"VITEA educative project (2015-2017) focused on vine pruning : core business activity of wine grower's job. The competent vine pruner is able to realise the whole jobs in the vineyard. European employers are short of competent vine pruners because workers sulk a saisonnal and bad-paied job. The goal of VITEA is to improve vine pruners' competences to satisfy employers and to ensure to workers a stabilized employement and a better income.VITEA gathered 7 wine-growing European countries : European service providers in vine pruning of 2 countries (IT, FR) , vocational training organizations of 8 countries (AT, ESP, FR,2 HU,PT, IT, SLO) and a regional certificative institution (ESP).Partners of the project have applied ECVET approach of permanent progress to validate acquired skills whatever is the training followed. ECVET allowed them :- To define the tasks of 2 types of vine pruners corresponding to levels 3 and 4 of the ""European Qualification Framework"" for Vine Pruner and Advanced pruner,- To determinate skills to implement based on abilities to master from knowledges component the 2 units of learning outcomes,- To build the 2 assessment grids of competences with criterias and indicators,- To experiment the 2 repositories of assessment during 2 vine pruning sessions- To make the operational guide of the project.The 5 transnational meetings aimed at approving works realised, to forecast and trigger the work to be done for the next deadline.The 3 training activities allowed to the partners to get trained in ECVET and to test and practise the learners' assessments by using the tools created. Those tools constitue the results O of the poject and are composed of :ECVET assessment repositories (O1) for the 2 levels of vine prunersThe implementation of ECVET in the vine-pruning training (O2)The VITEA operational guide (O4).To which is added the reflection on the experiemental process of professional and institutional recognition of vine-pruning training (O3) to continue with ECVET on the road to professional certification.Those 4 results have been disseminated during 4 multiplier events E of VITEA project to target audiences :- E1 promoted O1 to the local and regional educational community- E2 presented O2 during the « Seminar of the network of European wine schools” - E3 took advantage of the « Congress of Innovation in Vocational Training FP Innova” to present O3 to the vocational training partners and professionals in the wine sector and the green sector- E4 took advantage of the ""VINEXPO International Show"" to present its ""VITEA Project Operational Guide"" O4 to winemakers and their organizations. Other dissemination of the results targeted the green sector (EUROPEA associations), the educational administrations and the Erasmus + Agency of the coordinating country. The communication mainly used internet (project websites, partners, international EUROPEA, our central administration ...), press conferences and newspaper articles. The use of VITEA results is planned and sometimes started in partner schools and adapted sector companies. It is also expected soon in other wine schools thanks to the dissemination and direct training started by some of the partners and in the green sector thanks to the relay provided by the association EUROPEA International. This is the best guarantee of the sustainability of VITEA's results in the immediate future. The receptivity to our results of wine organizations and certification insitutions inclines us to think that their inescapable involvement to go towards the professional certification of the vine pruning activity should not pose a problem and to perpetuate in the long term the results of VITEA. The motivation of companies in the adapted sector opens up a perspective on the use and sustainability of the VITEA results initially unconsidered, and confirms ECVET's logic of continuous progress for all types of learners throughout life."

ANNIE (Aquaponics, New Novelty In Education) is essentially the combination of Aquaculture and Hydroponics. Both aquaculture and hydroponics have some negative aspects. Re-circulating aquaculture needs to have excess nutrients removed from the system, normally this means that a percentage of the water is removed, generally daily. Hydroponics requires expensive nutrients to feed the plants, and also requires periodic flushing of the systems which can lead to waste disposal issues. This nutrient rich water in both systems needs to be disposed of and replaced with clean fresh water. When both systems are combined, these negative aspects are turned into positives, as the nutrient rich water from the aquaculture system is recirculated into the hydroponics system to grow produce. This water is then filtered (clean) into the aquaculture system.Many different species of fish can be grown in an aquaponics system, and the species selection will depend on a number of factors, including climate; freshwater or saline loving fish and plants; the density of fish per cubic metre and fish stratification preferences (the preferred water depth of different species). Aquaponics systems can be used in ‘local for local’ food production situations, is biological and organic and aquaponics need no extra toxic additions like antibiotics, manure or artificial fertilizers, and don't need weeding.Aquaponics has a significant reduction of water usage, compared with traditional growing methods. Plants grow faster and the whole year round; healthier food is produced because of a reduction in chemical applications; water usage is reduced and is cleaner (with only 10% of recycled water lost by vaporization, reducing the water footprint); reduction of transport, reducing the CO2 footprint. Aquaponics will be one of the solutions to the food shortages the world is facing.