 Zdaj zelo ne lahko se priče, zelo. Dobro, bolj občas, doma delati, da bi njih od Hebo. Proste ne zelo. Od zelo da bo prekrati prof. Andrei Kasilov, če je v tem sečenju rektoru ziznačnih nekričskeh vzelo in služenje v Nuklej Technologiji, starnetne organizacije. Andrei je prof. Z nekričskej nekričsi Nukleo-universtva MiFi, z Vršim federacijama, in je bilo v mnohem 50-jej svojim v Nukleo-Fil, vzvečil, da je prezident Nukleo-universtva. In je bilo vzvečil, da je vzvečil, da je vzvečil, da je vzvečil, vzvečil, da je vzvečil, in je bilo vzvečil, in prip Chelsea, for several years, and he published more than 150 scientific publications in his professional life. Andrei, please share your presentation now and please give your lecture to us. Sorry for the delay. Okay. Hello, everybody. I welcome participants who are in the Kastler House I am very pleased that some participants are also online, and we are giving to everybody. Let me, first of all, to share my screen, my presentation. I hope you can see it. Yes, we can. We will go to the presentation mode. Is it better? Perfect. Okay. Then the title of my lecture is Building Competencies in the Strategic Planning for Sustainable Nuclear Energy Development. You will see that my lecture in subject of my lecture is a little bit different from some other lectures. Mainly lectures will talk about different aspect of technology, and I will discuss a little bit different domain. I will discuss the people who are dealing with this technology, and the approach how we can build competencies of these people in order for them to manage all these innovation technology applications and make it available for mankind. Then let's go to my next slide, and I think this is some kind of Russian alle for model curriculum on strategic planning for sustainable nuclear energy development. The history of this approach is quite simple. First of all, I think I should mention that international atomic energy is always supporting the sustainable nuclear energy development. The nuclear education and training member states recognizing that the future generations, young people especially, they should have additional sufficient knowledge and skill to do the nuclear business in different aspects of nuclear technology applications and whatever. One of the important aspect is, in all these things, this evaluation of long term stability of nuclear energy systems. And innovation technologies, they play significant role in this process. International atomic energy has a project in pro, and inside of this project there are a lot of achievements received during last maybe 10-15 years in this area. And by the initiative of the INPRA, the people who are working there together, they decided to develop something like a curriculum, standard curriculum or model curriculum, in which give the universities around the world some kind of support and booster to develop competences in this subject area. And I was one of the member of the team. Compositional team was number of the nuclear experts plus teachers, educators from different universities, from Europe, Canada, United States. And together we suggested something that I will present to you right now. Then, I think, first of all, as I already mentioned, but maybe a few words more, the need for competences in strategic planning for sustainable nuclear energy development. If we will look for long term, for long term, definitely these competences should be in place in order to run all these activities. And that this competence should include as understanding of general approaches, the philosophy. They also should include some knowledge of the specific tools and instrument, which are available for analysis and modeling the sustainable nuclear energy education, nuclear energy systems. Before going to some details, let me discuss what we will have in mind when we are talking about competences or plural competences. It's important because there are a lot of different definitions and different approaches that the people calling competences. In my particular presentation, I will have in mind the following things. First of all, it's in some kind of statement that defines a particular area of knowledge, skill, attitude or behavioral that is required to perform a particular role or task to a certain standard. The competence we consider as ability to put skills, knowledge and attitude in the practice in order to perform a task or role in the effective and efficient manner to an established standard. Simply speaking, the competence is knowledge plus skills plus attitude. These three components, they are quite important for the nuclear engineers and nuclear specialists. They should be knowledgeable, they should possess proper skill and attitude to do the job which assigned for them to do. Sometimes people talking about the competency framework, competency framework is a structure within which knowledge, skill and attitude are organized. For example, we can talk about competency framework for technology innovation, we can talk about competence framework for assessment of nuclear energy system and so on. This is a general understanding of what is knowledge and in order to give you, I can say, more hints to remember. This is simply a graphic display which presented some kind of the mixture, the competence, skill, knowledge and attitude. If they are possessed, then we have a competence specialist and this competence specialist is able to perform tasks or activities. And, of course, when we are talking about the knowledge, this is information and non-mainly sitting in cognitive domain. When we are talking about skill, it is ability to do something. This is a physical domain, when we are talking about attitude, this is a psychological domain. It is a manner, disposition, feeling and so on and so on. But all of them are quite important because we will talk about the practical world. When we are talking about knowledge, it is a huge field of the different information, different data. What you possess the universities on your professional life, then we are talking about the skill, its ability. And when we are talking about attitude, this is a lot of important things. For example, safety culture in nuclear field, it is sitting here. It is your attitude, how you perform all these activities. Another important thing