"<< Background >>The COVID 19 crisis has had a major impact on the labour market . While the number of jobseekers has increased considerably, the results from the joint international survey “Career Guidance policy and practice in pandemic” (Cedefop; European Commission; ETF; ICCDPP; ILO; OECD; UNESCO, 2020) highlighted that “the pandemic has provoked social and economic uncertainty for people of all ages, leading to increases in career guidance service demand, especially for careers and labour market information, individualised career counselling, and psychosocial support”. Therefore, the role of lifelong guidance in Europe today is now more important than ever. According to a note from CEDEFOP, “Guidance can support employment transitions with predicted shifts in the labour market and with extreme increases in unemployment, upskilling and reskilling needs. During this time, guidance is also well positioned to support individual wellbeing, providing emotional support, counselling and case management for individuals with multiple needs” (Cedefop (2020). Note on lifelong guidance and the COVID-19 pandemic: Responses from Cedefop’s CareersNet). The ability to reach these challenges not only depends on the counsellors and the counselling services; but also in a large part on front desk services and its professionals. Reception must ensure that the user feels welcomed and supported at a time when COVID is having a strong psychological impact on individuals. Furthermore, the front-desk reception is the central point that connects all the services and resources of the Lifelong Guidance Centres. It is from the desk reception that the first contact is made with the user. The reception officer identifies the user's needs and directs users towards the services most suited to their needs. The importance of front-desk reception has been confirmed by a survey conducted by the Cités des métiers International Network among 38 European professionals. The survey showed that for 68% of the professionals questioned, the desk-reception area is as important as the other services in lifelong guidance centres (it is even more important for 21% of respondents). It also highlighted that among the different services offered by lifelong guidance centres, the access of the users to the services most adapted to their needs and situation depends above all on quality information and referral by the reception officer (57 % of respondents strongly agree and 39% agree with this idea). In conclusion, 81% of respondents think that the quality of the reception, the initial information provided and the referral of the users by the reception officer to the services and resources of the organisation can have a significant impact on the construction of the project and the professional life of the users. However, lifelong guidance professionals including desk-reception officers are now experiencing profound changes in their practices. If the pandemic has accelerated remote counselling and guidance, it has also led professionals to adapt their overall practices and strengthen the quality of their services in order to respond with more quality and adequacy to the numerous new needs of users. In view of these challenges, several recent studies and reports have highlighted the strong need to develop professionalisation actions for lifelong guidance professionals and strengthen the quality of the services such as : - the European Commission report ""Lifelong Guidance Policy and practice in the EU: trends, challenges and opportunities"" (2020) and CEDEFOP report ""Note on lifelong guidance - Cedefop (2020). Note on lifelong guidance and the COVID-19 pandemic: Responses from Cedefop’s CareersNet.In conclusion, while few studies and projects have been carried out on the subject, it seems necessary to tackle the need for professionalisation of reception officers and improve the quality of desk reception information services in lifelong guidance.<< Objectives >>Main purposes of the project are to :- Strengthen the quality of front desk reception services in Lifelong guidance centres- Upskill the function of reception officer in Lifelong guidance centresMore specifically the project will aim to ease the development by lifelong guidance centres of new reception practices adapted to the needs of the public. The project will also aim to train lifelong guidance professionals in delivering reception and information services in a covid and post covid world. The goal of the project will be also to increase knowledge and awareness among european stakeholders regarding the major role of the reception officer in lifelong guidance centres.