The Youth4food project departed from a need Gaziantep, Dénia, Parma, Östersund and Bergen had to inform youth about the career opportunities in the food sector. The main objective of the project has been to identify ways to increase the number of young people who make Vocational Educational Training (VET) in the food value chain their first choice of education. The project had 18 partners and more than 102 people have travelled between the cities. 5 university trainees have been involved. There have been 5 transnational meetings on VET food related topics. The project has completed the planned activities, but the beauty of the projects lies in all the collaboration and plans that have been initiated during this project and that will carry on now the project is completed. In an exchange project you don’t know what kind of new skills, knowledge and contacts that will lead to something else. You can plan activities, but you can never plan the outcome and the positive things that is happens when people meet. Dissemination of results: booklet, report, videos, presentationsSeveral films have been produced, including a series called ‘You+ng heroes’. A booklet about young food creatives in the participating cities has been completed. The report “The future of Europe’s kitchens-recruitment and skills matching” is made. The project has a logo, webpage, Facebook page, YouTube channel, and is found on Instagram and Twitter. A part about Swedish Cuisine is included in the book “Cuisine Cultures in The World” by the Turkish lecturer and author Ceyhun UÇUK. Steps are taken to make the book a national textbook in curriculum for Gastronomy Education. The project has been communicated on several platforms, UNESCO Creative City Network, European, regional and local settings. The project was selected as a best practice for the 2030.LAB call promoted by UNESCO and was presented during the UCCN Annual Conference held in Krakow and Katowice in 2018. A publication regarding the 2030.LAB is distributed to the 180 Creative Cities. In October, 2019 the project was presented in UNESCO headquarter, Paris, on World cities day.Impact: Stronger bonds and collaboration beyond the formal project The project has contributed to stronger bonds locally within and between the participating cities. Participating schools have gained new contacts for international cooperation. They wish to continue their cooperation through exchange, work training and other Erasmus+ programs. Businesses are more aware of and ask for international opportunities. The participating universities have taken the first steps towards a joint master program within gastronomy. Impact: communication of results and influence on policy The challenge of recruiting young people to the food value chain is complex and is not solved in two years, however the project has made a significant contribution and paved the way for more cooperation. The recruitment issues are addressed at the national level in Norway. Results from the project have been communicated to the Norwegian Ministry of Agriculture and food, as input for an event addressing recruitment for food related VET the Ministry will have during the green week in Berlin in January 2020. Best practices on how to work with recruitment have been registered in the project. Some suggestions for recruitment strategies are: 1) communicate future possibilities after attending VET; 2) improve the information given in schools; 3) use the internet as a tool to inform and create excitement around cooking; 4) get chefs and VET students and teachers to visit lower secondary schools and5) communicate more of the positive sides of the profession, such as the social aspects.VET students and teachersThrough exchange visits students have learned the elements of a restaurant and different cooking techniques. They have learned that food is so much more than the kitchen. Food is culture, traditions, regional gastronomies, local territory and products. The students that visited Gaziantep learned that stereotypes of cities and people are not true. Students cooperated and communicated across cultures. Interaction and culture exchange can inspire to entrepreneurship and innovation. Students can bring with them this knowledge to their future professions. The exchanges have increased the students’ knowledge of the agriculture sector in the different countries. They have seen the importance of local production and local farmers, and increased their understanding of the connection between local production and local gastronomy. The students are familiarized sustainable goals, UNESCO, Erasmus and the different cities in the project. Through their travels and the experience of training in a different country the young people have had the joy of mastering a new situation, to understand their own potential and hence their self-confidence has grown. The young people felt like ambassadors for their UNESCO city. They felt part of something bigger.

Almost all school students in 14-19 vocational education have considerable digital competence and experience acquired through access to their own laptop, tablet or smart phone, and their engagement with social media. Most schools and colleges have access to web 2.0 learning platforms, but only a minority of teachers use anywhere near their full potential for interactive, student-centred teaching and learning across the curriculum. This project aims to enhance the capacity of non-specialist ICT teachers to do this by identifying and providing the training and support they need to engage and develop students’ pre-existing digital skills in support of their personal and social growth, their vocational education, and their lifelong employability. The project is focused upon a collaborative program of action research undertaken by five providers of 14-19 vocational education in five European countries. It is directed towards a better understanding of what works, where, and why in providing the training and support needed by teachers, school leaders and other educational professionals to meet the aims outlined above. It investigates the extent to which best practice can be transferred across European countries or modified as appropriate to their specific social, cultural and educational contexts. In this way, it seeks to address the challenges of supporting young people’s completion of vocational education leading to transferable qualifications in “New Skills for New Jobs”. Major outputs include:• cumulative resource packs for training and supporting the work of teachers and school leaders in meeting this challenge through the enhancement of their own and their students’ digital skills and awareness; • demonstration of best practice including audio-visual presentations, documentary analysis, and reports for academic and professional publications, all feeding into regional and national policy communities; • an international conference showcasing these digital competencies in vocational education for employability; • an EU-fundable and sustainable training course for our immediate target groups of teachers, school and college leaders, educational advisors, business-education link workers and the members of local and national VET policy communities; • an online course where the knowledge gained through the project can effectively be shared with other teachers, leaders and schools around Europe;• a sustainable web-site as the basis for dissemination and exploitation of the project’s outputs across the whole European area.