before we will go deeply is how to measure competence. Because competence could be obtained on different levels. Sometimes it could be initial competence or initial information. It could be ability to use this knowledge in some limited space. Or you can do something very sophisticated. There are different approaches in this, if somebody met it before. There is a blue taxonomy, which is giving six levels of obtaining the knowledge. But in practical field we suggest that three levels will be quite enough. This is the knowledge, the first level, this is a collect and compare. Then demonstration to demonstrate that you have this knowledge and implementation, how you will implement this knowledge. It is also important, because people can be quite informed but without ability to do something. And this is the so-called knowledge ladder. It is presented here, that knowledge is no specific level of knowledge, demonstration to demonstrate application of the knowledge and implementation to implement the knowledge. This is quite important because you will have some group activities and you will be asked to do something. And the last general slide, it is giving you some kind of general approach, how the competence can be obtained in the end to have a competent worker. And member states in fact needs for specialist for strategic planning for sustainable nuclear energy system. And then you see that in fact in real world the competent worker is a product of different activities. The important thing is that university where the people are obtaining the basic knowledge through education. Mostly they are obtaining knowledge, partly skill of course. And professional training where the people are mainly receiving the skills and attitude when they are doing this. And all this mixture giving some kind of professionalism and we in the end getting the competent worker. The task of the course which I will present giving you ability at university level to start preparing the specialist in this area. In fact that the main idea to give our students at master level some kind of the feeling of the holistic approach in the application of innovative nuclear technologies and their relationship with the energy system in general and the nuclear energy system in particular. This is the main task of the course which I am going to present. Of course one of the main idea what the purpose of the course. Generally already talked about this but nevertheless if we will talk specifically about the purpose of course the curriculum, the model curriculum and associated educational models which are already developed. They support capacity building and national human resource development in the nuclear energy sector. Especially this important for newcomer countries where this knowledge is really needed. And there is some gaps here in the competent people who can do this kind of the activities. Specific objectives as I mentioned to provide knowledge and practical skills in planning and modeling of scenarios on nuclear energy system evolution and using impromatology in Tatila. Then there are specific objectives also to familiarize the students with impro concept of nuclear energy system stability in different areas. And these areas are indicated here. We were simply considering the superposition of different areas starting economics, infrastructure, waste management environment, configuration, reactor, innovations and so on and so on. And the goal also for this course to develop understanding of sustainability issues in the planet system and ability to perform nuclear energy system analysis assessment in selected area using the already developed inter methodology criteria. It's also simple sometimes. Then as I mentioned in general but more specifically target audience. What we developed mostly for students, master students in nuclear science, nuclear technology and nuclear engineering. But some training models which already developed educational models, they can be useful for students who are studying international relations, political science, management. Also some educational models can be useful for students or for specialists who continue their professional development. It's meant for retraining and for obtaining additional knowledge. It's also quite useful. Prekvisit of the course, they are, if we are talking about master level courses, definitely the bachelor course, bachelor degree in nuclear science or engineering is required. And sometimes the specific requirements will be needed for some educational models. And these specific requirements were developed for each educational model, which also I think will be presented in couple of slides. Then when we are talking about the competency area, this is the approach where in which particular field we'd like to increase or develop the competences for our students. It's a group one energy planning and strategies for sustainable development. It's a very general approach. It's not about only nuclear, it's energy planning and strategy for sustainable development in general, considering the different sources of energy. Group two competence area, it's a planning for nuclear energy stability. When the decision is taken that we will go in the particular countries in the nuclear options, then the competences will be needed here according to the group two. Group three is extremely important and they are linked to the subject of the present workshop, current workshop innovations in nuclear energy sector. We are meeting sustainable energy development challenges. It means that how the innovations in nuclear sectors can help, can assist and can be used in meeting sustainable energy development challenges. We are doing these innovations not for innovation themselves, we are doing it for our society, we are doing it for energy development. Group number four and five, they are more specific. This is the nuclear energy system modeling and analysis and methodology for assessing stability of nuclear energy systems, the intro methodology. They are giving, if the first three competence groups, they are providing some kind of general competences, very high level and very deep. Group number five giving the participants, students very specific competences and ability to make their analysis, modeling and so on. Then based on all these discussions, we