<< Implementation >>The partners of the project will organise five local consultations with users of lifelong guidance centres in order to better understand their needs regarding the desk reception area and their uses within the desk reception area. A report of the five consultations will be written in order to highlight the key elements emerging from the consultation.It is expected that the local consultations gather a total of 50 users.In the same time, the partners will set a European community of desk-reception professionals in order to share practices, issues and problems related to reception in lifelong guidance but also to ensure the good transferability of project results of the project. A total of twelve innovative desk reception practices in Lifelong Guidance will be promoted via 360° video tools. It will allow the front-desk reception officer to discover new innovative practices and draw inspiration from innovative practices. A total of local 10 workshops (two workshops in each country of the consortium) with Lifelong guidance desk-reception professionals and an additional european workshop will be organized by the partners of the project. The aim of these workshops is to find innovative methodology for better sharing with reception officers up-to-date information and resources provided by the organisation but also provided by the other stakeholders in the territory. It will lead to the creation of a Methodological guide for better information sharing with the reception officers in lifelong guidance. The partners will also design a Guidebook of every day front-desk practices in Lifelong Guidance. All the deliverables developed as part of the activities described before will be integrated into the Portfolio of 21st reception practices in Lifelong Guidance (Project Results 1). This portfolio will be available on the project website. In parallel, the partners will develop a “Skills Repository and Non-formal Validation Framework” ‘Project Result 2). As part of it the partners will identify the key competences and skills of the desk-reception officer in lifelong Guidance in order to define later in the project a Repository of skills and European job profile for professionals in front-desk reception. At the same time, the partners will create a skills validation framework of the desk reception officers in lifelong guidance and also a self assessment toolkit. Lastly, the partners will develop the “Training programme materials and design” (Project Results 3). The partners will design a program and learning materials for desk-reception officer training. At the same time the partners will design the curriculum and materials for a training of trainers in order to train them to the facilitation of the desk-reception officer training. Two training of trainers will be organized during the project. It is expected that 28 professionals will participate in the training. The future trainers will be asked to test the facilitation of the front-desk officer training during the project. Therefore, desk-reception officer training will be tested by future trainers in each country of the consortium during the project. This 3 days course for desk-reception officers will be composed of onsite and online modules. It will gather 25 desk-officer participants in each country of the consortium. Lastly, the partners of the project will develop an online training course composed of immersive virtual reality modules. A guide for mentorat will be also designed in order to ease the future trainers in supporting the desk-reception trainee. The partners will organised two on site dissemination event: one at mid term and one at the end of the project. In addition 3 online events in live stream format will be organised. At the same time a project website will be created.<< Results >>The activities implemented as part of the Project Results ""Portfolio of 21st reception practices in Lifelong Guidance"" should produce a greater interest of European Lifelong guidance professionals in desk reception practices. It should allow european stakeholders to acquire abetter knowledge of new desk reception practices implemented in lifelong guidance. At the same time, the project is expected to increase new methods, tools and resources for desk-reception officers in lifelong guidance in Europe. Lastly, the Project Results will increase the number of new innovative practices tested within the lifelong guidance desk reception in Europe. Therefore, it will allow to strengthen desk-reception services in lifelong guidance in order to better meet the new needs of users.The activities implemented as part of the Project Results ""Skills Repository and Non-formal Validation Framework"" should enable european stakeholders to acquire a better up-to-date knowledge of the skills needed to perform the function of desk reception officer today in lifelong guidance. But it is expected also that European stakeholders will acquire better up-to-date knowledge of the job profile and the missions of the reception officer in lifelong guidance. Lastly it should lead to a better recognition of the role and the professional skills of desk reception officers in lifelong guidance. The activities implemented as part of the Project Results ""Training programme materials and design"" should increase in the number of existing learning materials in Europe to train front desk officers in lifelong guidance. Lastly this Project Results will allow european desk reception officers in lifelong guidance to develop and strengthen their skills in order to better adapt to new needs of users and to the changes in practices."

