SNACKS was a transnational project between Lewisham Southwark College (lead partner), a Further Education college in England, IAL INNOVAZIONE APPRENDIMENTO LAVORO FVG, a non-profit training institution in Italy, Zeynep Mehmet Dönmez Otelcilik ve turizm meslek lisesi, a Tourism vocational school and Venosa Beach Resort & Spa, both in Turkey. Ultimately the project aimed to contribute towards improved skills amongst trainee and new chefs, in conjunction with college and work based learning.Traditional methods of delivering vocational qualifications are no longer fit for purpose, they lack flexibility and do not match the needs of learners or the requirements of employers. Students who struggle to understand things first time do not always grasp the principles from practical lessons. Limited time in teaching kitchens (in schools/colleges or work placements) mean that it is very difficult to catch up. Groups often have a wide range of abilities and less able students do not always want to highlight that they have not understood, this is sometimes not captured until assessment stage. SNACKS’ aim was to support vocational trainees in the areas of Hospitality, specifically trainee chefs. It did this by creating online video resources to supplement their main course along with built in opportunities for learners to earn Open Badges as recognition of their subject knowledge. An Open Badge is a digital reward which can be stored inside a student's ‘digital backpack' and used to supplement their qualifications when applying for employment.In the first phase, partners designed the structure of resources, including a range of core skills which are common to all trainee chefs and some local speciality dishes from each partner country. We then created the first 30 resources and piloted them with trainees to inform the final product and review the remaining planned resources to ensure that they were still the most appropriate in light of feedback from the pilot. In total we created over 100 short video resources and accompanying activities such as quizzes. Trainees can complete activities to receive Open Badges.This lends itself particularly well to a transnational project as core kitchen skills, especially preparatory skills, are international, as are the pressures in a commercial kitchen to produce consistent, high quality food to tight deadlines. The additional resources, including local specialities, will also have international appeal either as familiar or new dishes. For example, English cakes, Italian pasta and Turkish kebabs are already known in most countries, although young chefs might not yet know how to make them, and other dishesSNACKS targets professional trainees, allowing them to fit their studies around their work and family commitments and to learn at their own pace. The resources are focused on the commercial environment and are available for learners to remind themselves of lessons already learnt in class or catch up on missed sessions. We expect at least 500 trainees to use the resources, although they will not be formal project participants. The actual number of participants was approximately 50 students (attending project meetings, testing resources and providing feedback and assisting with videos, eg as chefs’ assistants) and 40 staff form the four partners.All three vocational schools offer an alternative form of education to the traditional academic route. Several of our trainees come from disadvantaged backgrounds and often do not live with their parents, either because of geography (in the case of Didim) or because of family circumstances, for example they are in the care of the state or their parents live abroad. We have found that there is a particularly high incidence of learning difficulties such as dyslexia amongst chefs and many also benefit from additional support with this.We held four project meetings - a kick off meeting in London followed by one meeting at each partner school. Interim meetings took place using Skype. The project working language was English, as this is learned by students at all three vocational schools, although resources were created in all partner languages. All resources are Open Access, so trainees have full flexibility about how and where to use them. Trainers now have a bank of materials produced by subject specialists to supplement classroom delivery, with the option to use them as part of their revision programmes or simply allow trainees to use them on an ad hoc basis. The system is fully flexible so that trainees can watch a series of linked videos showing different skills or watch the same demonstration several times if they are struggling to grasp something.

Healthy nutrition and sports are the base of healthy life. By having set off with the fact that the consumption of vegetables, fruits, weeds, fish and olive oil is in the highest rate in our region ,we will combine the traditional nutrition culture together with the local nutrition culture of other countries in a common point, creating a new synthesis to present to humanity . It is our greatest motivation. Our project target people are the students of the partner schools as project beneficiaries. The needs of the partner schools in the field of European mobility and cooperation are as follows;- To achieve the goal of internationalization by increasing the quality in education with the change of good practices in education.- To increase intercultural awareness by improving the foreign language skills of students and staff.- To establish cooperation networks by establishing partnerships with vocational schools in the European Union, it has the goal of sharing ideas, practices and methods. - Encouraging young people to a healthy lifestyle and healthy nutrition because educational institutions should be the pioneers and the first practitioners of such good practices in society.-To raise awareness of the public by raising public awareness about healthy nutrition, and to encourage the acquisition of good habits.-Ensuring cultural transfer by applying typical examples of local folk cuisine by food-beverage students and teachers.Strategic Partnerships for the exchange of Practices:It will be ensured that 5 schools will share ideas, practices, methods and sports activities in the field of healthy nutrition, especially culture.Target People of the Project: 14-18 age group students and teachers; parents, school staff.Planned Activities: Short term student exchange in 4 different EU countries.Our aims are ; reaching the internationalization goal by raising the education standards of schools; Increasing the cultural awareness staff and students by improving their language education ; Partnership with EU high schools and establishing cooperation networks, sharing innovations and ideas, applications and ways to collaborate with branches and share practices in order to emphasize the impact of sport actives and food culture on health ; providing the sharing of foods which are a cultural heritage over the generations and making them known by teenagers. The introduction of non-concrete cultural heritage and local foods in EU. Multicultural education focuses on the differentiation of learning environments so that students can accept other cultures. And for this, teachers should create learning environments that make their students respect people that are not from their culture, eliminating their prejudices against other cultures and accept that different cultures are a richness for people.Concrete outputs: A project website using Web2 tools, audio and visual documents about the importance of sport activities, an English E-Book, 6 months of E-project periodical, a Facebook page. Mediterranean style eating and healthy food recipes booklets in English and partner countries' languages, a Europass mobility document.