are coming to the course composition represented here on the slide. And most specifically, it looks like this, that according to the competences areas, which I already discussed, then co-models will address model one energy planning and strategy for style development. Then model two planning for nuclear energy, again high stress nuclear energy and model three innovations in nuclear energy sector. And this model is, will be for this workshop, is our special attention and you will understand it later on when I will present the activities, group activities number two. Model four, it's impro methodology, introduction to the intro methodology. Model number five, method and tools for planning sustainable energy development. You see nuclear water is not here, it's a general tools which are developed by international atomic energy. Model six, method and tools for modeling and analysis specifically nuclear energy systems. And also a lot of instruments, approaches they are already developed in their place and they are available and they can be used. And our students should have introduction to these instruments, how to obtain these instruments, how to work with the students and the instruments and how to apply the students for their research probably. And that's why the last model, model seven, this is a research project model where research projects on planning and assessment of energy and nuclear energy systems would be considered. Of course this research model will provide the highest level of the competence and then using these tools in the research project or maybe thesis or another thing that people will define some kind of task and make a solution for the organization or countries on national level and whatever. This is a general description of the tools and in order to give you more feeling, I consider not all but some of the educational models. For example, before I go to educational models, I think all models have a standard structure which are presented here. Short description of the model, learning objectives, prerequisite, learning outcomes, outline of the model topics, suggested teaching delivery methods and student performance assessment and bibliography. I hope that you understand the old wording here, if not ask me what does it mean. Learning objectives, short description I think is quite clear. Learning objectives normally general statement about some objectives that we'd like to establish before we start this course, this model. Prerequisite, it's a condition for students in order to be assigned for this model. Sometimes it's quite simple, like a bachelor degree in physics, mathematics. Sometimes for the specific models and I will show you some examples, the specific competences needed, maybe even some courses, pre-model courses to be taken. Learning outcomes, it's extremely important statements. Practically learning outcomes, it's a statement characterizing the level of the competence which students should reach after completion of the model. And I will show what does it mean. Outline of the model topics, its description was in the site and our recommendation. Please keep your microphone muted during the presentation. When you have the last questions, then of course switch off on your microphone and task. Suggest the teaching delivery, it's our recommendations how to organize the training, education process and whatever. Bibliography, I think it's quite clear what does it mean. Then, first example, it's a model one energy planning and strategies for sustainable development. Main topics, they are presented here. I will not read all of them, we are running in the short time. But nevertheless, from the observation of these topics, you see that it's a general approach for understanding what does it mean, the energy planning strategy for sustainable development. What kind of the topics should be considered in order to consider different challenges in this area. And global energy supply demand, energy resources, economics, social aspect, climate change, energy security and other things like this. This giving the very holistic approach to the students about the energy supply in our planet in different countries. They should understand that there are different sources and these sources would be used in different region and different countries differently. If you will continue differently, this is objectives, learning objectives for this model, establish understanding of technical, economic, environmental, social, geopolitical consideration, the development of sustainable energy strategy for a country origin and familiarize students with the evaluation of potential role of various energy resources and technologies. The future energy needs for sustainable development. It's especially important competence in when there are new countries trying to decide, is nuclear for us is a good option or not, you should consider the general picture and then make your selection. I think that yes, nuclear is our choice because we consider all these things and now we are doing and decided to go in nuclear area. And this is a statement about learning outcomes from completion of the course. You can see that the students should be able to do something very important thing, demonstrate familiarity with method and tools, explain the different aspect, explain some energy resources and demonstrate understanding of the economics, methodology and so on and so on. This is giving the general energy culture to the specialist in nuclear field and we think that it's quite important especially for the future nuclear specialist to understand the role of the different sources and based on this to understand the role of the nuclear. Then if you are going to the model 2, think are very similar maybe by totics, by title, but all this model about nuclear energy stability, role of nuclear power in combating climate change, public assets of nuclear, introduction of sustainable nuclear energy system, nuclear power reactors and fuel cycle, economics, risk and benefits and so on and so on. And of course in this model the people first time will receive the overview of the intra methodology, agency methodology for analyzing and assessing the stability of nuclear energy system. And then will be general introduction of application of nuclear energy in national or regional