CONTEXTAn algorithm is a set of actions involving the understanding of objectives of further activities and undertaking a series of steps to solve practical and educational problems (Veronina, Sergeeva & Utyumova, 2016). Algorithm comprehension makes it possible to transfer the method of solving a problem to similar tasks since algorithmic thinking is a way of reaching a solution by defining the steps clearly (Yıldız, Çiftçi & Karal, 2017). Algorithmic thinking is the base to understand and learn to code, but above all, this skill is necessary for every moment of our lives since by using this skill we can create and follow simple sequences to perform a task. Hereby, the good acquisition of algorithmic thinking skills will provide future generations to take the most appropriate steps to reach the desired goal.As computational thinking, coding and educational robotics are entering European schools as tools for thought, teachers and curriculum developers offer to foster algorithmic thinking skills starting from the preschool period (Strnad, 2018), in so providing children with these skills they will be able to interpret data more easily, and develop thinking strategies for understanding and solving problems.OBJECTIVESTherefore the main goal of the project practice is to prepare a course programme and teaching materials to teach preschool teaching undergraduates how to reflect the algorithmic thinking skill in all areas of preschool education and integrate it into the teaching of music, art, mathematics, drama, science, behaviour development and language development, which are addressed in early childhood.Hereby, the project will also refer to the objectives below- Closing skills gaps in ICT oriented teaching/learning activities for immediate impact on contemporary teaching skills of preschool teaching undergraduates- Increasing the acquisition of knowledge and skills of preschool teaching undergraduates related to employing algorithmic thinking skills through play-based learning as an innovative teaching approach- Upskilling the lecturers of the partner universities related to the integration of algorithmic thinking skills into all subject areas focused, in preschool education.TARGET GROUPSTarget groups of the project practice consist of 80 preschool teaching undergraduates who will participate in the piloting process and 9 lecturers who will take training to gain insight into the application of the developed learning/teaching activities to integrate algorithmic thinking skills into all subject areas addressed in preschool education and monitor the teaching practices through in-classroom observations.METHODOLOGY & ACTIVITIESIntellectual Output Preparation ProcessTwo research methods used in social sciences will be used for the preparation of intellectual outputs and for testing their compliance with the project objectives.a- Descriptive (Preparation, Curriculum Development, Interactive Animated Presentations as teaching material)Through literature reviews, workshops, individual works, teamwork and joint-work of the project team membersb- Experimental (Piloting process taking place after the preparation of the curriculum and teaching materials)Through giving training during the spring semester of 2022, summative and formative assessments will take place to measure the effectiveness of the piloting.RESULT & IMPACTa- The project will provide a new research area for academia. The project ALGO-LITTLE will be a reliable step for academia, to study on the project topic from different aspects specifically for preschool teaching.b- Project partners will be able to carry the proposed teaching approach to a step further by conducting further studies on the subject matter. The project outputs will be available for them to use in their courses. Besides, all interested preschool teaching departments will be able to use the developed teaching materials under the license of Creative Commons (CC BY-SA).c- The project practice will directly impact on the preschool teaching undergraduates' upskilling in the teaching of different subject areas. They will learn how to support children to see the happenings from different angles, to create algorithms, to apply them and see if they can reach the objective or not and also to check their steps, to see the problematic ones and correct them.

