Being a necessity of the modern world, speaking foreign languages is also one of the key skills putting VET learners ahead as a requirement of the international job market. According to CEDEFOP, the European Council Recommendation of 2018 defines foreign language skills as one of the key competences for life-long learning. Strengthening foreign language skills in initial and continuing VET is among the European Union priorities for 2015-2020. As a VET organization offering hospitality and catering education, fostering the professional language skills of our learners is one of the most important educational aims for our school. Being lack of language skills related to their professional field poses a huge obstacle for learners in finding job opportunities. Problems related to lacking foreign language skills are especially felt by the learners from front-desk and service departments since they are in face-to-face interaction with guests. Before the project, we have conducted a need analysis and implemented surveys on different groups: learners in initial VET, employees in continuing VET and VET staff. The results have shown us that we need to generate new resources and content enriched with digital tools for professional language education. The project aims to produce professional English resources on front-desk and service education for learners, employees and educators in initial and continuing VET. The project activities will serve to generate two intellectual outputs: an e-learning portal and a mobile application as open educational resources. To achieve these outputs, the project will be conducted in the partnership of five partners. Three VET schools with hospitality and catering departments will generate the pedagogical and linguistic content of the outputs. The fourth partner is a software company that will bring added value to the project by producing the technical infrastructure of the outputs. The last partner is a higher education institution with tourism and ICT departments which will act as a quality assurance unit for the project. This complementary partnership will enable the production of innovative educational resources. The intellectual outputs will serve as open educational resources fostering professional language education with a content-based and digitally enriched approach with a focus on speaking and communication skills in English. They will fill the resource gap in professional language teaching for hospitality and tourism fields in VET.Throughout the project, there will be three transnational meetings: a kick-off meeting in November 2020 in Turkey, a progress meeting in October 2021 in Romania and a final meeting in October 2022 in Portugal. The issues and activities related to project implementation and management will be handled in these meetings. Each partner organization will send 2 participants to each meeting. As a requirement of the meetings, participants will be assigned among the staff members taking responsibilities in project implementation and management.Two Learning Teaching and Training activities are planned in the project. These LTT activities will bring added value to the project as they are structured in a way contributing to the production of intellectual outputs.The first LTT activity will be held in April 2021 in Turkey. The linguistic and pedagogical content of the outputs will be completed in this activity. For this reason, 2 VET schools (from Romania and Portugal) and the higher education institution will send participants for this LTT activity. VET schools will assign two English teachers and 1 VET teacher as participants and the higher education institution will assign 1 tourism faculty member and 1 quality control member.The second LTT will be held in May 2021 in Greece. The technical infrastructure and design of the intellectual outputs will be completed with this LTT activity. Only the higher education partner (Vısshe Uchılıshte Po Menıdzhmant) will send 4 participants into this LTT activity. Three participants will be chosen among the faculty members from the ICT department and the other participant will be an assigned quality control expert.Multiplier events will be held by the 3 VET school partners after the finalization of intellectual outputs. They will serve as extensive dissemination activities strengthening the sustainability of the project results.The project outcomes are supposed to affect wider target groups such as VET learners, VET and language teachers, front-desk and service employees, sectoral stakeholders, associated partners, higher education institutions with tourism departments. Therefore, dissemination activities will be conducted in an extensive manner in order to ensure the sustainability of the outputs. We believe that the partnership will achieve the project results to reach policy/decision-makers in ministerial level and this will enable the use of intellectual outputs as education materials in VET education.

Bearing in mind the European 2020 Strategy, in the educational field, our aim is to:-Reduce the early school drop out rate to below 10%.-Increase the rate of 30-34 year old completing tertiary level education by at least 40%.-Increase the number of young people who continue their studies after the compulsory secondary education which is crucial for the proper development of individuals and communities within the Europen Union.In order to reach this goal, we have two main objectives:-Decreasing the number of pupils who drop out the C.S.E. (compulsory secondary education) before getting a certificate.-Scheduling a realistic second chance educational offer allowing them to return to the formal education, vocational training or toharmonize their personal and professional life.Adult educational providers are considered as second chance centers, as a mean of achieving the aforementioned aims.The main project objective is to develop working strategies for the schools to finally get said achievements.Our partnership is constituted of different schools at different stages belonging to different European countries in order to have alarger vision of the problem, thus to identify the main reasons of school failure and early school leaving.Having analyzed those reasons, we will elaborate and implement tools to solve those problems eventually, which are:- Early diagnosis of school failure.- Decalogue of succesful teaching-learning methods.- New learning and communication platforms such as e-Twinning.- Communication channels between teachers and students with the help of I.C.T.The project's activities will be about:- Presentation of the range of school environments.- Descriptive diagnosis of the early school drop out causes in each country.- Elaboration of questionnaires to help us find the causes of dropping out.- Job shadowing in each country.- Sharing and comparing those causes among the partners in order to find common aspects.- Compilation of lesson plans of different subjects to be gathered in a e-book format.- Creating and maintaining a website containing all the information and products developed within this project.- Sociocultural immersion.The activities will be developed by the staff, but students and the whole educational community will directly benefit from the resultsacquired. Special attention will be given to students with a school failure profile and at risk of social exclusion.The chosen methodology to carry out this Project is based on collaborative work among the staff of the different partners. Thiscollaborative work includes the sharing of tasks, taking decisions fairly and democratically. All the educational community will beinvolved in the Project directly or indirectly.The project will have an important impact on educators who are actively involved in the project: the exchange of experiences, newwork methods, contrasting strategies, etc.. It will also serve to improve the quality of adult education and to gain better cooperationbetween adult education institutions of the European Union.Those trainers who do not take an active part in the project will be influenced through meetings and seminars in which the teachersare involved.This diffusion among members of each institution will make the impact of this project have an effect on the quality of the collectiveeducation of adult students as well as the skills of teachers in motivating their students and mastering some latest newinnovative teaching methods which have been proved to be successful.Sharing this experience with other schools in the partner countries will bring added value for its organizers.The disclosure of each local and regional community, by means of specific documents developed within the framework of thisproject, conferences and meetings with other educational entities and the dissemination through the media (written press andproject website) will ensure the results to be spread to an even wider social network, contributing to present a common educationalvision within the diversity of a united Europe.The learning partnership hopes that the results and experience of the project can effectively contribute to improving access foradults to all levels of education and culture as it is the key to decreasing the risk of exclusion, ensuring and increasing participation inemployment opportunities and access to all resources, goods and services.As a result, the number of students who fail in certain subjects will decrease and the ones who drop out from school will alsodecrease considerably. With the charts, tables and graphs that we are going to elaborate, we will prove that educating people ismore profitable than ignoring early school drop outs.