energy system. This quite important educational model. Then of course we have learning objectives, they are very specific, based on the topics and based on our task, I will not recall them, but I think they are quite important. I will understand of all these factors, which have influence on the nuclear energy development, international obligations, norms, standards, safety, maybe standards application of nuclear technology and so on and so on. How it fit to the UN concept, how it's related to the green energy and concept and so on and so on. If you are going to learning prerequisites, it's a different basic knowledge in mathematics, physics and so on and so on. The bachelor degree nuclear engineering, it's a very demanding understanding of this model and one of the requirements is successful completion of the core model 1. If on the core model 1 will give you the general picture about the different sources, the model 2 will give you guidance and knowledge about the application of the nuclear. And on my next slide you will see the expected learning outcomes that which people should possess in model 2. And some kind of the measures, which are not only to have knowledge, but also demonstrate this knowledge and also apply this knowledge in some kind of extent. But for example, number 3, perform exercise on dynamic nuclear energy system modeling using simulator and economic analysis of NPP level with NEST tool. Maybe it's not so clear what does NEST tool, but explanation is that NEST tool is specific agency developed instrument, which provide ability to make some economic analysis. Like other simulators, they are available and so on and so on. Then I will not again read everything, it's just for illustration. And then it's continuation of the expected learning outcomes for model 2, at least my national responsibilities, describe briefly impromatology, summarize potential benefit that people should be able, students should be able to summarize these benefits, to have a justification and exploit that they should demonstrate this knowledge in some area. How to do it, there are some kind of insight recommendations, which will be published and available next year. I am jumping from models to model 6. I am intentionally jumped through the model 3, which are related to innovation. We will put a special attention to this model later on. But this model 5 or 6 method and tools for modeling and analysis of nuclear energy systems should give you feeling about specific competences, which should be developed within this course. Look here, this is a NEST mass 4 in economic analysis. NEST simulators, simple models of nuclear energy. Then NEST road making, it's an instrument, which available road maps, IT, multi-criteria decision making for judgment or aggregation. NEST economic support tools and so on and so on. It means that if you go to deeply inside of the learning objectives, this is a very specific, like explain the basis of mass flow analysis, multi-criteria decision making for judgment aggregation. Famerize the students with in-pride approach, describe the in-pride approach for different instruments, like mass road mapping and another for analysis for different aspects. There are in the document, which will be, as I mentioned, published, I hope next year. You will find, who will be interested, the list of all this instrument with explanation and with some description, what they are for and how they can be attained. Prequizit, very specific model 6 and then knowledge is quite deep needed for model 6. It's a software, no skill needed, some knowledge in the particular nuclear field needed. In completion of the model, for example, model 2 and model 1 is also should be completed. And advantage of this model 5 method and tools for planning is also here. And if you will see on this slide, next one, oops, sorry, ah, it's okay. Then expected learning outcomes for this model is very specific. That, for example, illustrate familiarity with presenting nuclear development plants with road maps ET. It means that students should demonstrate that this instrument they understand, they learn and they can go to the specific case study using this instrument. And others like this, kind ET, this is some kind of comparative evaluation using this and other outcomes. We can continue later on in more detail. But I'd like that you will recognize some evaluation in the first models. They getting general knowledge and general understanding developing, formulating some kind of general competences. Then the model 5, 6 and 7, they trying to develop in the students very specific competences, which will be applicable in their working place. One of the final slide before going to the case study, the course implementation. If you look carefully on the structure of the models, you can recognize the suggested educational models can provide basis for different master degree courses. This could be general course, it could be very specific course and it depends on university which will implement this. Of course, very ambitious task to implement the course in the full extent using the whole models. But nevertheless, some people who, for example, dealing with international relations or management, they probably can take the course 1 to 3 and some more specific knowledge, which in other models could be provided to the nuclear specialist, nuclear engineers or who will go to the national organization and to provide the analysis and applying the innovative technologies in some deeper state. International atomic energy is going to support this curriculum implementation in different dimensions, in different way. First of all, it's agency tools for energy analysis and planning. As I told, they are available and they can be obtained through the agency. And by requesting, university can request it and get it, they are free. But sometimes they are quite sophisticated and it's not enough just to obtain them. There is a need sometimes to get a special training how to use these tools. That's why the second bullet is training of the agency methods, models and software tools in the subject field. Because sometimes they are in economics, sometimes they are in the analysis, evaluation, whatever. That's why the agency is going to provide training and teaching material for educational organization for