<< Background >>As consumer wealth continues to grow, demand for luxury travel is expected to increase and deluxe destinations will become more common. According to an international study by Kuoni Travel, luxury is also a rising trend, with one in five travelers (20%) seeing it as an important part of their holiday trip in 2020. Up to 37% of Indian tourists and 33% of Danes regard luxury as important. For example, weddings and honeymoons in various destinations are gaining in popularity. The international luxury market has grown in recent years. Even during the global recession that began in 2008, the luxury market continued to grow. By 2025, the market is projected to grow at 4-5% per annum, estimated at EUR 1135 billion. Globalization, the rise in purchasing power and the influence of the mass media are factors behind the continuous growth. As a result of prosperity, more and more consumers and travelers seek and achieve luxury. In the future, luxury will be more about enriching one's inner time and spending time than materialism. New luxury refers to the consumer's experience or feeling. It can mean, for example, individual experiences and experiences that cannot be bought for money . Important elements of a luxury vacation include wellness services and self-fulfilment. Western tourists emphasize experientialism, while wealthy tourists from Eastern cultures continue to attach importance to lavish splendor and decorum.The features of a new luxury trip can also include privacy, which includes sufficient space and escape from unwanted attention, safety and a high-quality environment. Luxury has certain essential factors that must be considered in its production. Luxury always combines top quality with a high standard of hospitality. Excellence is reflected in both the overall service process and detail management throughout the service chain; this can be welcoming guests at the airport, carrying bags or high-quality bed linen. High standards are evident especially in activities outsourced by the service provider, which must be perceived as very safe and at the same time highly individual. High standards and customer-centric, tailored hospitality are cross-cutting features in all service provider activities.Sustainable business is an indivisible part of new luxury, a luxury that stems - in Finland - often from nature. It is not only recycling and environmental issues, but also considering all aspects of sustainable development, such as cultural, social and economic. Tourism as a growing industry in Europe is constantly in need of highly-qualified work force. Therefore, it is crucial for the educational sector to educate and train work force that meets the tourism fields’ needs. Especially the field of sustainable high-end tourism is relying heavily on highly qualified staff in all its areas of operations.<< Objectives >>The objective of the project is to provide the field of tourism in the participating countries with highly-qualified staff able to respond to current high-end customer needs and foresight future development trends sustainably. The long-term benefits of the project include strengthening the regions’ economy, generating new jobs, steady income, increasing sustainable tourism activities, international networking with other high-end tourism providers in online community, new projects, cooperation with partners to develop new services and businesses with other high-end tourism enterprises.<< Implementation >>1. Develop training, learning & internship blended material for sustainable high-end tourism2. Enhance interregional cooperation in developing high-end sustainable tourism3. Increase attractiveness of tourism field by focusing on high-end tourism that promotes quality and sustainability4.Provide tourism enterprises with highly-qualified staff for the execution and development of sustainable high-end tourism products and services<< Results >>R1 Course conceptualization including curriculum development and MOOC outlineR2 Development of MOOC toolsR3 Portfolio of case studies

<< Background >>During the past years security issues has become an important aspect to many European countries. World is coping with wide range of challenges as migration, cyber-attacks and other new difficulties, including recent (current) virus led crisis.This leads to fact that there is a need not only for high quality training for young security specialists, but also for the trainings that will allow them to be better prepared for the crisis, as well as possibly to eliminate many dangers before they happen and turn into crisis. There is a great lack of digital teaching and learning materials in the security field, especially if we are talking about security risk management.Also there is need in common approaches how European Universities train and prepare those young specialists in digital era.<< Objectives >>This project aim to establish sustainable security socialists’ network, which can cooperate on long term bases. During the project we will develop recommendation for Universities which are preparing security specialists in Europe, making special focus on the digital learning possibilities and tools. Such recommendation will create common ground for unified methods and synergy in education approaches. Also partnership will develop and maintain comprehensive and up-to-date digital teaching materials and tools, gathered in one web platform which contains the most updated information on security risk management aspects available for all security experts, students and academics. This platform will serve also an on-line know- how forum and digital learning tool to exchange the views and practices also during the crisis situations and enable various country experts to react more timely to security threats.