation. The different levels of command of the English language, by both trainers and trainees, caused some difficulties in uniform understanding of training materials and terminology misunderstanding.
Very important is the remark that the objectives and tasks of the training should be presented in more details in the beginning of the training.
Corrective action:
Establishment of criteria for trainer’s selection and development of a “Train the trainers” training scheme

3.4. Balance between theoretical and practical training
Conclusion:
The elaborated training programmes contain training courses and units, types of training and the duration of specialized training in training hours.
The trainees’ common proposal was to include more practice in training courses, incl. exercises, real measurements and observations as well as additional training tools, for example: multimedia systems, etc.
Corrective action:
Revision of the practical training (PT, OJT, ST) included in the training programs and consideration of possibilities to include additional hours of practical training in order to obtain better balance between theoretical and practical training and maximum use of available training aids and facilities of the partners..

3.5 Achievement of established training goals
Conclusion:
The participants in the pilot courses provided several comments concerning the improvement of the training. They could be summarized in two main topics:
• The training courses shall be organised for specific categories of the target groups with similar jobs positions and responsibilities, working areas and specific features of representative organizations;
• The training programs shall be more practically oriented taking into account applicability aspects based on the requirements of employers and industry.
Corrective action:
• Further dissemination and discussions on the training programs contents and applications.
• Wider approbation of the training programs for various target groups and categories by organizing training courses for target groups with the involvement of representatives of other organization from nuclear sector as well as from the other countries operating or planning to commission VVER type NPPs.
• Establishment of a feedback from the employers as a valuable tool for providing additional information on the areas for improvement of necessary skills and knowledge.
• Revision of some training courses for their applicability for distant learning.

5. Knowledge management portal development
Conclusion:
The knowledge management portal structure and content were presented and discussed and the following related proposals were highlighted:
• The portal structure to be established in accordance with the project target groups, i.e. nuclear professionals and researchers; non-nuclear professionals; and students, and the information contained to be consistent with the above target groups.
• The portal should include a banner on the home page announcing the training courses to be conducted
• The portal structure shall envisage public and member access sections. The information to be accessible publicly and this included in the members’ area shall be specified in the portal concept.
• The responsibilities for portal hosting and administration should be specified.
• The portal should be up and running before the end of the project. The project portal should be implemented as easy as practically achievable.
• The Education section should be divided into two sections, namely Education and Training.
• The opportunity to include the results of the IAEA project on VVER Taxonomy should be explored.

Corrective action:
Development of the technical specification for KM Portal extension and sustainable development.
General requirements to the training tools and equipment for the RCC were developed as part of Del 7.3. The new idea for virtual network of training centres was presented ant enhanced further in Del 7.4. concerning the RCC sustainable development.

RCC sustainable development
One of the CORONA project objectives was to propose measures for the sustainable development of Regional centre of competence (RCC) for VVER technology.
Analyzing the results from CORONA project activities it can be accepted that the existence of Regional centre for VVER competences and nuclear technologies is a vital decision in support of EC idea for transnational mobility and lifelong learning among the countries applying VVER technologies in their economic activities. CORONA project corresponds completely with the EU ambition for support and development of European collaboration in this area by means of creation of conditions for preservation and further development of expert experience in the area of nuclear energy through improvement of personnel training and conditions for maintaining professionals’ qualification.
As a final result from the CORONA project implementation and the performed analysis on the conducted trainings, as well as taking into account the differences in the conditions due to the legislation systems in the countries applying VVER technologies, the project participants created the idea to transform the Regional centre into a Network of virtual centres to offer training for the target groups specialists. Analysis of the training needs and coordination of the virtual centres will be run by “Administrative office”. The Administrative office will coordinate the collaborations between virtual offices and similar European organisations.
Some of the advantages of the proposed structure of the Regional centre are as follows:
• Better access to different information materials from different European regions;
• Saving resources for the construction of additional training facilities;
• Reduction of training expenses;
• Fast access to current information about interested areas;
• Providing opportunity for wider use of training materials prepared within CORONA project.
The main goal of the proposed CORONA II project is to continue the development of the regional training centre for VVER competence, whose pilot implementation through CORONA project (2011-2014) proved to be viable solution for supporting transnational mobility and lifelong learning amongst VVER operating countries.
With the acceptance of the proposal funding, CORONA project will be implemented in line with the aims of the EU member countries towards further development of the collaboration between universities, scientific organisations, regulatory bodies, utilities, industry and other organisations applying nuclear science and ionising radiation as a possibility for contribution to the improvement of climate and life conditions by secure, efficient and safe way.

Some of the goals established for CORONA project continuation are:
• To elaborate harmonized approach for education in the nuclear sciences and nuclear engineering in VVER countries to support improving the safety of nuclear installations;
• To propose a platform for development of collaboration and sharing of academic resources at the national and international level;
• To propose a system for optimisation of the development of competences in the area of VVER technologies;
• To establish a framework for mutual recognition of competences in the area of VVER technologies through implementation of European Credit System for Vocational Education and Training (ECVET), which is proposed and will be tested through pilot implementations in EU in order to support training systems and qualification maintaining of professionals with similar qualifications from EU countries;
• To propose a collaboration platform between regulators and end users from different EU member countries applying VVER technologies;
• To propose online platform for maintaining Knowledge management portal in the area of VVER technologies