developing, using, customizing or adopting teaching material, employing the model curriculum. That people and university who develop this educational course, they also can use this curriculum, this material and obtain some kind of help from international atomic energy in some personalization or customization of this curriculum. And we hope that pilot implementation of these courses in different universities also will be with the help of the subject matter specialist on international atomic energy or from the industry who can provide their experience. That's why we are planning organizing fellowships at the agency for practical study of subjects associated with model curriculum, some scientific visit fellowships and so on. Course is going to use cyber learning platform for nuclear education and training. It's so-called CRP for NET. It's platform available for member states and they could be used for promoting the training material and other things. And of course plenty of the agency publications, which are available in the agency for free downloading. If I go next to my slide, this demonstration, the document, which our group is prepared, practically it's ready for publishing. There are some kind of editorial challenges here, but I hope the document, model curriculum and strategic planning for sustainable nuclear energy development will be published next year. And here there is some structure. I hope you can read. This is generally what I talked about in more detail, the general part about the course, task, competences and extremely important next one, description of the educational models. This, if you can see, is the main part of the document, which is giving the precise description of each educational model and recommendation how to teach and how to obtain the knowledge according to this. This is my, I say, part of the lecture. Then if you at this point have some questions, I will be happy to answer, because I will not switch off this presentation. Maybe you can ask about specific slides. And then after the questions, we will go to the next file, next presentation, and we will talk more specifically about innovation technologies and some group activities. Go ahead, please, if you have any questions, I will be happy to answer. First of all, thank you, Professor Kasilov, for the nice presentation. Interest in topic directly related to the topics of this workshop, how to transfer the knowledge and other things. Now, if you have a question from the audience here. Because you will need to perform the group activities. Maybe some people would like to clarify, what does it mean, competence, what does it mean, learning objectives, learning outcomes, or how to demonstrate it, and whatever. Any questions, any questions, please. Moment. We have questions here. Also from online audience, please. So, I noticed a tool called Message, M-E-S-H-G-E. Was this function, and is there any alternative tools for energy planning? Is it for the whole process, the planning, and how to... Probably it's a very special question. And if you'd like to have overview of the different instruments, and what they are doing, I'm just afraid that I can give you not really precise information. What I suggest that you will go to the agency website, just pre-International Automated Impro, through Google or whatever, and you will be directed to the nice description of all instruments. That probably will be better than I will answer through my memory. I'm really afraid to give you not some maybe not precise information. Then I suggest you... And of course in the document, which you prepared. But later on I can give the link, if you wish, in the chat. Then you can read the explanation of message and other instruments. It's also possible. That would be great. I will give the link later on. Also Aleksander Buchkov from Impro, tomorrow. Arrange tomorrow, so he could probably answer. Any other questions? On the side there is explanation of this model. There is a brochure about the model. I also can send to Vladimir the PDF version of the brochure, where all tools are explained and described. Probably it will be interesting for all participants. It's probably the better. You can also upload to the next presentation. Exact. You can upload as a training material. And by the way, Andrew, please also submit your presentation. Yes, yes, it's for sure. So we'll put it on the website. Ok, then I will... Nevertheless I'm ready to answer, but I will go to the next presentation group activities. Ok, please go ahead. Ok, then we will go to... Excuse me, we have two questions from... We have two questions from online audience. I have a question. Sorry about this, too. Yeah, yeah, please go ahead. Yes, sir. I'm from India. Yes. It's a great presentation, sir. I have a question about you providing the flavors and study material for all the countries. Are you able to listen to me, sir? Yeah, yeah, you're talking about material for everybody, but I will send it to the scientific secretary to our director, and they will upload this material on the STP site so that it will be available for participants in which are present and which are distant. No problem. No, sir, my question is, is the material related to only statistical kind of things or is it technical also? We will get a technical kind of things of material, of reaction physics or... What do you mean technical? Technical means like a... means how to design a reactor and kind of all these things related to... Already it's available, books are available there, but it's kind of material which is very useful, like a multi-color simulation related material, or there are so many simulations are going on all... No, no, you see... What type of materials is also available? When I'm talking about simulations here, I mean, have in mind, not the technology simulator for different power reactors type or something like this. When we use the term simulation here, we are using the special simulator which giving the possibility to simulate the nuclear energy systems. And how... And when we consider different nuclear energy systems, when you are building the nuclear energy system, you are considering different options. You are using the different technologies, your different approaches to the fuel cycle, your different reactor types and so on and so on. All