<< Implementation >>Seven partners will from 6 countries will join the forces in order to examine existing situation and practices of Security education in partner countries, will analyse the needs of the labour market, will develop common recommendation for teaching security specialists. Partners using our experience will develop modern and up-to-date teaching materials for security specialists – reading materials, practical tasks, vocabulary, video lessons. During the project we will also organise Intensive course for Security students with main aim to raise students’ knowledge, ensure them international training possibilities and to test teaching materials developed in the project. Additionally, project includes international dissemination Conference in Riga and many dissemination activities in partner countries.<< Results >>Main target groups of the project are teachers and students of Security field, faculties and Universities and training centres providing education and training on Security and security field professionals. Project will create sustainable network of European Universities teaching security specialists. Also we will create solid bases for the unified and high quality teaching materials for any EU University tackling security field. Project will create long term positive impact in security field in general and will also provide solid digital teaching material portal for security specialists. Also long term impact is foreseen on the students and later – young security specialists. With the developed common standards and materials we (and other EU Universities) will be able to prepare better specialists.

<< Background >>POL-RECRAFT aims to develop relevant and high-quality training to strengthen police officers’ skills and competences in ‘relational craftmanship’, in order to improve their interactions with a changing society. Societies across Europe have changed dramatically over the last few decades, with increasing diversity and digitalization emerging as key themes across the continent. Cities in particular are witnessing evermore diversity along the lines of language, ethnicity, religion, social class, sexual orientation, etc. Further, interactions between people are no longer restricted to traditional public spaces, but increasingly occur online. Police forces, whom are responsible for maintaining public order and security, perhaps more than any other public agency, need to keep on top of these changes. In theory, European police forces are driven by Community-Oriented Policing (COP) models, which see preventive engagement with communities as the basis of effective policing. In practice, however, many countries -also under influence of COVID-19- have seen a return to repressive policing and enforcement, rather than preventive engagement with communities. Further, in many countries we have recently observed crises of trust in policing; with violence against, and committed by, police officers emerging as important issues in public debate. A major drawback in preparing police officers for the realities of today’s diverse and increasingly digitalized societies is that police forces are not always trained in so-called ‘soft’ skills, that allow them to engage with various (community) partners, whether on- or off-line. We define these soft skills here in the context of policing as ‘relational craftmanship’, in line with the strategic research agenda of the Dutch police, as ‘the ability to cope with cultural and social differences between citizens’. Relational craftmanship is about maintaining ‘connections’ with society in all its forms and aspects. Within this framework six sub dimensions are distinguished: (I) communicative, (II) social and (III) digital competences, but also (IV) trust building, (V) law enforcement and (VI) networking. Unfortunately, European police officers’ training is currently lacking in this regard. In Belgium for example, police officers only get a module on 'conflict resolution’ in the formal curriculum. In the Netherlands, basic police training includes topics that can be seen as relational craftsmanship, such as diversity and social conversation, but the attention is non-systemic, and lacks organizational embedding. And in Spain, even though there is increased attention for community participation, no soft skills training is offered that can allow a successful transition from more classical police approaches. Training is more often focused on crimefighting and action, reproducing an image of policing as thrilling and fast-paced interventions, rather than slower, and longer-term engagement and trust-building with communities. In short, whereas police officers, in their day-to-day job, are increasingly expected to be ‘relational experts’ and conflict resolutioners, able to form and maintain relationships with various formal and informal actors, they receive little or no training in this respect. Even if ‘relational craftmanship’ is key to police work in practice, this is not the focus of, and in some countries even completely absent, in police education. To prepare all European police officers for the challenges of the 21st century, POL-RECRAFT wants to develop training modules to improve the relational craftmanship of police officers. In order to ensure the training can be delivered in different settings, and is entirely relevant to police officers’ needs and realities, it will be developed in close collaboration with street-level officers from the start. Further, it will combine more classical training methods with virtual modules, and a module where Virtual Reality is used to simulate real-life situations.