In order to realize this idea and to ensure compliance with IAEA and EU standards and criteria for education and professional training the CORONA project consortium partners took a decision to apply for funding from the EURATOM 2014-2015 working program of HORIZON 2020.
Conclusion
The evaluation of the developed training schemes for different types of specialists (nuclear, non-nuclear and students) shows that the training programs are capable to give specialized knowledge so that the learning outcomes to be applicable to the VVER technology and to be a base for appropriate competence acquiring.
The CORONA project was focused on building the VVER competence. Its continuation CORONA II will aim to maintain and enhance VVER competence through significant improvement of the concept of the RCC. This includes, but not only, improvement of the training schemes and training programs, inclusion of new appropriate partners and countries, establishing of VVER Training Network, inclusion of additional training tools (E-learning and distance learning). The need for competence is everywhere, but while there is a large amount of projects in R&D area funded by EU, the resources spent for E&T especially for VVER technology operating organizations still need significant attention and support.
Work Package 8

Main S&T results
The Consortium has implemented an integrative project management approach. This approach permits to achieve derived business results and avoid and solve problems, providing a systematic approach and defining and managing the deliverables and project scope in a co-ordinated manner. It is based on the following processes:
• Detailed examination of the scope of each activity and assignment of responsibilities to the team members to perform them. During the project a follow-up of the purpose of each activity is carried out periodically.
• The Time Schedule provided in Annex I was reviewed at the beginning of the project in order to familiarise the team with the time requirements and their application. It is also followed up during project development to ensure that no deviations are forwarded and that corrective actions are taken
• Input data are required to adequately perform the project activities. The Work Package Leader discusses with the team members the specific data needed which will be required
• Adequate design verification has been implemented in the project to ensure the technical quality of the deliverables.
• Contract administration and budget control is carried out by the Coordinator, with draft inputs from the Work Package Leader on the time spent by each expert and the expenses generated.
The project website (www.projectcorona.eu) was developed within the frame of the project and was launched for public access on 16 March 2012. It is a key resource for dissemination of project-related information to the public. The website has been organized in such a way that all the key information can be easily navigated from the homepage. The website was regularly updated to post the latest news, events and achieved results. In May 2014 the website was subject to a hacker attack that necessitated its full restoration. However the hosting of the website has expired on 31 December 2014 and it is no longer accessible. The important project related information has been transferred to the KM portal (www.vverportal.com).
Online project management software - Zoho Projects (https://projects.zoho.com/portal/projectcorona) was implemented for Project CORONA in December 2012. This tool allows for Planning and Tracking of activities thus helping keep the project on schedule while collaboration improves the communication and overall productivity of the team.
All the project activities along with the milestone dates are created, monitored and updated on the portal. All the project related documents, are uploaded and shared on the portal. Discussion forums and chat rooms help the geographically-distributed consortium members to effectively interact with one another.

Potential Impact:
The pilot implementation of a state-of-the-art regional training centre for VVER competence through CORONA project (2011-2014) proved to be viable solution for supporting transnational mobility and lifelong learning amongst VVER operating countries. The project has contributed to the European cooperation and support in this area for preservation and further development of expertise in the nuclear field by improvement of higher education and training. This has been achieved through the co-operation between universities, research organisations, regulatory bodies, industry and any other organisations involved in the application of nuclear science, ionising radiation and nuclear safety.
The investments of the European Commission in VVER technology competence preservation are of benefit for the European community. Some organizations and institutions have more competence than others but in general none of the VVER technology operating countries has the full competence to provide high level of training. Thus the integration of VVER knowledge is a must.
CORONA project showed the sustainability of the idea of establishment and maintenance of a Regional Centre of VVER competence (RCC). It revealed some important advantages of such centre by:
• Contributing to the enhancement of safety and performance of nuclear installations with VVER technology through specialized initial and continuous training of personnel involved;
• Keeping the adequate level of safety culture;
• Contributing to the development of Knowledge Management System for VVER technology;
• Preserving and further developing nuclear competencies, skills and knowledge related to VVER technology, as a technology used in the EU.

Networking became one of the most important tools to enhance European E&T system. Networking has been widely recognized as a key strategy for capacity building and better use of available educational resources. Via networking the available expertise, resources, information and facilities can be easily exchanged. In practice, its benefits have been acknowledged, and networks are being established at all levels i.e. national, regional and global levels. Networking might even become more important in the future, both in terms of the extent and depth of co-operation.
The consortium established had a well-balanced structure which covers the whole spectrum of nuclear area – nuclear industry, engineering companies, research institutes, universities and international organization for preservation and the further development of expertise in the nuclear fields. Members of the consortium smoothly complement one another and ensure full coverage of the entire process for preparation of competent nuclear personnel.
In the frames of the CORONA consortium efforts were made to achieve closer cooperation with similar project and policies aimed at avoidance of duplication of the activities and achievement of additive effects. In this respect meeting was carried out with NUSHARE initiative representatives in August 2013. During the event the topics of mutual interest and potential collaboration was discussed. Agreement was reached that the initiatives on safety culture and leadership for safety performed by the both consortia will be coordinated in order to supplement one another. In addition NUGENIA association also took interest in CORONA project activities intended to opening collaboration between the two organizations based on the similarity of the objectives and activities.

List of Websites:

Project website address:
http://www.projectCORONA.eu
http://www.vverportal.com

Name of the scientific representative of the project's co-ordinator, Title and Organisation:
Mr. Lyubomir Pironkov, Head of Kozloduy NPP Plc. Training Centre
Tel: [phone], 2310
Fax: [phone]
E-mail: [e-mail]

Verwandte Dokumente

• final1-vver-portal.pdf