these things, they could be simulated and you can see how these different technologies, different approaches can give what influence, impact on your system, which you are going to establish. And for this, to have a simulation of all these systems is extremely important, because it's not only some general things, the very different statement. The fuel cycle, how you can use technology, what kind of reactor and so on and so on. In this respect, these things are very technical because you need to know all this technology, you need to obtain this technology data and you need to have the knowledge in all these fields. That's why when I was talking about model number six, I mentioned that there are a lot of very specific knowledge needed to be in place before you're going to this model because if not, you simply will not understand what it's about. First of all, that's why it's master degree and even in master degree, you need to be some knowledgeable person in software application and technology application because if you don't understand the difference between different fuel cycle phases or different nuclear technologies, reactor type, you probably will be not able to perform this task, you need to obtain this knowledge from your previous study or even sometimes in our university when the people coming to the master level from bachelor which are not really general engineering and nuclear, we ask them to take maybe sometimes one year course in nuclear technology before we will give them access to the course on the nuclear engineering in the master level. This is not simulation of the reactor or nuclear power plant. No, no, no, I told that it's not simulation of the reactor. It's simulation of the whole system, nuclear energy system simulation. Okay, understand. Simulation of the reactor, it's another business, we can talk about this. I was involved in different simulation technology but it's another task, full school replica, different types and whatever. This is another domain which is also extremely important but it's different from what I am talking today. Okay, professor Kasilov also prepared the group exercise for the group activity and now he will be delivered, please be... Yeah, what I suggest to do. Please go ahead. This is group activity too and I call this activity innovations in nuclear energy sector in meeting sustainable energy development challenges. If again, it's some kind of maybe reminder, we described, I described five groups, competence area and for group activity, I made a choice, I select the group number three innovations in nuclear energy sector in meeting sustainable energy development challenges. Again, if you remember, it was just maybe 15 minutes ago, we were talking about these models and task for the group activities will be framework of these models three, innovations in nuclear energy sector. What is suggested to do for the group activity? Task for the group activity too. For model two innovations in nuclear energy sector in meeting sustainable energy development, the people is requested to develop learning objectives. What they think should be the general goal of their training or education in this model? Then map of model topics. What should be inside of this topic? What the people from their experience or their imagination will put in this model? What should be model about? What from their point of view should be prerequisites for this model? What kind of knowledge people should possess before going to this model? And of course, to develop some kind of learning outcomes. How they measure the knowledge which will be obtained from this model? How the people in our group who are sitting here can suggest how to measure? I explained the approaches something like this. Look, we have a model three. It's on the left side. Then people during the group activities will develop different topics. Main topic one, topic two, topic three, and whatever. It's up to you. Then, of course, these main topics will be also developed, further developed on different subtotics. When you will do these things and when you will teach these things, you should imagine that people should demonstrate something after the teaching, after the education process. And this will come to the learning outcomes. Learning outcomes, what people, students should demonstrate after the training. It's maybe considered differently. You can consider this from the left side to the right. Then you are developing topics and you are developing subtotics and then you will imagine what people should demonstrate after this. It's a more or less traditional educational approach which was in place during many times. Now the people do it a little bit differently. If we have a model and we establish learning objectives, then we need to develop, first of all, learning outcomes. We'd like that people will demonstrate, possess after this model will be, I can say, developed and delivered to the students. Then if you will go to the outcomes, if you will discuss collectively that after this model students should know this, should demonstrate this or do whatever, then your task will be to develop and suggest subtotics and main topics which will be sufficient to create these outcomes. Do you understand my point? Because learning outcomes it's product, product after educational processes. If you will establish the requirements for this topic from the beginning then you should develop the educational process sufficient to create these outcomes in your students. I prepared already some general hint. This is the learning objectives of the model. This is the main objectives of the type, the needs for technological and institutional innovations and improvement in nuclear energy systems with the goal to achieve sustainable development and deployment. This is general goal this model should obtain but it's very general. Most specifically it's up to you, up to the group and I will be very interested in approach how to develop this course, this model, what topics should be addressed and what kind of knowledge and skill students should be demonstrated after completion of this model. This is my task. Is it understandable? I'm afraid not very well so we need more details. First of all I ask you could I give your email address to the participants? Yeah sure. The key point this one