<< Objectives >>The aim of POL-RECRAFT is to introduce POLice training in RElational CRAFTmanship in Belgium, The Netherlands and Spain in a first instance, and to introduce the training in the rest of Europe thereafter. On a practical level, the consortium aims to create multiple training modules that will help street-level police officers improve their level of ‘relational craftmanship’, a combination of communicative, social and digital competences, but also trust building, law enforcement and networking. The training will be developed through four underlying objectives; (1) Develop an in-depth understanding of soft skills needed for day-to-day street-level police work in three cities in Belgium, The Netherlands and Spain, (2) Detect skills gaps experienced by these police officers and match these to existing educational tools to acquire soft skills and relational craftmanship, (3) Develop and test different training modules with street-level police officers in each city, (4) Spread the knowledge & share results to promote the training in national police academies and police units across Europe. By working closely with actors in the field at each of these stages, aided by the design thinking approach (see below), we aim to provide concrete and relevant solutions to existing difficulties in the field. Through partnering up across educational and police sectors, the project aims to combine, and essentially co-create, knowledge that is present in both sectors, and produce training that is inherently practical and instantly usable in the day-to-day policing practice. On a societal level, by training street-level police officers, we aim to improve interactions with the public and address crises of confidence in police that have been observed across the continent. Countries that have included some social skills training in the curriculum show this does have important effects on trust in police (Bloksgaard & Prieur, 2021). Police research also indicates systematically that the public’s judgement of police performance is based on perceptions of how people are treated (Verwee, 2013). Better contacts with citizens can thus improve citizens’ perceptions of police, which may ultimately also improve police effectiveness in dealing with crime. After all, the police is mainly a reactive rather than a proactive instance, and largely dependent of what the public reports (Brodeur, 2007, Wadman, 2009…). If trust in the police is lacking, this can have consequences on the willingness of the citizens to report crimes and share information, and thus the capacity of police to solve crime (Verwer & Walberg, 2012). So, focusing on - and improving - relational craftmanship with a diversity of communities could ultimately also improve effectiveness of the police in dealing with crime and generate more secure societies.<< Implementation >>Following the double diamond of the design thinking model (Hasso-Plattner, 2012) this project distinguishes 5 key activities.1. DISCOVER: exploring needs in the field In a first phase the design thinking model is aimed at broad exploration. A joint kick-off meeting to align partner expectations and develop protocols, forms the basis of this phase. After this meeting, researchers from educational partner institutions conduct participant observation with street-level officers of policing partners in Brussels, Barcelona and The Hague. The focus of these observations is on the interaction between police and citizens, along the six dimensions of relational craftmanship identified above. The aim is to detect which skills police officers use and need in dealing with diverse publics. Concurrently, education institutions explore pedagogical learning tools and their respective (dis)advantages for training in (each dimension of) relational craftmanship. Recurrent follow-up (online) reflection meetings are planned throughout this phase, in order to exchange initial findings, and adjust protocols where necessary. Results from observations during this phase form the basis of three national reports on the needs of police officers in each country. 2. DEFINE match identified needs with training methods In a subsequent phase, the design thinking process narrows down. In this phase, comparative analysis of the national reports and the study of possible training methods results in a match, and overarching report, crucial for the training of street-level police officers in relational craftmanship. The comparison focusses on similarities, differences, strengths and shortcomings in the three countries and identifies adequate training methods to address the needs of police officers. The analytical work will mainly be done by researchers from educational institutions, and presented during an LTTA with all participants. Each day of the LTTA will involve critical reflection and problem analysis, and contribute to the development of training modules in the next phase. 