<< Objectives >>Times are changing and new challenges are emerging. . Europe at the moment is facing major problems. Among these, the dis-empowerment of young people who feel marginalized from society, are unemployed and can't find their place and don't know how to realize their potential in life. This is the major problem and at the same time the need that our organization has identified together with our project partners and this is what we want to address through this project.<< Implementation >>Therewill be 4 TPMs in 4 partner countries.We will use a number of methods to evaluate the usefulness of the project. First of all the the schedule of the project activities which is set for each working day dedicated to the evaluation. he participants will have the opportunity to share with the others how they felt during the passed day, their worries and how useful were the activities to them. Project results and outputs will also be used to measure the achievement<< Results >>The project can have a significant impact on participants and their society and the environment. This will include creating jobs and economic opportunities, promoting sustainable development, and addressing social and environmental issues such as poverty, inequality, and climate change.In this KA210 project the leadership skills of the participants will be developed through team building activities. Participants will be divided into mixed groups. With the Local Event to be held,

"<< Background >>Before the outbreak of Covid-19, the field of tourism and hospitality was one of the fastest growing industries at global level. The sector did not go through major arrests during the previous crisis but, despite these positive economic trends, it was already confronted with the need of addressing its negative impacts on communities and environment. Leading entities in the field such as the World Tourism Organization (UNWTO) have remarked its connections with all the goals in the 2030 Agenda, stressing that tourism can be a powerful tool for sustainable development if it engages local populations and all key stakeholders. Fostering tourism transition towards more sustainable forms of tourism development and planning remains a crucial issue to be addressed (Gössling et al., 2020), for which specific skills need to be developed and chances of encounter need to be created. In fact, despite the importance recognized by scholars to participatory tourism planning processes in fostering sustainability at different levels and creating added value for all the stakeholders involved, the currently dominant destination management models are characterized by the lack of focus on destination residents as a legitimate and salient stakeholder group (Fiall A. and Garrod B., 2005). This ouster of locals and the scanty development of participatory tourism is due to several factors. Major obstacles are the lack of adequate knowledge and competences both in the case of professionals and residents, low levels of stakeholders’ awareness, uneven distribution of power, lack of coordination, meager presence of professionals entitled to manage destinations in an inclusive and holistic manner. This project aims to concretely tackle these issues and fill these gaps. The consortium will develop an innovative training course for professionals and residents. The course will be complemented by a participatory tourism laboratory through which they will be able to put in practice the knowledge acquired and use gamified methodologies to produce a participatory tourism product. GAP will offer a high-quality course and will create innovative transferable tools and methods. Through GAP, VET will be able to develop skills and competences usually required (but hard to find) by the so-called destination manager, a highly qualified professional figure of recent boost responsible for developing multi-stakeholder and multi-thematic strategies to control the economic, socio-cultural, and environmental dimensions of a specific tourism territory. In doing so, the project contributes to adapt vocational education and training to labour market needs and it also contributes to innovation in vocational education and training.<< Objectives >>GAP aims to foster the transition towards more sustainable models of tourism by developing learning tools that will help bridging the gaps and mitigating the factors that hamper their effective spread and implementation. GAP aims to pursue the following general objectives:- Fostering innovation and sustainability in tourism- Promoting tourism as a tool for individual and community development- Fostering participatory tourism and bottom-up promotion of territoriesThe consortium will contribute to the achievement of these general objectives by focusing on the following specific objectives:- Adapting vocational education and training of tourism professionals to labour market needs- Contributing to innovation in vocational education and training for tourism professionals- Increasing tourism professionals’ knowledge in the field of sustainable tourism planning and tourism gamification- Increasing the ability of tourism professionals of implementing participatory processes in tourism development- Raising stakeholders’ awareness concerning tourism sustainability- Increasing coordination and stakeholders’ involvement in tourism planning and development- Fostering civic engagement, sense of belonging and participation of residents to tourism developmentThe project expects to directly involve the following number of stakeholders at EU level:_10 experts in the field of participatory tourism/gamification_20 managers of inspiring practices in the field of participatory tourism/gamification_75 people in the category VET and residents involved