that we have look on this picture that we have title of the model it's clear innovations in nuclear energy sectors in meeting sustainable energy development challenges. What does it mean? It means that we are not considering this just innovations because the whole workshop about innovation about some type of reactors about approaches and whatever but in this particular model we are looking how this innovations how this innovation will support support nuclear energy sector in order to provide sustainability in nuclear energy development because there are some challenges and it's quite clear that without innovations which are really key point for the future development without these innovations we cannot guarantee sustainability of energy system in the future that we need these innovations and if you go to this model this model that what from point of view our students students should possess what kind of topics what kind of their knowledge their people could suggest to be described in these topics what that should be because this title is very attractive and very genuine but what we should talk about this in site of this model in connection of innovations role of innovations maybe type of innovations technology what kind of technology could support in which domain observation of these topics or other things it's up to the students to decide up to our participants and if they still describe this they should suggest sorry for interrupting first we should define they should define the learning outcomes and then based on that to decide sub topics and main topics in fact it could be like this but in fact it also could be done differently to define main topics and then to look what kind of their outcomes should be here but very often people even walking in both directions simultaneously they are defining main topics and then they are learning outcomes and then they develop sub topics so something like this because in fact I'd like that they will play role of the instructors so teachers if you can give us hypothetical an example just to to start with the examples were in my presentation I can switch and show in more details ok ok then please submit your presentation we will upload to the website please have a look we have to do it now or other we will do later no we have a question please so we will do this exercise I suggest that we will have 3 groups here and also online participants can do it individually also and you have the email address and then you can ask professor Kassilov it was my question yeah please question no, yes you answered for my question I will send you my presentation just but again just to give some hints if you go to for example number which one number 2 maybe what number 6 this is I put it's on the screen this is the expected learning outcomes we can read now after they received the task for example using the model teaching material describe the framework for modeling analysis of new planetary system scenarios main elements of the framework perform exercises illustrate familiarity and so on and so on this is a very specific outcomes and the people should demonstrate their knowledge through performing these probably tasks for example perform exercises on nuclear energy system comparative evaluation using the kind ET tool in extension but this is specific for model 6 but I already presented other things model 1 and model 2 they are more general then you will find the examples of another expected learning outcomes summary potential benefits and major risk induced by use of nuclear energy that probably something like this could be created for innovation technology because using the also material and ideas which will be presented in another lectures during this week because they also giving you a lot of bread which you can use for performing this task at least we will try just imagine that you are the teacher and you'd like that your people your students will understand how innovative technology can help meeting the stability of nuclear energy system that's it you need to explain them that without innovations the stability of nuclear energy system cannot be obtained this is your task ok of course excuse me professor Kostilov I have a question in this your activity we should indicate the innovations for answering for answering as the main topics ok not only main topics and competencies of course when you are I provide you a title but inside of the for example here for the model 2 I give you overview of the main topics which are inside they are presented now on the screen introduction to standard of nuclear energy system nuclear power reactors and fuel cycle economics and so on and so on that's first of all I'd like to get this map this kind of map from you about the model 3 ok I get if I got correctly your information we need to indicate the innovation in a nuclear energy sector for answering the challenges as the main topics yes answering the challenges and in order to reach innovation from your point of view and after that for stability and after indication of the every innovation or answering developing for or answering in discussion in groups yes and also I think that when your indication main topics that you should also think about how these topics will be addressed by students and what they should demonstrate after their learning of this topic ok thank you ok better now, better understanding now so what I suggest we can do ok and make another discussion meeting with Professor Kassilov on Wednesday afternoon and let's say to make an iteration with presentations and again we will split in three groups later, please start splitting and online participants will work individually also yes because we don't have of course I send these presentations right now to Vladimir will be uploaded to the website and you can check and try to understand also I stop sharing but at least I think this will give you some field for thinking and combining your knowledge ok we will try and please also join us and the finally so the one iteration and Wednesday afternoon or evening and finally the group leaders or group representatives if I would say we will make this brief presentation on this on Friday and Professor Kassilov will decide which one is the best ok ok, thank you now good timing so we now break for the coffee and we continue at