The idea of the project called Mediterranean type Nutrition, which is our common cultural heritage, has emerged as a result of learning the fact that the Mediterranean type of Nutrition is regarded as the most healthy diet by all nutrition authorities. The Mediterranean type of nutrition was included in the list of intangible cultural heritage by UNESCO in 2010. Many studies show that people who adopt the type of diet that dominates the Mediterranean coastline are healthy and long-lived.In this context, our project aims to exchange the different practices of partner schools’ Mediterranean type nutrition, which is a healthy type of nutrition and which is included in the intangible cultural heritage list by UNESCO. Mediterranean type nutrition involves more than eating meals. Physical activities and meals eaten together are the cornerstones of social traditions and festivities, promoting social interaction. There is a close relationship between food and culture. People prepare food adhering mostly to the characteristics of the geography they live in, such as climate, flora and while cooking they reflect their traditions, customs and habits to the process. Culture cannot be regarded independent of eating and drinking rituals. Therefore, food culture is also important in national folklore. Many countries work both nationally and internationally for the protection of local culinary cultures.Purpose of the Project: Increasing new learning skills and raising interest in culinary cultures by exchanging different practices of partner schools’ Mediterranean type nutrition which is included in the list of intangible cultural heritage.Cultural heritage promotes the connection between food and a healthy society. In modern societies, individuals are expected to interact with different cultural groups and develop positive attitudes in their interactions.The ways food and beverages are prepared and their contents are important parts of cultural identity. Recognizing and practicing food cultures of different cultures will provide a great gain for students.For these purposes, 5 partner schools from 5 Mediterranean countries, which provide trainings on the subject of the project, came together and established a partnership.Within the scope of our project, 5 LTT mobilities are planned. For each mobility, 4 students between the ages 14-18 and 2 teachers (vocational teachers of Gastronomy and a teacher knowing English if needed) from each country will participate in mobility within the scope of the project. Students and teachers will change for each mobility.Activities: Within the scope of short-term exchange of student groups, 5-day LTT activities are planned. Exchanges of different applications in the Mediterranean type nutrition will be provided among partner schools. In addition, the project will carry out an etwinning project with the partner countries and the project will be shared on the twinspace page locally.A theme of the Mediterranean Type diet will be exchanged in each partner school.Italy: Food Connects Us to Each OtherPortugal: Secrets of Healthy Life: FishGreece: Olive Oil Based NutritionSpain: Healthy Eating HabitsTurkey: Mediterranean Nutrition Type Peculiar to TurkeyMethodology: Workshop applications, demonstration, lecture, sample-giving, question-answer, group work, sightseeing observation, role model learning, research, application, methods and techniques, outdoor-nature activities, cultural and linguistic transfer,- Improving students' competences; gaining awareness on culinary culture and healthy nutrition; exploring new cultures, habits and lifestyles, especially through peer learning.- Developing a sense of belonging to the European UnionResults:- Transfer of good practices between countries- Transfer of cultural heritage-To understand the importance of the Mediterranean type diet in healthy nutrition- To understand the importance of fish dishes in healthy nutrition- Healthy Happy Life by Fighting ObesityLong Term Benefits:- Improving the quality standard as an organization providing education at an international level in terms of the development of schools.- Schools in the fields of cooking, culinary arts or gastronomy will enrich the culinary practices in their schools through the exchanges of Mediterranean type nutrition practices. - Ensuring that schools move towards the goal of branding in the long term.- The network of cooperation with other schools in Europe will expand.-The preferability of schools will increase.- Early school leaving, peer bullying, absenteeism problems and bad habits will decrease.TANGIBLE OUTPUTS:Project website using Web2 tools, English E-book containing project works, quarterly E- Project magazine, Facebook page. A booklet of Mediterranean-style healthy diet and food recipes in the languages of English and partner countries, creating kitchen museums in partner schools for the purpose of transferring cultural heritage in schools.