in the pilot training_5 facilitators_50 people in the category VET and residents involved in the participatory lab_375 people in the category VET and residents involved in the online consultation foreseen during the participatory labs_125 people involved in the piloting of the urban game_170 people involved in the Multiplier EventsIndirectly, GAP impacts at local, national and EU level will affect also the following target groups, namely: _tourism students and tourism professionals interested in getting a theoretical and practical training on the topics of participatory tourism and gamification;_residents, that will learn more about a sector that contemporarily embeds and ignores them, have the chance to play an active role in this system and experience alternative forms of participation;_the 5 destinations involved, and the different types of actors they involve, such as public administrations, destination management and marketing organisations (DMMOs), private actors (tourism operators, tourism cooperatives, hospitality industries, tour operators), territories and tourists who will all benefit from higher visibility, more equally spread benefits and the possibility to access to new methodologies and learn more about new forms of tourism models;_other destinations at EU and international level since the materials will be available in 5 European languages as well as English;_tourism and gamification experts, as well as scholars that will have access to all the reports developed by the project;_VET centers, teachers and trainers interested in attending or replicating the learning path of the project to enlarge their offer with innovative programs in line with the needs of the sector;_the tourism sector, not only in terms of its labor market needs (lack of highly specialised figures in the industry capable to develop innovative solutions to manage complex, cross-thematic and multi-stakeholders processes taking into account environmental, economic and social sustainability issues) but also with respect to its role in the achievement of a transition towards more sustainable practices and its ability to contribute to the development of territories, generating and spreading value among all its stakeholders.<< Implementation >>GAP brings together 5 organisations with complementary expertise who will implement the following activities.PR1 - Research on participatory tourism and gamificationDuring this first phase of the project, the consortium will carry out research aimed at identifying inspiring practices in the field of participatory tourism and tourism gamification. The research will be performed under the guidance of Accademia IRSEI and it will help the partners in identifying 20 inspiring practices and gather the advices and opinions of experts and managers that have implemented these approaches. The consortium will gather this information on a final report that will be useful to provide stakeholders with an overview on the state of the art of participatory tourism and tourism gamification. The activities foreseen are:A1_Desk research on Tourism SustainabilityA2_Desk research on gamification in tourismA3_Development of the research guidelinesA4_Desk research for the identification of inspiring practicesA5_Interviews to expertsA6_Interviews to managersA7_Preparation of the country reportsA8_Preparation of the final reportPR2 - Fill the GAPBuilding on the results of PR1, the consortium will develop an online course for stakeholders in the field of participatory tourism, heritage and gamification under the guidance of Ergasia SA. This course will enable stakeholders to enhance their knowledge of the topic and it is aimed at addressing the need of more adequate training and increased awareness with respect to sustainability and innovation in tourism. The activities foreseen are:A1_ Creation of the online learning platformA2_Development of the general learning modules on sustainable and participatory tourism, heritage and gamificationA3_Development of the country specific learning module on local heritageA4_Pilot trainingPR3 - Participation in practiceIn this stage of the project, stakeholders will be involved in a series of workshops and laboratories referred to as “participatory labs”. VET and residents will work together under the guidance of a community facilitator in order to identify common needs, discuss their collective identity and co-create an urban game that will reflect the results of these workshops. Digital consultations for broader stakeholders involvement is envisaged. The urban game will be accessible thanks to the content storage system that will be created by Skills Divers. The whole system will consist of a mobile app where the users will be able to display the augmented touristic info. Mise Hero will be responsible for creating a set of gamified tools (including a brand new game specifically developed to facilitate participatory tourism processes) and an explicative guide to be used during the participatory labs. The game will be tested during a pilot event. At the end of the PR, the consortium will create a guide to foster the implementation of participatory approaches and gamification in tourism development processes. The activities foreseen are:A1_Technical development of the urban gameA2_Creation of gamified tools to facilitate stakeholders during the participatory labsA3_Development of the urban game technical guideA4_Development of the participatory labs guideA5_Participatory labsA6_Pilot eventA7_Creation of the guide for the use of gamification and participatory approaches in tourism destinations<< Results >>GAP brings together 5 organisations with complementary expertise who will cooperate to develop the following results and produce the following outcomes:PR1 - Research on participatory tourism and gamification (IRSEI)Outcomes: 1 working paper on Tourism sustainability, 1 working paper on gamification in Tourism, 1 methodological guide, 1 catalogue of 20 inspiring practices displaying 1 long information sheet + 1 short information sheet for each inspiring practice identified, 5 country reports presenting the results of collection of inspiring practices and interviews to experts (A5) and interviews to managers (A6), final Report ""Stakeholders’ involvement and gamification for sustainability and innovation in tourism development""PR2 - Fill the GAP (Ergasia SA)Outcomes: Online learning platform + Online course on participatory tourism, heritage and gamification made up of 4 modules (including a country specific one on local heritage) + 1 pilot reportPR3 Participation in practice (Skills Divers)Outcomes: 1 digital environment (content storage system and app) for the urban game + 1 set of facilitation games with explicative guide + 1 technical guide on the urban game functioning for stakeholders + 1 monitoring, evaluation and reporting guide for facilitators + 5 Urban games + 1 pilot report + Final report “How to use gamification and participatory approaches to foster sustainable tourism development”"

The development of technology and digitalization has caused changes in the methods, models, and practices used in educational activities. While gastronomy education, which is carried out with theoretical and practical training activities, tries to adapt itself to digital education practices, the digital education competencies of academicians who provide gastronomy education should also be developed. It is seen that there are no standards and principles regarding DIGI-GASE throughout the EU. Creating a guide and digital education material that will help higher education institutions and academicians providing gastronomy education in digital education will ensure higher quality and effective gastronomy education. In this context, the DIGI-GASE project aims to improve the digital gastronomy education competencies of academicians who teach gastronomy at higher education institutions. The project also aims to prepare a guide to lead universities in the transition to digital gastronomy education.The goals of the DIGI-GASE project;•Development of DIGI-GASE guide for the use of universities across the EU,•Preparation of educational content and videos that will improve the knowledge and skills of academicians,•Dissemination of the DIGI-GASE guide locally, regionally, nationally, and across the EU•Developing the knowledge and skills of the project partners in the field of DIGI-GASE•Preparation of guidelines for technical and physical regulation of gastronomy education areas of higher education institutions providing DIGI-GASE education•Increasing the institutional capacities of the project partners by improving their project preparation, cooperation, and production skills•Increasing the capacity of project partners to organize digital gastronomy training activitiesThe project partnership is cooperation which was formed among Unıversıta Deglı Studı Dı Scıenze Gastronomıche (IT), European Digital Learning Network (IT), Instıtut Paul Bocuse - Applıcatıon (FR) and E.A.C.E. - European Academy of Certified Education gGmbH (DE), under the leadership of Akdeniz University (TR). In the project, determination of technical and human competencies that will enable universities to provide digital gastronomy education in digital transformation (IO1); Preparation of a guide to be used by universities in digital gastronomy education (IO2); Preparation of digital education materials (IO3) in order to develop the digital education competencies of academicians providing gastronomy education.Two training activities will be organized to improve the knowledge and skills of academicians and university officials about DIGI-GASE; To be held for C1 and C2 project partners' team members and academicians working in partner organizations. In addition, as the dissemination activities of DIGI-GASE, each partner will organize multiplier events at the national level. The project results will be published on the project website to be created by the coordinator partner, and a link will be provided from the partner organizations' own websites to the project website. In order for the project to be sustainable and reach more people, the training videos to be prepared as a result of IO3 will be made available free of charge on the project website and social networking platforms.In addition, dissemination activities will be organized at the national level within the scope of the promotional visits of the DIGI-GASE guide to universities providing gastronomy education.•DIGI-GASE guide will facilitate the work of universities providing gastronomy education in EU countries,•The digital education competencies and skills of those who participate in training and dissemination activities as well as access training materials will increase.•The academicians participating in the training will apply the project outputs in their own institutions and lessons so that these skills can be transferred to other colleagues,•The innovative digital gastronomy training method that will emerge will be applicable across Europe.•The results and outputs of the DIGI-GASE project will serve academicians who need digital gastronomy education for a long time.•The digital gastronomy education guide and its content can be updated and developed to change and develop conditions.•Project outputs will guide new academicians who will provide gastronomy education in the orientation process.•Through the project, students who receive gastronomy education will be able to participate in a more effective learning process.

