<< Objectives >>This project aims to develop a supportive digital learning platform (NextGenATM) in order to equip next generation air transport managers with future managerial skills compatible with 21st century skills. NextGenATM platform will include online courses, aviation industry expert talks, and collaborative digital student works. Thus, the platform will provide an innovative learning environment and contemporary contents in order to strengthen the employability of European youth in aviation industry.<< Implementation >>In order to meet both the needs of youth and the expectations of the aviation industry, an opening meeting, two workshops and a final meeting will be organized. The goal of these meetings and workshops is to bring together all stakeholders and develop the NextGenATM platform in order to produce the desired results. In addition, four project results activities will be conducted, each led by a different participant organization, in which contemporary learning content will be developed.<< Results >>As a result of the project, NextGenATM digital learning platform, which will offer aviation management education in an innovative way, will be established. During the implementation of the project, 5 online courses (MOOCs), 3 aviation industry expert talks and 5 collaborative digital student works contents will be produced. New contents will continue to be developed with the participation of new stakeholders after the project ends, and the platform will be sustainable by providing free access.

COCTA project proposes coordinated economic measures aiming to pre-emptively reconcile air traffic demand and airspace capacity, by acting on both sides of the inequality. In performing demand-capacity balancing COCTA primarily aims to reduce the cost arising from lack of coordination in the ATM system, stemming both from divorced planning horizons of ANSPs and aircraft operators (AOs), and from an inadequate pricing of navigation services. ANSPs plan their capacities weeks and months in advance, with only very limited and costly possibilities to adjust those on a short notice. On the other side, AOs attach great value to flight planning flexibility and tend to file their route choice decisions only hours before the time of departure. The mismatch between the predictability for ANSPs and flexibility for AOs results in substantial and costly capacity buffers built into ANSP planning decisions. COCTA recognizes this as a major issue and designs mechanisms acting on both sides, to incentivize more cost-efficient outcomes. To make this possible, COCTA envisages a new role for the network manager (NM), supported by re-designed regulatory setting. On capacity side, the NM purchases airspace capacities in line with expected network demand, employing a network-centred, demand driven approach, as opposed to the current, piecemeal and supply-driven practice, which is tailored against local (ANSP) traffic peaks. As a consequence, excessive provision of airspace capacity is to be reduced, with associated cost savings. On the demand side, the NM performs trajectory pricing, offering route menus to AOs, including novel, flexible products, aiming at an appropriate balance between cost-efficiency, delays, environmental impact and equity, without compromising safety. COCTA mechanisms and choice-based mathematical models thus work in a re-designed ATM value chain and optimize multi-criteria objectives, fully complying with multi-dimensional SES policy goals.

CADENZA aims at developing a detailed trajectory broker concept for the European network, incorporating advanced demand-capacity balancing mechanisms. It builds upon the findings of the 2019 Jane’s-ATC-Innovation-award-winning SESAR Exploratory Research project COCTA, as well as upon latest industry developments. The trajectory broker will balance capacity and demand through a coordinated capacity provision process and collaborative trajectory management (including a novel trajectory charging scheme). CADENZA covers all areas of capacity provision (en-route, terminal area, and airport) as well as all temporal levels (strategic, pre-tactical and tactical). Based on previous research we expect significant improvements in cost-efficiency as well as positive impacts on other key performance indicators, especially delays. The CADENZA concept will be thoroughly validated, using mathematical models and comprehensive real-world trajectory data. Sensitivity analysis will incorporate non-nominal conditions as well as different assumptions with respect to the overall air traffic management framework, e.g., different levels of flexibility in capacity provision. Moreover, a high degree of stakeholder involvement – including an industry expert panel and stakeholder workshops – ensures practical relevance.

The issue addressed in IMPROPAL (Improvement Project for Active Learning) is the quality of learning for students, mainly during their studies but also in the preparation and training for upcoming employment.The project is particularly relevant for 2 of the 8 key competences for lifelong learning highlighted in the EU policy documents: learning to learn and sense of initiative and entrepreneurship. It is in line with the EU horizontal priority of developing basic and transversal skills using innovative methods. The complexity of the project enabled additional value when it comes to increasing key digital and technical competence of staff and students, as well as insights related to the key competences of cultural and intercultural awareness.The question of interest for the project is: How can we change the way our schools and universities teach, so that the students are training to take on a greater responsibility for their own learning, both during their education and, later on, during their professional life?The goal of taking more responsibility for the own learning is well recognized in EU policy documents. In the reference literature presented in the project application, responsibility is mentioned as an important cross-curricular key competence. Objectives:(a) An overall objective of the project is increased responsibility for the own learning among students during higher education and upon entering professional practice.(b) Development of a toolbox of innovative pedagogical approaches to support the first objective, to help train students to become more responsible for their own learning through: flipped learning (IO1), entrepreneurial approach to learning (IO2), co-creative learning (IO3), project work (IO4), coaching and counselling (IO5) and formative assessment (IO6).Project partners:Xenter Botkyrka, Sweden - Higher Vocational Education Institution, project coordinatorJade UAS, Wilhelmshaven, Germany - Higher Education BBS Wilhelmshaven, Germany - Sec. Vocational Education Windesheim UAS, The Netherlands - Higher Education Worms UAS, Germany - Higher EducationFaculty of Architecture and Urban Planning, TU of Cluj-Napoca, Romania - Higher EducationThe main activities undertaken in the project are related to the development (planning, implementation, evaluation, dissemination) of the Intellectual Outputs 1-6. For this, IMPROPAL used a working procedure where one partner was leading the development of a particular pedagogical approach and other partners were following the input, pursuing to implement the ideas of the chosen approach in their own context.Activities were organised based on the Followers visit Leaders or Leaders visit Followers principle, as learning, teaching and training activities for teachers and/or subproject managers. The project also included Transnational Project Meetings, for project coordination purposes, once a year.Activities for dissemination and spreading of results were performed by each project partner at local, regional, national or international level or added in connection with each partner visit in order to add value to the planned activities and allow further networking or receiving feedback about the ideas and work within the project.The project organized two Multiplier Events where all six Intellectual Outputs were presented to a wide audience.One main result of project IMPROPAL is the tangible output - a toolbox consisting of six pedagogical approaches. Ment for teachers, school leaders and different stakeholders in the field of education, the toolbox gathers all implementation and good practice examples tried out during the project. It also contains guidelines, the do’s and the dont’s, descriptions, theoretical considerations and evaluation tools - in cases where this was applicable, as well as analyses and recommendations on the experience of implementing the pedagogical approaches. The toolbox is useful and applicable to different educational levels and sectors, not only in using the pedagogical approaches separately but also in combination with each other, having one common goal - educating for responsibility in learning. Another main result is the intangible outcome of increased awareness for the project participants and others coming in contact with the project, about how working with the mentioned pedagogical approaches can lead to empowering of learners and thus having effects on their lives in general - education, work, citizenship. This is one of the long-term benefits of project IMPROPAL, something we hope to investigate and develop further.Knowledge and practical examples about how responsibility in learning can be stimulated in all educational settings is also important for promoting equity and inclusion by facilitating access to education and success in performance for special groups facing challenges. Some of the pedagogical approaches contained in the IMPROPAL toolbox can serve to improve education systems for these groups.