"In the recent years, regional, national and European policies have stressed out the crucial need to increase cooperation and synergy research between stakeholders in the fields of education, training, employment and entrepreneurship, in order to deliver better services in lifelong guidance. To do so, the Cités des métiers International Network (RICDM) wants to launch a new project in strategic partnerships about the development of “multi-partnership management” in Cités des métiers and other lifelong career guidance centres. Indeed, we need to go further than the traditional fields, as publics’ needs are evolving and the lifelong career guidance approach is not addressed enough. In that sense, the project would be a continuation of the European project COCADE ""DEveloping CAreer COunselling services in integrated spaces"", during which good practices within lifelong guidance services were shared. The Keep In Pact project “Keep INnovation in multi PArtnership CooperaTion in lifelong guidance services” led by RICDM will gather 6 organisations working the fields of education, vocational training and employment; covering 5 countries. The other partners of the consortium are Universcience-Cité des métiers de Paris (FR), Learningdigital (IT), Municipio do Porto-Cidade das Profissoes (PT), the Agency for Science and Higher Education (Croatia) and the LifeLong Learning Platform (BE).Main purposes of the project are to :-up-skill the ""multi-partnership management"" function among professionals working in lifelong career guidance services,-develop an innovative ecosystem approach of multi partnership management This would lead to the adaptation of services to the needs/expectations of clients and increase the use of the digital in lifelong career guidance services, while building-up new multi partnership cooperation in the field. Also, the projects aims at the gathering of different actors to provide lifelong career guidance services, the mutual added value among stakeholders, and the contribution to local and regional public policies to reach consistency of initiatives among stakeholders.The partners aim at the fulfilment of these objectives thanks to the innovative tools and contents that will be implemented, as the topic has never been addressed yet : learning materials, virtual reality, a repository of skills for the non-formal competences validation process of the partnership management function, etc…The project will be organised in particular around 4 activities of intellectual production :-A practice analysis regarding stakeholders cooperation in lifelong career guidance,-A toolkit for mutual learning and training activities -The non formal validation of skills,-The building of a European Community of practitioners.The project includes as well 2 training activities for trainers, 2 dissemination events, and 5 transnational meetings.For activities such as intellectual outputs, project committee and training sessions, the consortium’s partners have identified two target groups: -a first target composed of around 30 professionals among partners’ staff with a diversity of profiles such as partnership managers, directors, career counsellors, facilitators, teachers/trainers, project officer, communication assistant, etc.-A second target group will be gathered during the dissemination events, with participants such as policy makers, representatives of companies, clients or end-users of services and citizens. A total of 170 persons is expected: 70 in the first event and 100 in the second one.Around 50 other external participants are expected during the project, including experts working in the fields of education, training, employment and entrepreneurships policy; and staff of local partners among Cités des métiers via the RICDM and CISOK centres via AZVO.The project will have longer term benefits, in that sense that the practices and the tools will be carried out and useful after its end, as they will be transferable to other territories and countries, in order to sustain lifelong guidance services partnerships. Then, the contents and outcomes of the project will be useful for the European community of practitioners created. Finally, the attractiveness of already existing lifelong guidance structures such as Cités des métiers and one-stop shops centres such as CISOK centres in Croatia and Ohjaamo in Finland will be increased, as they will benefit from a better services quality and offer for their clients following the project. In addition, as the LLLP is involved in the Europass Revision Advisory group, the project could have an impact on this Europass revision and thus help Euroguidance improve their work."