Avrupa Birliği (AB), Demiryolu sistemlerinin yapımı, işletilmesi, bakımı, personel eğitimi ve güvenliği ile ilgili çıkarılan direktifler ile Avrupa demiryollarının teknik uyum sürecini başlatmış ve uyum sürecini desteklemektedir. Bu süreçte personel eğitiminde her geçen gün yeni ihtiyaçlar ortaya çıkmaktadır. Bu projenin temel amacı, demiryolu işletmelerinin yüksek bir hizmet kalitesi standardına ulaşmasını sağlamaktır. Hizmet seviyesindeki artış, sektörün ihtiyaçlarını karşılamak için mevcut personeli ve adayları eğitmeye odaklanmamıza neden oluyor. Mevcut personelin eğitim kalitesini artırmak ve gelişen teknolojilerle uyumlu yeni hizmet seviyeleri doğrultusunda uygun niteliklere sahip işe alınacak yeni personel yetiştirmek için bir altyapı eğitim programına ihtiyaç duyulacaktır. Bu kapsamda yolcu hizmetleri alanında ilgili kurum / kuruluşların geliştirilmesi, uygulanması, denenmesi ve yaygınlaştırılmasını amaçlayan stratejik bir ortaklık projesinin hayata geçirilmesi fikri ile raylı sistemler oluşturulmuş. daha kaliteli bir eğitim ve kurumsal modernleşmeye yol açabilecek yenilikçi uygulamalar. Proje ile ulaşılması istenen stratejik hedef; demiryolu sektöründe yolcu hizmet sistemini meslek alanı olarak tanımlayarak ve bu meslekte yetişecek personele verilecek eğitim programını göstererek yolcu hizmetlerinin kalitesini arttırmaktır. Bu içerikte; Yolcu hizmetleri alanında AQF seviye 4 ve seviye 5 mesleklerde resmi ve hizmet içi eğitimlerde kullanılmak üzere eğitim programı, malzeme ve ölçüm araçlarının hazırlanmasının en temel amacı demiryolu sistemleri. Diğer hedefler arasında; * Proje ile projede yolcu hizmetleri alanında çalışan ve çalışan personelin danışmanlık, biletleme, yolcu satın alma, seyahat güvenliği, yiyecek ve içecek servisi, yolcu ve bagaj transferi, istasyon ve yolcu hizmetleri alanlarında yeterli imkânlara sahip olması - araç yönlendirme ve acil servisler. . * Eğitim programı ve gerekli nitelikleri sağlayacak Avrupa Yeterlilik Çerçevesi için uygun yeni mesleki standartları oluşturmak, * Bu proje kapsamında oluşturulan yeni eğitim modülleri ile Anadolu Üniversitesi Ulaşım Meslek Lisesi bünyesinde Raylı Sistem Yolcu Hizmetleri programını kurmak, Demiryolu sektöründe eğitim ve istihdam alanlarında faaliyet gösteren kurumlar proje katılımcısı olarak yer almaktadır. Bu katılımcılar; * Anadolu Üniversitesi Ulaştırma Meslek Yüksekokulu: Raylı Sistemler Teknolojisi Bölümü ve demiryolu sektöründe nitelikli personel yetiştirmeyi hedefleyen köklü bir üniversite. * TCDD Taşımacılık A.Ş.: Türkiye Cumhuriyeti Devlet Demiryolları (TCDD) Taşımacılık A.Ş, hızlı ve hızlı tren taşımacılığı için demiryolu altyapısı sağlamak ve demiryolu inşaatı dahil operasyonları ve trafiği yönetmek amacıyla 4 Haziran 2016 tarihinde kurulmuştur. * İLKSEM: İLKSEM Eğitim ve Proje Mühendislik Hizmetleri Sanayi ve Ticaret Ltd.Şti. Sanayi Bakanlığı'nın tekno girişimci yardım programı kapsamında kurulmuştur. İlksem, Avrupa projelerini yönetmede uzun süreli bir deneyime sahiptir ve 2004 yılından beri Gani Engineering Ltd. Sti. Dr. İlknur TATAR, tüm faaliyetlerin koordinatöre raporlanmasından ve yönetiminden sorumludur. * EURO-CERT Akademisi: Avrupa Sertifikasyon ve Eğitim Akademisi gGmbH- Almanya'nın başkenti Brandenburg'da bulunan Berlin'de bulunmaktadır ve Aralık 2012'de kurulmuştur. EURO-CERT bir Mesleki Eğitim Akademisidir ve aşağıdakilerin dahil edilmesi için iyi koşullar sağlar diğer ülkelerden / eğitim kurumlarından insanlar misafir kalmak ve deneyimlerimizle öğrenmek için. * CEIPES: CEIPES, 8'den fazla Avrupa ülkesinde antenlere sahip, kar amacı gütmeyen bir Avrupa kuruluşudur. CEIPES’in çalışmaları barış ve şiddetsizlik, çeşitlilikte eşitlik, insan hakları, demokrasi ve aktif katılım, çevreye saygı, işbirliği, iletişim, dayanışma, sosyal içerme, saygı, hoşgörü ve kültürlerarasılık ilke ve değerlerinden esinlenmiştir. * UK-Certified Knowledge Association: Uk-Certified Knowledge Association (UKCKA) profesyonel bir ödüllendirme kuruluşudur. Seçtikleri kariyer yollarında herkese uyacak bir şeyler içeren çok çeşitli akademik programlar sunar. Müfredatla yeterliliklere göre geliştirilen öğrenme materyalleri ve değerlendirme araçları, bu alandaki eğitim kurumları ve eğitmenlerin kullanacağı kurumsal ve kişisel kapasitelerin gelişimine katkı sağlayacaktır. Proje sonuçlarının desteklenerek ve yeni projeler geliştirilerek uzun vadeli hedef grup tarafından projenin ulusal ve uluslararası düzeyde daha da zenginleştirilmesi öngörülmektedir.

