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Informatics and Information & Communication Technology (ICT) have been closely intertwined with education for about 50 years worldwide and about 40 years in Greece. This article focuses on the content of the learning subjects of Informatics and ICT in Greek schools, which are included as independent subjects in all primary and secondary school grades, aiming at welleducated graduates to be able to use ICT in an effective, creative, and ethically correct way, and to be prepared to participate actively in the digitally enhanced society. To this end, a review was conducted to all current curricula of the primary and secondary education in Greece for the learnign subjects of Informatics and ICT to present the basic principles and content of the instruction of these two subjects, as well as the student's skills that the teaching of these subjects aims to develop. Informatics and ICT as learning subjects in Greek are being taught in all grades of primary and secondary education by specialized Informatics teachers. For the instruction of them, constructivist learning theories are proposed, and collaborative, project-based and gamebased approaches are promoted. given the rapid advances in computer and communication science, it is imperative that ICT curricula are updated or reformed to meet the needs of the everchanging landscape.

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Living in the era of globalization, where competitiveness is imperative and essential for the success of tourism businesses, training and development of human resources are an integral part of the growth and success of the tourism sector. Consequently, trained human capital is essential for the development of any tourism business, while it is part of the assets of any business. The aim of this article is to explore the views of employers and employees in the Greek tourism industry regarding the necessity and contribution of education and training of human resources. To this end, a survey was conducted among employers and employees in hotels, food service and travel agency sector in Greece. The main findings show that both tourism employers and employees recognize the necessity and contribution of education and training at both individual and company level, while some variations were found between the three types of the participating sectors. However, there are tourism businesses that do not support lifelong education and training of their employees, mainly due to the costs involved. Therefore, education and training of human resources of the tourism industry in Greece should meet the needs of the sector, taking into account the broad range of activities and its different educational needs. Moreover, tourism education and training curricula need to be revised and adapted, both in terms of the knowledge and skills as well as the specialization they provide, considering the requirements of all tourism sectors, so that graduates are properly educated and trained to support the tourism industry and contribute to its overall development.

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