<< Background >>Partners want to promote equal opportunities for internationalization for VET students who need special support in their studies due to disability or other reason. For example, Luovi’s strategy focuses on ensuring internationalization skills for all students. As stated in Erasmus+ program we want to promote inclusion and encourage the students with fewer opportunities to participate. Our project has a strong focus on digitalization, too. Project is targeted for students with special needs and students with fewer opportunities. The students who usually go abroad study for vocational qualifications. For prevocational students in Finland there are less opportunities to go abroad, since the studying time is usually only one year. In other partner countries there is a need to promote internationalisation of special needs students as such. The project is aiming to enhance students' competences related to European citizenship, cultural awareness, transversal soft skills and digital skills. In addition, project has a strong social context, and the products will be made together with European partners. Through the core of the project the students will learn skills for internationalization, despite aiming for actual mobility or not. Students will be strongly involved in creating digital tools for internationalization as part of their studies with the support of teaching staff. Original idea has risen straight from the teachers working with students with special needs. There is a need for study module for preparing students’ skills for a mobility. We widened the idea to be able to offer internationalization for all, not only the ones who aim to have work experience abroad. Through our project results it is possible for all students to gain international experiences at their home country. The final structure of the study module can also be used as a preparatory course before actual mobility, the need of this arises from the partners. We plan to develop a new study module, because it does not exist in the prevocational students’ curricula in Finland. Other partners will benefit the module when using it as a part of preparation for mobilities or internationalization at home. The study module is built in interaction among the partner colleges; therefore students will participate actively in the planning, piloting and implementing the module. The digital aspect to be built it is not only digital, but interactive among partners. Students with special needs gain from diverse preparation in several aspects: self knowledge, language, social skills, working life skills.<< Objectives >>Train for international trail aims to improve the possibilities for all learners to feel European and to have opportunity to include internationality to their studies. During the project students involved will gain social competences, self-knowledge, digital skills and enhance their self-expression. Project will provide digital solutions to internationalisation for teachers as well, and a readymade reusable handbook and study module with study materials and guides for teachers on how to get started on digitally based learning environments. The teachers participating will have better knowledge and tools on how to take internationality in action.In this project we will create a virtual trail towards international thinking and offer tools for preparing for an actual mobility. Through our project results the study module, can also be used as a preparation course for actual mobilities in VET - not only in special needs education but also in the mainstream VET. Through the training course and other materials, we will be able to enhance the internationalisation at home (I@H) activities in each organisation. Parts of the study module can be used also just to have introduction of internationality among studies and life skills. The project’s results enable and encourage teachers to use digital tools and most importantly engage students more in internationalization.The network of partners formed by organisations with strong professionality of educational work with students with special needs enables us to create engaging, versatile, and accessible material. The students voice will be the main focus during the project. Young people are active and have a need to communicate with their peers also internationally. We want to train for international trail together in European collaboration, intertwined along vocational studies.<< Implementation >>The students’ participation will be in a big role in the project, and the contribution from the students to student's interaction with peers will be one of the focus areas. Student groups will work transnationally online between the Learning teaching training activities planned. Project launches from a kick-off meeting on Helsinki December 2021, where students and support staff gather with teacher for the first task of defining the mobility game elements. Overall, we are organizing 4 LTT workshops face to face in partner organisations. The target group of students with special needs may not always have the similar opportunities to have a mobility experience abroad and may not have travelled before. The virtual meetings are not enough to cover actual experience on travelling, the LTT: s ensure that students are provided with the experience to share their thoughts and have an input to the project results. By implementing LTTS the students will be able to share collaborate with European peers face to face. We will include 3 students to each LTT with an accompanying person and a teacher ensuring the progression of the project results. We aim to implement working groups between the