‘To satisfy a peak global population of 9.7 billion people in 2050, agricultural economists project that total agricultural demand will increase by 60 percent to 100 percent compared with 2005 levels’(Zeigler, M.M (2017) http://www.globalharvestinitiative.org/2017/03/sustainably-doubling-agricultural-productivity-the-right-global-goal-for-2050/)Objectives: This project is a starting point to change regional food production strategies all over Europe. As well as the potential applications for urban areas, this project is also applicable for rural areas. Education played an important role in this project, because this teaches the workers of the future and makes them aware of emerging food problems.The main goal of this project is to expand a network between educational institutions, food producers and local governments. Schools can integrate this topic into current curricula and on any EQF level. ANNIE increased this network where education providers, farmers (business) and governments worked together to raise awareness of water scarcity, water purity and food productivity issues.Number and profile of participating organisations: 13 organisations, Agri Vet- schools EQF level 1-4; Vet schools A.D.; Applied Science Universities, Secondary Schools with LLL-aspects; Business & Development Consultants and Entrepreneurs.Description of undertaken main activities: National: founding of aquaponics platforms in which knowledge and skills are shared, founding aquaponics training centres to provide information and share knowledge and skills; raising awareness by organising workshops for pupils, students and staff within the institutions and outside with partner schools; training activities in the project by the experienced company LandingAquaculture, an international company in aquaculture. There were 4 Steering group meetings and 3 partner meetings and an ANNIElympics, the final meeting was an event in which all participants participated in frivolous items related to fish and plants, healthy and safe food and innovations.The final result included the creation of a database of shared documents to be used to assist start-up aquaponics projects; leaflets in all languages with basic information about aquaponics; 4 training centres (ES,NL, RO and PT) to provide workshops and short training events on aquaponics; 2 working models for educational events; exposures on school days and at national and international meetings like European Parliament, European Committee of the regions (CIFEA MdS) and meetings about sustainability; World Food Day 15th of October 2017 NL; 2 instruction films available for everybody (on YouTube); 4 master classes organised by students.5 Students will graduate on aquaponics through ANNIE. Thousands of people know about aquaponics because of the ANNIE project. Longer-term benefits: new partnerships, a continuation of the partnerships in a new project with the partners, the pioneers become experts in aquaponics in education, pioneers became trainers.

We created this project in order to increase the ICT ability of students and teachers.With this project we aimed to increase the rate of in class technologies which is used by teachers and students.When we first write this project the FATIH project ,which is the biggest jump of Turkish Educational System in the history, had just finished. The legs of the FATIH for the vocational education was missing or unplanned.The other reason of why we wrote this project is to create a project which is complementary to the FATIH project to include the students and teachers of vocational schools.Each of those students and teachers were given tablet to use in the classes but none of them were using those tablets or their own smartphones for the educational purposes.As expressed in the project form today’s students are digital native.When they were born the digital technologies were already exist.So, when we plan the curriculum of the schools it is obligatory to include the digital technologies into the lesson plan as helpful tools.Still many vocational schools don’t use in class technologies effectively.Our project was a work having innovative objectives which are VoGoP(Vocational Good Practices Platform),the statistical data bases with the SPSS and Effective Use of ICT Classes Guidebook.Each of our intellectual outputs meets different needs of teachers and students in vocational schools.We created all of our intellectual outputs in 5 languages which are English, Italian, Slovenian, Romanian and Turkish in order to reach as many students and teachers as possible.In our project, our objectives were to disseminate the use of ICT (Information and Communication Technology), to attract teachers and the students to ICT and to create a platform in which they can share their works with each other.In the scope of the project we organized many meetings and different activities.In this meetings many people who are related with vocational education involved in.the number of the participants who participated to international meetings and training is 73.Those activities were organized in Turkey as well as Romania,Slovenia and Italy.Basically,in our project every partner represented different field of vocational education.For example,while Mehmet Erdemoğlu MTAL and Yıldırım Beyazit MTAL are mostly interested in the fields of ICT, Electric and electronic technologies on the other side Grm Novo Mesto mostly interested in the field of animal husbandry and farming.There were plenty of vocational fields' diversity so we could determine many fields needs in our works with the partners.We selected our participants according to the following criteria;expertise on the current activities, related or similar activity or activities before , able to work in team, communication skill, open and have desire to innovative improvements, English speaking capacity,the number of international projects, know how to approach students, volunteering to advance in his/her field and different vocational field.We had many activities which were mostly successful. We had 4 transnational meetings, 1 international meeting, 4 multiplier events and a vast number of dissemination activities in 4 different countries. We had also some meetings with locals in Van, Reggio Emilia, Alexandria and Novo Mesto. In those meetings we met with educational authorities, decision makers, students and teachers from different schools and people from different backgrounds.We have experienced and observed many difference on participants,participating organisations,target group and education authorities not only in Van but also in Alexsandria,Reggio Emilia and Novo Mesto.First of all the participants of this project had different experiences from activities in domestic and abroad.The most