The work carried out in the ANHER project made it possible to fully achieve all the objectives. The results are grouped in seven interrelated outputs.
(1) Analysis of good practices in vocational training in the domain of archaeological and natural heritage. It resulted in the preparation of national reports presenting the vocational education and training in archaeological and natural heritage in countries participating the project, namely Italy, the Netherlands, Poland, Portugal, Spain and the United Kingdom. The national reports were used for the preparation of a joint transnational report. The transnational report has a form of comprehensive guide for the production of innovative learning materials. It also designates the most efficient modes of vocational education and training in the domain of integrated archaeological and natural heritage in countries covered in this report.
(2) Preparation of guidelines for vocational training and content delivery in the domain of archaeological and natural heritage. They cover a comprehensive review of existing models of e-learning, available IT tools (E-Archaeology Content Repository) as well as the needs of target groups.
(3) Production of ten e-learning modules and case studies. Eight of them address major and most pertaining issues of archaeological and natural heritage, as identified in the survey among the professionals from both sectors. Two modules are aimed at providing training to teachers for the preparation of didactic materials and content delivery by using e-learning solutions (including the E-Archaeology Content Repository) developed in the project.
(4) Development of E-archaeology Content Repository that contains didactic materials covering a wide range of heritage issues. It has the form of a complex, easily adaptable, reusable, interoperable and user-friendly database of e-learning resources in the domain of archaeological and natural heritage. In order to get further information how to access the E-Archaeology Content Repository and compile your own training materials, please contact hep@e-archaeology.org
(5) Setting up the Centers of Integrated Heritage Teaching Excellence (CIHTE) created in home institutions of the project partners. The courses offered by the Centers are made available through the Heritage Educational Portal (HEP) which is a gateway to all training activities offered by the Centers. It is provided in English and national languages to facilitate an easy access to trainings offered by partners in different language versions. The HEP also offers support of educational process, including providing training to different end users based upon available courses as well as facilitating course production and organization of training process.
(6) Production of training curricula for different target groups and the completion of training in the domain of integrated archaeological and natural heritage of selected target groups in all six participating countries. They were designed to meet the needs and requirements of different trainees and can serve as guidelines for designing distance trainings aimed at different trainees. All the e-learning courses tailored for pilot trainings carried out in the ANHER project are stored in the E-Archaeology Content Repository. Each course is available in the national language in which the course was delivered. As it is available in a SCORM compliant format, it is easily downloadable from the E-Archaeology Content Repository and suitable for use for other training activities. The training results in each country were summed up in national reports. They cover a detailed evaluation of the training results, the effectiveness of e-learning methodology as well as the effectiveness of selected distance learning training modes of content delivery. The transnational report produced as a summary of national report provides a synthetic overview of the training process in all participating countries.
(7) Preparation of the methodology for vocational education and training in the domain of integrated archaeological and natural heritage. The document can serve as guidelines for carrying out vocational training in this domain beyond the project’s duration