LTTs, where students collaborate via teams to partner countries. We will validate and evaluate the success, usage and relevancy via feedback questionnaires firstly to gather information for definitions, and also for a feed back after LTTs and multiplier events.We will have hands on project for students, where they take part in creating and developing the game. Content will be created together with European peers and teaching staff. The approach is to have not just digital but interactive and innovative project results. According to the design thinking principles we´ll brainstorm, create, pilot and achieve our goals. There will be five transnational project meetings, TPM during the project. One of the transnational project meetings will be held online. Part of the meetings will be arranged at the same time with the learning, teaching and training activities (LTT), however TPM meetings ensure the overall schedule and tasks on the project. Monthly coordinators meetings online ensure that all the project results are proceeding according to the timeline.1.December 2021 Kick off/ LTT1/ Transnational project meeting, Finland2.April 2022 Transnational project meeting and LTT 2, Spain 3.September 2022, Transnational project meeting, online 4.December 2022, transnational project meeting, Austria 5.May 2023, transnational project meeting (final meeting)To strengthen the sustainability and use of project results we will organise three multiplier events.<< Results >>We plan to make four project results.1)“How to survive Europe” online game. 2)“Mobility-ability” study module3)Mobility handbooks and 4)Mobility-ability journal. The point is that the internationalization reaches the classroom easily with a motivating game and other tasks. The binding factor in the project results is that it reaches the whole spectrum of internationalization among students and staff, with actual mobility or not. Through project results we will promote cultural knowledge and awareness of European values and identity. By gamification, the intercultural skills will be improved, and students can gain international perspective by playing the game and other content. Content wise, the project results will offer engaging, interactive materials and tools to get the students involved, aware and interested on internationalization and European identity. All results will be gathered to Thinglink, easily usable and also flexible on producing different inputs (video, tasks, presentations etc). Thinglink is accessible and easy to disseminate in various channels. Definition and interaction will happen online, so that the project reaches as many students and teachers as possible. Goal is to have at least 100 participants building the project-based results and sharing their ideas on internationalization. In the classrooms between the Learning teaching training (LTT) activities, on the other hand LTT: s gather the content and provide the possibility for transversal brainstorming with peers. In addition, we are going to use different digital platforms to make it possible for the students to gather, to share their thoughts and ideas on the common topic. If spoken language is hard to comprehend or produce, digital solutions provide the possibility for all level students to participate for example by pictures and symbols. Train for international trail ties together a wide range of competences, skills and aspects on internationalisation for the students. Teachers will gain concrete tools and tasks to integrate internationalization to the teaching enhancing awareness also on the organisational level.We aim to reach additional competences measured and evaluated by collecting feedback.Expected impact on students•Flexible teamwork and social competences •Knowledge about European culture, cultural skills •Improved English skills •Better self-confidence, motivation•Readiness for future working life •Learning to use gamification as a teaching method. •How to create a digital handbook, a video content, technical aspects, visual aspects •Creative thinking enlarges while constructing the game. •Improved digital skills •Better ability to reflect and pinpoint the main aspects for internationalization. Expected impact on teachers and other staff •Better understanding on European network and collaboration. •Knowledge on evaluation and definitions of SEN students in partner countries •Use of 360 cameras and applications related to create teaching materials. •Offer solutions and tips on how to support different students on self-expressing. •Templates for further use as evaluation toolsExpected impact on the participating organisations •New pedagogical tools and methods in use •Enhance the quality of learning and teaching. •Flexible and inclusive training•More possibilities for international cooperation.

Technology is fundamentally changing how we teach and learn, making it more engaging but also challenging. Vocational Education and Training faces major challenges including new programmes to improve school to work transition and counter youth unemployment and the updating of workers skills and competences for new technologies including AI, automation and the Green Economy. The use of technology can assist learning in work and in VET schools to overcome these challenges and help teachers give learners more and better learning, coaching and support, while not increasing their workload overall. Technology can facilitate the development of up to date and compelling learning materials.To realise these benefits requires the development of new skills and competences by teachers and trainers in VET. The European JRC has said teacher training in all fields should