The COVID-19 pandemic has changed the reality of the education sector and has highlithened the need to transform the existing training systems to meet the current challenges. Just like all other education institutions, VET providers are facing the necessity to reinvent their learning environments so that digitalisation expands and complements the education process. Shifting from school-based education to learning via online platforms and the need for digital content have revealed not only the shortage of the digital technology at schools but also a significant lack of digital skills of teachers and trainers. Even before the COVID-19 crisis teachers in many countries reported the need for ICT training (OECD, 2019).The e-VET project seeks to establish a transnational partnership focusing on the needs of VET providers in view of the digital transformation of the education sector. The project partners will research and analyse the existing digital training solutions, methodologies and techniques for distance learning in order to identify the ones that are easily adaptable and transferrable to different VET training programmes. All the findings will be compiled in the Guidelines for Delivering Remote Teaching in VET.The project contributes to the Covid-19 situation by improving VET teachers’ digital competences not only to use the most up-to edge technologies but also encouraging them to be creators of the digital content which meets the best educational and pedagogical requirements. The project partnership seeks to create the so-called soft results - development of digital skills and guidelines, which could become a valuable resource of educational institution and in the long run ensuring quality and inclusive teaching and learning in various situations, e.g. remote learning due to various reasons such as quarantine, sickness, Erasmus mobility, revision, apprenticeship.The project forms a Strategic Partnership to support digital education in the EU aiming at:-Improving teachers’ digital competences to empower them not only to use various ready-made digital resources in remote and hybrid teaching but also to encourage them to be creators of digital content of vocational curricular by providing a practical training on using various apps, software and learning environments.-Developing the guidelines that will facilitate provision of remote/hybrid training for VET providers.-Implementing short-term transnational training activities for trainers of VET institutions who will be able to use the acquired knowledge and skills for the development of digital content and implementation of remote/hybrid training.-Establishing preconditions for the creation of international virtual learning environment and development of the joint VET programme among the partner organizations.Main target groups addessed:- VET teachers and trainers;- VET students;- VET providers;- Stakeholders (employers, associations, chambers).

"The project directly supports the strategy by contributing to promote key competences, specifically - by promoting comprehensive approach to language teaching and learning. In May 2018, the Council for Education, Youth, Culture and Sports adopted a Council Recommendation on Key Competences for Lifelong Learning. The documents underline that the special attention should be paid to ""increasing the level of language competences in both official and other languages and supporting learners to learn different languages relevant to their working and living situation"". The UK government says that ""Everyone living in England should be able to speak and understand English, so they can integrate into life in this country and make the most of the opportunities of living in modern Britain"". Importance of the English language teaching is underlined in all partner countries education reports and national policies. However, while the growing impact of English as a global language has definitely had its toll in partner countries, at the same time, it seems that its penetration in the society and culture has been moderate compared to other European contexts. Storytelling is one of the oldest forms of human communication, and much has been said in the literature about its effectiveness as a pedagogical tool in the development of language skills, regardless of learners’ age or background (e.g. Isbell et al., 2004; Cameron, 2001). Furthermore, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. Studies generally believe that effectiveness of storytelling relies on the fact that it is fun, engaging and highly memorable, raising learners’ interest in listening to stories, as well as in speaking, writing and reading about them (e.g. Atta-Alla, 2011, Kim, 2010; Wajnryb, 2003). Storytelling is, therefore, considered to be a powerful instrument to motivate learners to learn languages by engaging and encouraging them to actively participate in the language learning process. Together with storytelling methodology the project will integrate digital tools made to visualize these stories. The digital storytelling as researcher and digital culture consultant, John Seely Brown described it is: “a new ways to use multiple media to tell stories and in the ability of kids, who are now growing up in a digital world, to figure out new ways to tell stories. ""By combining creativity (storytelling) and technology (digital story telling tools)the project seeks to respond to the language teacher needs and to contribute to the national and European language learning policies. The project objectives:- to engage students in learning English language via an innovative method - storytelling and dedicated digital tools - a digital storytelling software for creating their own stories.- to enhance professional competences of language teaching and learning educators by promoting storytelling as a comprehensive approach for teaching English.The primary target group and end-users of the project are students of 15-18-year age. The project second group is language teachers and trainers, and the additional group to his are any education administrative staff in charge for the educators in-service training and qualification. The project foresees:-To directly involve at least 120 students, and to introduce STELA method at least to 600 students studying in the project partners’ organizations. -to involve 90 language teachers/educators from secondary education and VET schools involved both directly and trained in cascade training. -To disseminate STELA results to over 150 language educators directly, and 600 educators - via multiplier events, F2F meetings, presentations at the seminars and conferences.All together the short-term results will lead to long term results - enhanced competences of the teachers/trainers/educators and higher educational achievements of students in English learning. The project activities will be carried out in 6 partner countries. There will be a series of common activities, meetings and events organized in order to ensure the quality and the results of the developed STELA method and its instruments. The project consortium represents a great mix of public and private organisations. It represents good complexity and professional experience to achieve the project aims: educators, professionals of language teaching and learning, practitioners and educational administration."