of the changes on them have been with their vocational improvements. now our participants know many thing about vocational improvement in Europe and in the World. They know how to help the students be part of the labor market by using their ICT skills into their fields of expertise.the participants who were mostly teachers in vocational schools improved their ICT skills.Now they can use their ICT skills more productive. Our participants met different experts on ICT in content meetings as well as in training and activities in their countries.Those activities made them be more aware from ICT technologies in every field of vocational education. The mentioned activities promoted them to find themselves sufficient in ICT area in their field. So they produced a positive attitude toward using ICT technologies in their domain.We carried out very fruitful project not only for the participated countries but also for all Europe. Because with our ambitious intellectual outputs we believe we can leave inerasable mark on vocational education. VoGoP is going to continue to serve even after the project is over. ICT Classes Guidebook can go on showing the teachers the most suitable ICT tools to use in each clas

<< Background >>The background for the project is to increase interest for the cooking and chef/cooking education and profession for pupils in primary and secondary schools. At the same time, the pupils will increase knowledge on sustainable potential at the restaurant industry and cooking at private homes. Also, the project will address gender imbalance in the chef profession. The needs for the project are the shortage of qualified chefs/cooks in Europe, the gender imbalance in the profession and the raising focus on more sustainable actions in kitchen industry. Pupils in primary and secondary schools are the primary target group as they will increase interest in chef education and be educated in sustainable kitchen action to be agents of change. The COVID-19 crisis has had a substantial impact on the EU27 economy and triggered unprecedented policy responses across Europe and the globe. The food and drinks industries employ about 4.82 million people and generated a value-added of €266 billion in 2019 ( EP, Impacts of the COVID-19 pandemic on EU industries) Already before the COVID-19 pandemic hit, the food industries have been subject to changing consumer behavior and emerging trends, such as rising demand for more local products, and hence keeping shorter supply chains. The Farm to Fork Strategy and the general awareness of the need for a higher degree of sustainability, healthy and nutritious food are forcing suppliers to adapt. Similarly, the trends of consumers increasing the demand for food labelled as healthy, sustainable and local food, which have been growing already before the pandemic and have only been accelerated, the year on year employment in the food and drink industries decreased by about 1,2 % for food and 2,2 % for drinks industries. Hospitality sector have been experiencing occupational shortages already in 2019 and the years before (based on Analysis of shortage and surplus occupations based on national and Eurostat Labour Force Survey data 2019 and 2017.) Hereby cooks, chefs and waiters were mentioned as one of the top occupations in the top 30 shortages of occupations in Europe. A significant gender segmentation was in presence in the analysis of shortage occupations, hereby males dominated STEM related occupations and while females dominate the clerical group. Hereby shortage of cooks has been in top 8 since 2015. Also, in 2019 and 2020 the restaurant industry in Europe is experiencing great shortage of qualified Cooks. Cooks are in top 8 shortage occupations in 2019 (European Comm.: Shortage and Surpluses 2019 p.7) and no 3 in most widespread shortage occupations in 2020 (European Comm.: Analysis of Shortage and Surpluses occupation 2020 p. 5 and 24) So, the issues and challenges according need for chefs and sustainable actions in kitchens are a common problem in all of Europe. But the culture, the experiences and the traditions are different from each country and region to another. By working on a common problem but with different perspectives, new and valuable output will be developed.<< Objectives >>The concrete objectives of the project: The main objective of the project is to increase interest of cooking and chef education as a future career choice for primary school and lower secondary school pupils by 30%. Subobjectives are: to increase knowledge on sustainability potential in the restaurant industry and cooking at private homes of primary school and lower secondary education school pupils by 40%. to address gender imbalance in chef education as future career choice through best practice examples with women chefs and restaurateurs. KPIs are following: 40-50 % of respondents (students in schools and VET, teachers in schools and VET, industry), that expressed higher awareness level on sustainability potential in restaurant industry after participation in the project activities 20-30 % of female pupils considering chef/cooking education as career choice after participation in the project activities 60-70 % teachers expressing confidence and satisfaction about their knowledge level on sustainable potential and possibilities for cooking classes in school education; 100.000- 150.000 views, downloads, likes and or shares of the project results published from all the partner countries 20-25 local, regional, national, transnational events that project results have been presented; 15-20 new direct sector relevant contacts gained beyond the partnership on local, national, regional and transnational level Between 500-700 participants at local, regional, national and transnational level hereby also final conference.