"A regional planning prosess for developing 10 sustainable regional urban centres was done by Hordaland County Council (HCC) during 2012 - 2015. The regional plan resulted in an increased focus and activity on developing the urban centres and towns in the region. HCC also recognised that though Upper Secondary VET-schools mostly are situated in urban centres and are important local provider of competences and future local labour force, the schools are to a great extend not invited into the local planning and implementing processes to create these centres. Modern societies are urban and are rapidly becoming more and more urban. A general challenge is to develop towns/centres in a sustainable way, which is a multiple task requiring contribution fromm a viriety of actors/stakeholders. This requires involvemvent, competance and action. Strategies and ambitions on national and regional levels are pointing at these challenges and aiming at addressing them. Europe 2020 emphasises that a smart, sustainable and inclusive growth will deliver high levels of employment and social cohesion. To strengthen human capital, employability and competitiveness “New skills agenda for Europe” is pointing at the need for more work-based learning and business - education partnership and the importance of using cross-sectorial cooperation as a tool to promote innovation, creativity and entrepreneurship. On this background an active European partnership involving five European regions has been established; 10 partners, 2 assosiated partners operating for a project period of 27 months. The project was coordinated by HCC a regional VET provider and regional planning authority. Partners were VET schools, municipalities and regional institutions focusing on competance and employment.Together the partnership has defined the objectives and framework for the project: ""Development of sustainable urban centres with active involvement of VET"" (""VET for Urban Centres""). The project takes the New skills agenda a step further and adds local/regional authorities to the business-education cooperation. By cross-sectorial cooperation, - sharing of best practices and methods, - observing differences, challenges and solution in other regions, - making contacts with local planning authorities; new ideas and approaches has been identified, and adjusted approaches and solutions developed including focus on adjusting and improving VET programs. The objective of this innovative project is to create governance models for active involvement and participation of Upper Secondary VET schools/providers and the local businesses in the planning and development processes and development of urban centres under the responsibility of municipalities/planning authorities. Focus has also been on how VET programs correspond with actual and future needs, and how to adjust or develop new VET programmes which are more directly linking schoolwork to the challenges and possibilities in the local urban centres. Activities related to intellectual outputs, and also in transnational meeting programs had strong focus on how to create arenas for cooperation between VET providers, municipalities and businesses/ labour market. Driving issues were:- Strengthen VET programmes in line with the needs in the local/regional labour market; - Develop the innovation capacity in VET; - Strengthen VET students’ engagement in the development of their home towns/centres and thus increasing their motivation and employability.- Reduce the percentage of NEETs ; - Inform policy makers on important matters. The project has focused on two intellectual outputs and have produced two conclusive douments: O1: Develop a model for useful and efficient local cooperation to meet these challenges. O2: Develop a model a new innovative educational VET-programme. During the project period six transnational project meetings was conducted according to the origional plan. These meetings were organised as project management meetings combined with workshop activities and several site visits. Between transnational meetings, the partners made surveys, investigated possible contacts and established new cooperations, and to some extent did some testing in their home regions. A final multiplier event was held in Brussels February 2020. Several contacts and activities established in the project period as a result of project activities will be continued and further developed by the various partners. It was a general wish by partners to continue the partnership with a project on a related topic.

THE HUG TO EMPLOYMENT: comprehensive program of socio-labor insertion of young people from education and vocational training VET will create an innovative device within the training institutions and municipalities of individualized support to vulnerable young people to prevent school drop-out and make it possible obtain the ESO graduate (Basic FP), the basic qualification and increase their possibilities of employment, connection with the labor market, social participation and social inclusion.The project develops this methodology of individualized support for students that will be carried out through a socio-educational-emotional coaching oriented to the system, since emotion is the main part of the educational process. On the other hand, we will have a methodology for working with a Youth Coach that will influence the prevention of school drop-outs from peer to peer and not only in the school setting, but also in creative leisure. Finally, we will have a compilation of 60 good practices related to school dropouts that will serve as an inspiration framework or resource bank for other VET education professionals.During the 24 months of the project, the 4 partners from Spain, Norway and the Netherlands will work intensively in order to achieve the expected results with the best quality.