3. DEVELOP: development of training modules Based on the outcome of phase 2, training modules will be developed. Multiple modules will be developed and tested, again using dialectic cycles of planning, (online) reflection and action. In addition to focussing on the right content with regards to each dimension of relational craftmanship, more formalistic aspects will be an inherent part of the development process, linking this content to adequate learning methods. We will use ‘blended learning’ principles, where attention is paid to classical as well as digital learning methods and processes. Especially in police middles, the use of virtual reality is seen as a successful method to train officers in more realistic environments than the classroom setting (Nederlandse Politieacademie, 2020). We strive to develop at least one module through virtual reality. 4. DELIVER: testing and finetuning of the training The training will be tested in a second LTTA. After this pretest, involving 5 street-level police officers of each policing partner, the training will be tested in the whole police unit of each partner. Continuous monitoring and evaluation by educational partners will be used to improve, finetune and elaborate the training. Partners will remain in close contact to discuss any difficulties or challenges, and modify modules where necessary. 5. EVOLVE: further dissemination of the training Training activities will be realized by means of workshops in the police units, dissemination activities (multiplier events), and webinars, aimed at developing the relational skills. All teaching materials will be made available on a dedicated web page, where open access will be granted to any police force that requires it, as well as the possibility of ad hoc advice on its possible implementation.<< Results >>We expect to produce 4 major project results and related outcomes: 1. In-depth understanding of soft skills & match skills gaps (O1) A preparatory study of soft skills training tools is done, followed by an-depth understanding of soft skills needed for day-to day police work, detection of skills gaps and provision or relevant solutions. Three national reports – one per educational project partner - are presented, in which local skills and needs are placed against the background of the national police model, the societal discourse (e.g. covid 19) and the dialogue with the citizen. These reports devote particular attention to the six dimensions of relational craftmanship, and the most relevant pedagogical tools to develop and train each dimension. A short LTTA will bring all participants together as a start for the comparative analysis. A comparative analysis of the three national reports results in a fourth report/outcome, crucial for training police officers in relational craftmanship. In this report the skill gaps emerging from the three national reports are merged with existing educational tools. The aim is to identify overarching as well as country-specific needs and priorities street-level officers distinguish in order to best serve the community and the most effective ways to train these skills. 2.Development of the training modules (O2) Based on the above-mentioned comparison between countries, different training modules will be identified and developed by specific activities: training design, training development, training pretesting, review after testing and translation of the training in the national languages. A flexible package of learning modules, incorporating classical as well as digital and virtual reality tools, is designed and constructed, in close collaboration with the local police forces in the partner countries. A second LTTA will be organized to pretest the training modules. Based on the pretest, the training is further elaborated to pick all suggestions useful for the design of the ultimate version. 3. Evaluation en testing of the training modules (03) “To what extent do the training modules contribute to relational craftmanship in police-citizen-interactions according to the participants?” is the main question of this phase. To answer this question an ex-durante evaluative design is used: the evaluation takes place while the training modules are being (re)designed. It will focus on received and perceived soft skills before & during training, quality, perceived change in soft skills, perceived suitability of the set-up and content of training and f) perceived effectiveness of the training-method. The evaluation of the training modules and the perceived effects will be done by one police unit per partner country. 4. Communication, dissemination and promotion of knowledge and training (O4) This will be realized by means of manuals and educational materials, a dedicated project website, multiplier events and communications & publications in several police/security magazines… All project’s outputs, such as the national reports and the final report, and the training program, will be available on a public access website. The promotion of knowledge and training is a crucial part of the dissemination and communication process: e.g. In Belgium and the Netherlands, the developed training packages will be rolled out in collaboration with educational partners, through the dedicated training centre. Further communication and dissemination of the results will be carried out in multiplier events (national conference & webinar) taking into account a Quadruple Helix model, classifying our target audience: educational partners, institutions… Other activities will be conducted through the publication of articles in specialized journals, magazines, as well as generalist media outlets.