<< Implementation >>WP1: Project management setup and overall project framework Activities are: Transnational meetings, Online kick off meeting, and online meetings. All activities will contribute to the project management including financial and budget control. WP3: Methodological framework for sustainable education material in primary and secondary school T3.1: Get information about needs from the pupils T3.2.: Get information about needs from teachers T3.3 Sustainability and Food culture course in Aalborg T3.4 Sustainability and Food culture course in Ladosa T3.5 Sustainability and Food culture course in Novo Mestro T3.6: Create an E-Book with links to the website Activities in WP3 will contribute to the main objective: increase interest of cooking and chef education as a further career choice for primary and lower secondary school pupils by 30%. At the visiting activities in WP3 (food culture courses) pupils will visit other countries and go to a local restaurant to cook together with a chef, also, the pupils will visit local food suppliers. The pupils will both learn about and develop sustaianable kitchen actions. The visits are very essential to get pupils interested and have a more positive thinking of the chef education. By getting information from both pupils and teachers it will be possible to create a valuable e-book which will contribute to the main objective now and in the future and the project result (1). At the visits pupils will both get and develop knowledge on sustainable kitchen actions and sustainable business opportunities. That will contribute to the sub objective: To increase knowledge on sustainable potential of pupils by 40%. At the visits pupils will meet male and female chefs and experience that the profession is for both genders. That will contribute to the sub objective: to address the gender imbalance in the chef education. WP4 Best case analysis and development of a sustainable guide T4.1: Get information’s about needs from the chef students. T4.2: Get sustainable information from the industry associations. T4.3: Create a guide with links to the website. T4.4: Publication of the guide to test. T4.5: Adjust the guide. T4:6: Final publication of the guide. The activities in WP4 will result in a lot of knowledge on sustainable cooking actions, raw materials and sustainable business opportunities. Also, the activities result in knowledge on how a persistent, current and valuable sustainable guide should be like. The guide will contribute to an exciting, international, “up to date” and current pensum at the chef education. That will strength the chef education and make it more interesting for pupils to join. That will contribute to the main objective and to the result (2). WP5 Evaluation and feedback T5.1 Feedback from pupils, teachers and restaurants T5.2 Evaluation / test of the education materials for schools T5.3 Evaluation / test of sustainable guide for chef students T5.4 Evaluation of the results by local partners The activities in WP5 will contribute to qualify the results 1 and 2. By letting the target groups test and form the results it is possible to create a useful and valuable result that will be used after the end of the project. The result will contribute to keep focus on increasing interest for the chef education after end of the project. Thereby the main objective will be addressed during the project and after the project.<< Results >>ON AN INSTITUTIONAL LEVEL, THE PROJECT IS EXPECTED TO: Result in the development and implementation of innovative practices and greater awareness of the sustainable gastronomy potential and gender inequalities/challenges in chef professions. Result in a more modern, dynamic, committed, responsible, gender aware and professional learning environment. Result in a better understanding on the relation between food and sustainability. Result in a better understanding and recognition of skills and qualifications in cooking and chef profession of pupils across the partners. Result in increased Erasmus+ exchanges among pupils between the partners. Result in a closer links by educational institutions to the restaurant industry ON AN INDIVIDUAL LEVEL, THE PROJECT IS EXPECTED TO: result in increased competence in foreign languages and sustainable food knowledge, and generally, improved competences, linked to professional cooking/chef profiles among the individuals directly or indirectly involved in the project. Result in a more positive attitude towards the European project and the EU values, including cultural diversity. Results in increased opportunities for professional development, including increased motivation and satisfaction in daily work. The expected key results of the project are two results: (1), and (2): (1) Development of a sustainable cooking education material (2) Development of a sustainable guide with the best cases of sustainable restaurants and food suppliers. Result (1) must be used in primary and secondary schools by teachers and pupils. There will be a high level of involving schools in developing the sustainable cooking education material. Result (2) must be used to inspire chef students and existing restaurant owners to implement more sustainable actions in the kitchen. There will be a high level of involving VET educations and restaurants in developing the sustainable guide.

<< Objectives >>The main objective is to enable participants to acquire knowledge and skills to overcome new challenges and demands ofthe labor market in digital era: -advanced curriculum of the course digital marketing in tourism -digital transformation adjustment along with the participant digital ability edvelopment -adoption of new methods of learning and teaching -creation of digital educational materials -International databases forteachers for international exchange of experience<< Implementation >>The planned project activities are aimed at the training of teachers and students in the field of Marketing in Tourism, namely: content marketing and video, virtual reality in tourism, marketing of the tourist product using ICT tools and its better positioning on the market using social networks and training them to overcome the digital tourism challenges using Digital Marketing.<< Results >>The result of the planned activities is the provision of the knowledge and skills needed to overcome the work demands caused digital transformation and the use of ICT tools in Marketing. This involves training teachers to create digital educational content, mastering new methodologies and new approaches for advanced teaching in the Marketing in Tourism subject. Improving the quality of the Marketing curriculum will enable greater student achievement in the marketing of the tourist product.