include advanced digital competence for teachers and their teaching. “The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their coursework and learning-related activities outside school settings.” This is a challenge for VET. Many teachers and trainers are skilled workers who have only received basic teacher / trainer training. New, scalable models of professional development are needed to support teachers and trainers in using technology for teaching and learning.The JRC has developed the European Framework for the Digital Competence of Educators (DigiCompEdu). This project focuses on three key areas of the Framework - digital resources, pedagogy and assessment. The JRC has developed the SELFIE tool for both VET and general education to help schools assess where they stand with learning in the digital age. SELFIE generates an aggregated report showing how technologies could support teaching, learning and student assessment in the school. This project will develop tools to identify Continuing Professional Development needs of teachers and trainers based on the outcomes of SELFIE. The project will develop a series of resources for professional development for teachers and trainers in VET for planning and delivering professional development for effective digital, open and innovative education and pedagogies.The objectives of the project are to:-Examine the needs and priorities for professional development for teachers and trainers by developing an online self assessment tool. -Develop learning scenarios for different sectors in VET, and to test the scenarios and associated technologies within VET schools or the workplace-Develop a digital repository of Open Educational Resources and best practice exemplars of using technology for teaching and training in VET in school and workplace settings-Develop innovative learning opportunities and provide learning materials for professional development for VET teachers and trainers-Develop and test different models and practices in delivering professional development for VET teachers and trainers -Develop a Community of Practice in the use of technology for Open Education and training in VET in EuropeThe project will focus on three key sectors in Vocational Education and Training: 1) metalworking and machinery production); 2) social care 3) Hospitality. Through the focus on pedagogy, assessment and the development of digital learning materials we aim to develop new models and programmes which can support teachers and trainers in the use of technology in all sectors of VET practice. Through the activities of the project we can develop models and exemplars which can be transferred to a wide range of different actors, and establish a community of practitioners as the basis for taking forward the project post funding. To do this we propose to bring together experienced researchers in VET in Europe with managers and practitioners from vocational schools. The European perspective is important in allowing us to develop models and solutions which will have applicability in the wide range of VET systems and contexts.The response to the Covid 19 crisis has shown the potential of technology for learning. The project will support teachers and trainers in developing effective digital, open and innovative education and pedagogies.The project is led by the Alytus Vocational Training Centre in Lithuania, with partners in Greece, Italy, Germany, Portugal and the UK.

<< Background >>Food systems cannot be resilient to crises as the COVID-19 pandemic if they are not sustainable. Our food systems today account for nearly one-third of global GHG emissions, consume large amounts of natural resources, result in biodiversity loss and negative health impacts and do not allow fair economic returns and livelihoods for all actors, in particular for primary producers. With regard to food waste, the European Commission aims to cut food waste by half by proposing legally binding targets across the EU by 2023. In the EU, around 88 million tonnes of food waste are generated annually with associated costs estimated at 143 bn € (FUSIONS, 2016).By reducing food losses and waste we will help to achieve SDGs (notably SDG Target 12.3), we also support the fight against climate change (food waste alone generates about 8% of Global Greenhouse Gas Emissions (FAO, 2015), save nutritious food for redistribution to those in need, helping to eradicate hunger and malnutrition (some 33 million people in the EU cannot afford a quality meal every second day (Eurostat, 2018), and save money for farmers, companies and households.We applied for this project because we believe in the cause and we have the experience and know-how to help fight food waste and help achieve the EU goals. Following the SAVE FOOD Initiative from FAO, we adopt a regional approach and development strategies, tailored to each region's specific needs. We are inspired by the Farm to Fork Strategy, that is in the heart of the European Green Deal, Slow Food Movement, Circular Economy, SDGs and the LIFE FOSTER project. We are centred in VET, which is the main field of expertise of the partnership, but we also target the restaurant sector and general consumers.The needs we particularly address are: -the VET path and curricula, where we find that the direct focus on developing skills to prevent food waste is missing, specifically a lack of necessary reference to green skills in the agro-food sector at this moment.-we find that the lack of methodologies and tools to be easily capitalised and adopted in the agri-food sector across countries is still relevant in the fight against food waste. Furthermore, a lack of dialogue and collaboration between VET providers and food professionals represents the missing piece to turn food prevention culture into a daily habit, starting from students (that are chefs-to-be).