Buckinghamshire and Yalova sought to work together to develop the knowledge and skills of young people, so that they could make sound career choices for the future, that prepare young people for working not only in their home country but across Europe. This would address the issue of young people leaving school with inconsistent advice and support.Throughout the project we aimed to develop the skills and confidence of teachers to deliver the support required by students when considering their next steps on their career or further education pathway. This guidance provides a consistent method for teaching good career and guidance counselling through the development of a module of work that can be used anywhere. The Career case studies are a selection of trades which will enable students to look at different career opportunities, and their educational paths in order to help make informed choices. It is very important that the decisions a student makes regarding his future are deliberate and purposeful, that the young person would understand that adaptation to the world of business and their emotional well-being depends on the right choice.By learning about the education systems in each country, and by sharing the good practices in both regions, we were able to create a package of lesson plans, which not only covered different career paths but also took into account the skills and personalities of young people, their likes and dislikes.Students in both countries were included in the discussions about what they believe in career guidance should focus on from their perspective and feed their views into planned interventions. All of the guidance and resources are available to be shared with colleagues locally, nationally and at a European level via the BCC website:https://schoolsweb.buckscc.gov.uk/equalities/erasmusplus-projects/right-choice-right-move-vocational-guidance/There were 8 participating organisations for this project. Buckinghamshire County Council work acros 234 educational establishments across Buckinghamshire to ensure a high standard of education. one of the key priorities for children and young people who are vulnerable to disengagement is to support and prepare then to make the right choice in education or career. YALOVA IL MILLI EGITIM MUDURLUGU is responsible for the provision of education throughout Yalova and its' aim is to improve student achievement through teachers professional and personal development, particularly in the field of career guidance.2 Local Authority Secondary Schools in Yalova participated, where the project would have a direct impact on the teachers and students within them.Yalova Rehberlik Arastirma Merkezi is dedicated to improving educational opportunities and outcomes for all children by identifying and developing effective school practicesAmersham and Wycombe College and Aylesbury College are both vocational colleges, one with links to media and film, the other with construction, so their participation not only gave us students retrospective feelings about their career guidance in previous schools, but also gave us access to employers for their feedback of requirements.Wycombe Youth Action support young people in Bucks who are not in education or employment, so accessing these young people was key to knowing that the lesson plans created were relevant and engaging for these hard to reach groups.Description of undertaken main activities;From the initial survey it was clear that there was not a consistent message going out to students in different organisation, about their options or the career path appropriate for them. After trialling the lessons, both Countries had positive results from the repeated survey. Overall with the students and staff that had taken part in the project there was a positive increase of knowledge and skills around choosing the right career path, however it was clear that for those schools that did not embrace the lesson plans there was no change in the views of their students, staff or parents.With staff there had been an improvement of knowledge and confidence from teachers that had taken part in the project. For the parents there was an increase in the positive results for now having enough information around future vocational options, with 100% of parents wanting more informationIn each country the schools and colleges organised a range of career events for their students along with teacher training events, to increase teachers confidence in careers guidance and how to bring it into the classroom. These were received very positively by both students and schools.There will be a number of long term benefits from this project. Yalova have already decided to include these lesson plans in their school curriculum, they have also seen the benefit in developing good relations between schools and businesses, and have decided to continue to hold career fairs with businesses participating.

"The project has experienced a new professional figure with skills taken from various kinds of professionals: the sailor, the cook, the maître, the tourist guide. The training course provided the full training of three target groups of 15 students from each partner country: Turkey, Poland, Ireland. The training process, involving schools and firms, has been carried out in multiple learning environments: from the classical ""classroom"" to the tourist agency, to the yacht. The final result is the model of a new professional figure able to accommodate on board, to cook, to organize and manage the typical activities of the cruise, to act as a guide for organized excursions. All of this is summarized in a manual in Italian and in English available both in paper version and e-book and in a dedicated website www.sullacrestadellonda.eu and it has been started the process of recognition of that new professional qualification at the Regione Puglia."