The market share of the camping industry within the overall European tourism industry is sizeable. It generates 12 % of all overnight stays in Europe and in some countries, around one third of all overnight stays (such as 33% in Denmark, 32 % in Luxembourg and 29% in France). It is worth approximately 12 billion EUR and it consists of 28.400 campsites and generates 400 million overnight stays. (Eurostat, 2019). With its unique potential for sustainable growth and green economy, the camping industry can play an important role in protecting the competitive advantages that make Europe the most attractive tourist destination in the world. The CAMPMASTER project contribute to the body of knowledge available educating young people on how best to achieve sustainable growth in the camping industry and to raise awareness of this unique opportunity in the camping sector. The starting point of the project is that, despite the growing significance of the camping industry for the overall European economy and its potential role in meeting the demands of the green transformation, there is a lack of any formal education specialised in camping management in Europe. Because of the specificity and complexity of campsite services and the future transformation of campsites into green resorts, existing tourism education at higher education level does not correspond with the actual nor future skills needs of the industry. By adopting the participative approach that facilitates exchange and a co-creation process between different stakeholders, this project proposes set of actions at international level for closing the gap between current and future skills in higher education in the area of sustainable camping management.As a result, the main objective of the project CAMPMASTER is to prepare the ground for the roll out of a first joint Master programme in Sustainable camping resort management. The project will consist of defining, based on a strong cooperation between camping industry stakeholders, university teaching staff and students a framework for competences, knowledge and skills of a camping resort manager and derived from it, a curriculum and the organisational structure for a joint Master study programme. The project will produce four intellectual outputs. Firstly, the learning outcomes and modules of the future Master study programme on Sustainable camping resort management will be defined (IO1). Secondly, the partners will develop the complete curriculum with all syllabi, teaching and assessment methods for all courses (IO2), using the manual on how to draft syllabi. Thirdly, these outputs will be made publicly available alongside other open educational resources (OERs) on the newly developed Learning platform for the camping industry (IO3). And finally, research and analysis into the best practices in sustainable camping management will yield a selection of teaching case studies that will be equally open source (IO4). Duration of the project of two years comes out of the ambition to start with the study as soon as possible and to join European efforts in building green society.The project will involve three European universities specialized in tourism and hospitality education, located in Croatia, Spain and The Netherlands and it will have a strong European dimension.. The project also includes three partners from the camping industry – one national camping association from Croatia, one regional camping association from Gerona and one European camping association of the best European campsites representing in total 12 European countries.The target groups in this project are students and university teaching staff who will participate in the preparation and also future implementation of the joint Master programme. Students will gain recognition and experience, while teaching staff will benefit from better teaching competences through their cooperation on designing, developing and testing innovative teaching methods across borders. The professionals in the camping industry will also benefit from the opportunity to influence the learning outcomes of the joint Master study programme and therefore the skills of their future workforce. Finally, through the dissemination of the project results, especially the Learning platform, entrepreneurs and managers in the wider camping industry will benefit from better research, resources and know-how on sustainability in camping management.After the completion of this strategic partnership project, the expectation is to start the enrolment of students into the new joint Master programme in Sustainable camping resort management that will be performed across three universities (Girona, Breda and Rijeka) including an internship programme in the best European camping resorts. This university-business cooperation at EU level is expected to contribute to a better awareness of sustainability in managing camping and an overall increase in quality and competitiveness of the sector.

"Green public transportation is a multidisciplinary subject which focuses designing the unimodal or intermodal public transportation system in the cities, energy usage in these systems, information systems to gather information related to possible passengers. Green public transportation is a common subject for all countries and this will be the most interested technological area not only for developed countries but also developing countries. All cities will transform their traditional transportation systems to cutting-edge high technology transportation systems.So, in order to teach the future green public transportation systems in the future smart cities, we prepare one-week teaching program made up of 7 teaching modules and one supporting module:•Smart mobility and other ""smart"" parts assuring green future•Energy Related Smart Grids•Green Vehicles and Green Public Transportation Network Design •Intermodal Green Public Transport Planning•Information Systems and Technologies for Green Public transportation•Economics of Green Public Transportation Systems•Entrepreneurship Opportunities Considering Smart City Public TransportationThe supporting module is “Innovative Curriculum Development for Smart City Public Transportation” which help us to develop an innovative curriculum for our program and use innovative teaching and evaluating methodologies in our 7 modules. We prepare one-day course syllabuses for first five modules and half-day course syllabuses for the last two modules which include the learning outcomes, innovative teaching and evaluation methodologies, outline and other related information. As a teaching methodology we use;•Presentations, short videos for theoretical information about