-VET providers are well rooted to local needs and societies but face major challenges in engaging in European strategies (EU Green Deal for example) or in contributing effective to worldwide goals (i.e. SDGs), especially when it comes to environmental targets to be reached.To fight against climate change, we aim to support awareness-raising about environmental and climate-change challenges. We aim at developing green skills competences regarding food waste in the hostelry and VET centres sector, developing green sectoral skills strategies and methodologies, as well as future-oriented curricula that better meet labour and community needs. We will push through innovative model practices to prepare learners, staff and students to become true agents of change regarding food waste, not only in its prevention but also in performance monitoring. We intend to push towards behavioural changes in work environments to help the green transition in a traditional sector – such as the restaurant industry is. Concurrently we can activate more sustainable individual preferences, consumption habits, and lifestyles regarding food waste; developing sustainability competences of educators and education leaders and students, and support the planned approaches of the participating organisations regarding environmental sustainability. In this way, we contribute by innovating in VET and increasing the quality assurance in this particular VET sector.<< Objectives >>In VETLOVESFOOD we aim to achieve several objectives. They are the following: -To develop green skills in agro-food curricula within VET paths to contribute to the development of a sustainable approach focused on prevention of food waste at all levels. We have the objective to highlight and describe green skills in agro-food curricula within VET paths to contribute to the development of a sustainable approach focused on prevention of food waste at all levels. In VET LOVES FOOD, we will contribute to the innovation in VET by developing a VET Curriculum in the agri-food sector for the development of green skills oriented to food waste prevention and sustainable food production and consumption.-To create a performance model to contribute to the transfer of successful methodologies and tools monitoring food waste in VET. We intend to contribute to the transfer of successful methodologies and tools for monitoring food waste from a regional perspective through a performance model created by the partnership. We also intend to engage local stakeholders in the challenge of attaining the SDGs, in particular SGD 12.3. We intend to approximate VET education to the labour and community needs and to innovate VET centres with the use of monitoring tools and good practices against food waste.-To support VET providers and stakeholders in the agri-food sector to pursue food prevention and food management habits. We plan to do this creating a European Hub for food prevention and food waste management, and, in this way, contribute to innovate the practices of VET centres but also to standardize what should be done to prevent and manage food waste, getting it closer to real community and labour needs.The project aims at developing an approach that will enhance the effectiveness and the efficiency of regular provision, comprising a set of activities able to proactively involve VET centres different stakeholders in the fight against food waste. Therefore, the project should succeed in paving the way to a more conscious choice-making process where the students and relevant stakeholders will be guided and encouraged to investigate, without over or underestimating any opportunity, once the food waste attitudes are dismantled. For sure, the project pilot phase could become a model also for other actors involved in education and training and could be adopted as a general food waste path to be replicated although adaptations to specific/additional needs could be necessary in the context of destination.Building upon already existing practices and examples with particular attention to the Farm to Fork Strategy, 0KM, Slow food Movement or the Life Foster Project, the project aims at building up an internationally usable methodology in the field of food waste prevention. The fact of developing the model within the framework of transnational cooperation [bringing together different expertise and approaches], and to develop practices to counteract the problem, ensures a transnational character to the model and reinforces the possibility of replicating the model in the participating Countries and beyond.<< Implementation >>The main activities to reach the objectives of the project will be divided by the objective results we plan to reach during projects lifetime: - Result 1: A VET Curriculum in agri-food sector for the development of green skills oriented to food waste prevention and sustainable food productionActivities developed to reach this goal: - Task 1.1 Identification of green skills applicable to agri-food curricula in VET and needed by the market: • Analysis and Selection of common/similar professional profiles in Spain, Italy, and Portugal by each VET provider • Creation of a matrix for facilitating comparative analysis of the existing skills and the integration of green skills required by the market starting also from existing curricula, despite the national differences that exist • Organisation of a focus group in each country (IT, ES, PT) and one at EU level (online event gathering VET professionals from other EU countries) engaging trainers and chef/food professionals (a group of around 6/10 people to allow a real exchange and discussion), whose final goal is to collect directly from the labor market the most required green skills.