"<< Background >>The Covid-19 outbreak continues to negatively affect all aspects of life around the world. In this context, this was the first time that such a large global impact was experienced in education, and in most countries, educational institutions at all levels from pre-school to higher education were quickly closed. Currently, it is known that more than one billion students at all levels around the world are moving away from traditional educational environments. Countries have started to close this compulsory gap in education with different distance education platforms and they are trying to overcome the negative effects of the process on education with the least damage.The unexpected closure of educational institutions all over the world and the start of education and support from digital platforms at home due to the quarantine days naturally caught countries unprepared. While many countries were caught unprepared for mass distance education in this way, the differences in opportunities and digital literacy between different socioeconomic groups in the countries opened the long-term consequences of distance education to discussion. While schools are open, it is worried that the distinct academic achievement differences between children of families with different socioeconomic backgrounds in almost all countries will deepen, especially with the closure of schools due to the Covid-19 outbreak.The call issued for 2021 has impressed us in this sense and pushed us to work to increase the quality of DIGITAL EDUCATION. The importance of using Digital Tools and robotics tools has been expressed by our ICT experts and it has been decided to work on an EU scale.Therefore, this project partnership has been established organizations from 4 different countries including Portugal, Turkey, Germany and Austria. A solid structure has emerged with 3 schools, 1 universities Two Provincial Directorates of National Education and a software company in this structure. In order to achieve the goals and overcome our common problems, we will collaborate on the following issues to be addressed by the project, increase efficiency and make digital education more useful:ISSUES TO BE CREATED BY THE PROJECTThe Covid-19 outbreak continues to negatively affect all aspects of life around the world. In this context, this was the first time that such a large global impact was experienced in education, and in most countries, educational institutions at all levels from pre-school to higher education were quickly closed. Currently, it is known that more than one billion students at all levels around the world are moving away from traditional educational environments. Countries have started to close this compulsory gap in education with different distanceeducation platforms and they are trying to overcome the negative effects of the process on education with the least damage.The unexpected closure of educational institutions all over the world and the start of education and support from digital platforms at home due to the quarantine days naturally caught countries unprepared. While many countries were caught unprepared for mass distance education in this way, the differences in opportunities and digital literacy between different socioeconomic groups in the countries opened the long-term consequences of distance education to discussion. While schools are open, it is worried that the distinct academic achievement differences between children of families with different socioeconomic backgrounds in almost all countries will deepen, especially with the closure of schools due to the Covid-19 outbreak. In order to achieve the goals and overcome our common problems, we will collaborate on the following issues to beaddressed by the project, increase efficiency and make digital education more useful.<< Objectives >>ISSUES TO BE CREATED BY THE PROJECT-Student Centered Education-Innovative and Interactive Digital Education Methods-21st Century Digital Skills-Practical Web / Workbook Digital Tools-Free Online Digital Learning Platforms-E-Guide use-Skill-Based Assessment and Evaluation-Measuring evaluation tool kit-Increasing the use of the eTwinning PlatformWithin the scope of this project, there will be interactions at approximately 200 schools and over 10 universities in the partners' educational districts. There are 4 main target groups:1. Teachers / School Administrator2. Student3. Academician4. Student familiesWith this project partnership, we aim to:* raise the professional competence and digital skills of our teachers by developing their qualifications using various innovative teaching methodologies, active learning strategies androbotic education tools,* measure and evaluate based digital skills,* focus more on developing students' skills by increasing their awareness of 21st century digital skills and core competencies,* increase the awareness of teachers, students and parents against new digital roles as stakeholders of the teaching and learning process,* encourage teachers to adopt a more digital student-centered education approach, to gain awareness of the changing