the module subject,•Case Studies, •Simple Simulation Games,•In-class activities,•Pre-after questionnaires.Our target groups and objectives;Students: Today’s graduate/undergraduate students will face with job opportunities which require multidisciplinary knowledge related to green public transportation in future smart cities. This requires a multidisciplinary knowledge about green public transportation that we aim to teach during our project.Stakeholders: We are planning to increase awareness and capacity building of the stakeholders (such as people from vehicle production companies, data analysts, engineers, people from municipalities who will be the end users and policy makers of green public transportation systems) about the general perspective of green public transportation systems in order to prepare them for the future smart cities.Universities: Each module has the potential to be a single course for the related major and minor programs at the universities. Our modules as a whole can be a secondary field program for the universities which includes public transportation related subjects for future smart cities. Teaching assistants in the project will have the opportunity to focus on green public transportation in smart cities which is a new and very popular area of study. Academicians who prepare the project are expected to attend conferences and publish articles about their modules to increase their visibility. Participant academicians will improve their knowledge about the project subject and have the opportunity to communicate with other related professors during teaching program and new joint projects may be initiated.Entrepreneurs: There are many new job opportunities for the entrepreneurs related with future green public transportation systems. We will inform the people who are willing to be entrepreneurs in near future.We include the partner universities who are from developing countries that have dynamic economies and young population. There are 6 partners from 4 countries. There will be 19 members (academicians, teaching assistants and supporting professors) involved in the project.We aim to teach 20 students, 10 stakeholders, 10 entrepreneurs from each partner country so that 80 students, 40 stakeholder and 40 entrepreneurs will be taught by the end of project.By completion of project the following outputs will be provided;•A curriculum for one-week teaching program•An online one-week teaching program available for all interested people,•An online teaching program platform provided by project website and free to use,•Learning outcomes, evaluation methodologies, case studies, simulation games, in-class activities for each module in a one-week teaching program, •Before and after questionnaires for each modules,•A project report which includes related information about green public transportation in future smart cities,•Many posters, brochures and a handbook related to our project,•Draft versions of syllabuses for 7 courses to be taught at universities as regular semester courses,•Draft version of a Secondary Field program: Energy Usage and Green Public Transportation in Future Smart Cities, for undergraduate students at universities."

Since 2008 the key stakeholder in the Inland Waterway Transport (IWT) sector are cooperating towards the harmonisation and modernisation of professional qualifications in inland navigation. These stakeholders consists of: European Commission (DG Move), River Commissions (Central Commission for the Navigation of the Rhine (CCNR), International Sava River Basin Commission and the Danube Commission), EU Social Partners (European Skippers Organisation (ESO), European Barge Union (EBU) and European Transport Workers’ Federation (ETF) as well as the European IWT education and training (e&t) institutes (EDINNA). Following the activities in the FP7 project PLATINA, the European Commission installed in 2012 a Common Expert Group on Professional Qualifications in Inland Navigation (CEG) co-chaired by the CCNR, in order to start the revision of the 96/50/EC in place. This resulted in 2016 in a proposal from the European Commission for a directive on the Recognition of Professional Qualifications in Inland Navigation. One key item of this directive is the fact that the competences crew members on board of inland vessels should possess are laid down in an Annex, based on a series of research activities executed. The second key item is the fact that the students that will pass an exam in line with the new directive, will receive a Union certificate, increasing labour mobility throughout the EU. On the 27 December 2017, Directive 2017/2397 of the European Parliament and of the Council on the recognition of professional qualifications in IWT and repealing Council Directives 91/672/EEC and 96/50/EC has been published in the Official Journal of the EU. For this reason, the time has come to support the implementation of the competence based IWT e&t system throughout the EU. COMPETING will develop curricula and lesson materials, as well as a Quality Assurance and Quality Control (QA/QC) system, to ensure the highest level of quality concerning the implementation of future proof IWT e&t

<< Objectives >>The project focuses on three major objectives. First, creating awareness for the importance of mental health for the VET sector and education in general. Second objective is the development of learning opportunities so that the VET sector can build competences necessary to face the mental health pandemic. Third, the project aims at creating change by further reaching out to interested learners, but even more importantly to VET executives and principals, as well as policy makers.<< Implementation >>The activities are contextualized in the phases creating awareness, creating learning opportunities and creating impact. Activities foreseen in the project are a social media campaign, a podcast series, a self-evaluation tool to identify learning needs; regarding learning opportunities a blended learning program MENTAL HEALTH AMBASSADORs is developed, that is adoptable from educational organizations. Finally a strategy paper for VET and a policy paper seek impact along a huge conference.<< Results >>The project has achieved to create substantial impact in the VET and educational sector in general by raising the awareness for mental health issues as relevant context factor of future relevance. Throughout the project various diverse learning opportunities rose the knowledge and competence level of a remarkable number of people. And finally a relevant community came into being, that is sustained far beyond the project end and manages to develop long-term network structures.