- Task 1.2 Design of the curriculum The Curriculum itself owns a great transferability potential: it can be used by any other VET provider as a reference document to innovate its training offer and it also represents a starting point to open/enhance the dialogue with food professionals and to identify ways for better matching/answering to their needs- Result 2: A hands-on Manual for preventing food waste and valorizing traditional recipes and local productsActivities developed to reach this goal: Task 2.1 Transfer and capitalization of innovative practices to track food waste1. Map existing practices and initiatives in and outside Europe, capitalising network contacts and starting from the LIFE FOSTER project experience. 2. Transfer the use of Food Waste Flow Balance App, enabling the monitoring and measuring food leakages leading to the identification within food production systems of the weaknesses3. Identify and describe a list of traditional recipes, exploiting local / 0KM products but not always paying attention to food waste produced along the way, whose goal is to contribute to improve local culinary habits within restaurants. Task 2.2 Drafting of the manual Task 2.3 Raising awareness initiatives on Food Waste Prevention and Food Waste Management - Result 3: A European HUB for food prevention and food waste managementActivities developed to reach this goal: Task 3.1 Design of an e-learning course on the topic of Food Waste Management and Food Prevention - which will then be tested in C1 activityTask 3.2 Building of the Hub - Result 4: VETLOVESFOOD Replication PathActivites developed to reach this goal: Task 4.1 Investigation of EU educational systemsTask 4.2 Outline of the VETLOVESFOOD model components that will require adjustments based on social, economic and cultural environment of each country. Task 4.3 Guideline addressed to external stakeholders, VET centres and VET Authorities to allow a smooth and effective replication of the VETLOVESFOOD model in their contextsRegarding the transversal actions of the project, we will set up:- Partnership agreement between all partners- A Dissemination plan with defined actions and KPIs- Quality Assurance plan with defined objectives and KPIs- Exploitation and Sustainability plan with actions and KPis<< Results >>In terms of tangible deliverables the project expects to develop: R1 - A VET Curriculum in agri-food sector for the development of green skills oriented to food waste prevention and sustainable food productionR2 - A hands-on Manual for preventing food waste and valorizing traditional recipes and local productsR3 - A European HUB for food prevention and food waste managementR4 - VETLOVESFOOD Replication PathRegarding our reach, the project is expected to directly impact the daily activities of food management done by VET centres and supplied to students related to food waste. By the end of the project, we intend to have more than 500 students reached with our VETLOVESFOOD model. At a local level we also expect to involve at least 50 VET centres during our projects lifetime, which will considerable affect no only the VET centres engaged, but also the local community where the VET centres operate. As we work with regional specifications, other stakeholders will be able to profit from our actions (restaurants and catering services for example). In addition, the project aims at developing an approach that will enhance the effectiveness and the efficiency of regular provision, comprising a set of activities able to proactively involve both the students in the fight against food waste. Therefore, the project should succeed in paving the way to a more conscious choice-making process where the students and relevant stakeholders will be guided and encouraged to investigate every opportunity, without over or underestimating any opportunity, once the food waste attitudes are dismantled. For sure, the project pilot phase could become a model also for other actors involved in education and training and could be adopted as a general food waste path to be replicated although adaptations to specific/additional needs could be necessary in the context of destination.At the regional/national level, the project is expected to contribute to support more effective methodologies that are meant to defy food waste. The model engages several actors such as teachers, students, professionals and other stakeholders such as restaurants and policy-makers, in a complex and proactive action able to support individuals to create better attitudes and to apply them in their professional lives. Their participation will ensure the sustainability of the model, and its spreading beyond the participating organisations and countries.At European level, and building upon already existing practices and examples with particular attention to the Life Foster Project, the project aims at building up an internationally usable methodology in the field of food waste prevention. The fact of developing the model within the framework of transnational cooperation [bringing together different expertise and approaches], and to develop practices to counteract the problem, ensures a transnational character to the model and reinforces the possibility of replicating the model in the participating Countries and beyond. The participation of an European VET representative will ensure the proper dissemination and potential replication of the project.