roles of education leaders, teachers and students in thisprocess,* encourage teachers and students to use the eTwinnging platform and project-based learning approach in classrooms,* encourage teachers to adopt a more innovative, more digital, interactive, result-oriented, skills and competency-based teaching approach,* ensure that students have a more interactive and effective learning perspective,* motivate students to learn in a digital environment,* equip students with the necessary digital skills, 21st century skills and basic competencies,* Encouraging students to use free online learning resources in their learning process,* enable parents to support their children by informing them about core competencies and 21st century skills, along with active learning techniques, free online learning resources anduseful web tools* achive innovation and transformation in education and bring education to the 21st century more innovative, interactive and digital student-centered educational approaches thanoutdated educational practices.To achieve our common goals; the local education authorities in the partnership will organize and coordinate project activities and training activities such as meetings, seminars, webinars.<< Implementation >>Our project is an innovation project. This scope is planned in 3 different ways. We aim to teach robotic education applications, web education applications, measurement and evaluation tools according to the gains. We are also aware that the educational practices here are an important tool for digital education. Based on this awareness, 4 TPM, 2LTT and 2 ME have been written in our project. A total of 3 going out activities are the important pillars of our project, which has been spread over 2 years.Our TPM activities are extremely important for project outputs, enumerable content, official relevance, academic and pedagogical conformity. The first of these meetings, which should be held every 4 months, will be organized by different partners in our country. (TPM 1 TR, TPM 2 DE, TPM PT, TPM 4 AU)Our LTT activities will take place at our two separate high school partners. With the participation of participants from each partner, LTT 1 is planned to be held in Portugal, again in Germany Berufs College partner with participant participants from each partner. Our LTT activities are extremely important for the R&D process of our products. It is a testing and development process. There are things to do in this city.Our events, which we call Multipler Events, will be held twice. The first of these will take place in Karabük, the second in our Austrian partner. It will be implemented with the 1-day conference method. Here, our outputs will be disseminated by recruiting local, foreign and virtual participants.<< Results >>The initiation of the project pre-information technology tool, supporting lifelong learning, reflecting pedagogical education content, easy learning infrastructure, digitalization of ""digital education"" courses, mathematics and science achievements, teachers' use of open access resources, problem-solving focused, strong communication. It is written with the expectation that it will create the network and directly serve the EU 2020 strategy.When we look in general, planning in our study is based on transferring the access and gains to the student in mathematics-science lessons in digital education. For the feasibility of the benefit rates of both web applications and other intellectual outputs, it was made by our directorate before the project with field visits. The researches we have conducted and supported by a number of surveys have always revealed that there are some difficulties in ""ACCESS"". And all the planning of the emerging needs according to the expected results. As a result, the following benefits are expected with this study:* Continuing and maintaining digital education, increasing the academic quality of mathematics and science (physics, chemistry, biology) lessons,* Organizing the virtual classroom environment to meet the teacher's needs,* Increasing support service in digital education, robotic applications,* Increasing the rate of full access to measurement and evaluation services,* To ensure that the relevant branch teachers reach the student more easily,* Increased social interaction between schools* The individual can reach the specialized digital support services by sitting at home,* Determining digital / robotics needs about mobile application,* An application that will support teachers,* Teamwork,* Happier teachers,* The ability to associate education with a game,* Teachers who reach students more easily,* Parents who have less worries about gains,* The economic contribution results of all these gains and expected results are the expected results of our project."