"""OceanTraining.eu : a toolbox for digital ocean education"" will develop a set of digital resources aimed for international education programmes in the field of Ocean Sciences. International programmes do face several challenges when it comes to switching from non-digital to digital education. The geographical spread and diverse student communities, and the lack of possibilities to train students in practical and field related skills are just some of the elements that illustrate the complex situation when switching to digital education forms.With a consortium of 4 universities we plan to develop existing and new ideas which should support the targetted international education programmes. In addition we foresee that the outcomes of this project will also be usable on a broader scale (for example in the context of Life Long Learning initiatives or global capacity develop in the area of Ocean Science).The OceanTraining.eu toolbox will entail four categories of digital education instruments:1. A fully online set of fundamental Ocean science courses (BASE) valid for 30 ECTS will support graduate programmes seeking for good online alternatives for local programmes. The online setup allows geographically spread students to participate from a distance, but still offers opportunities, thanks to the activating and engaging learning methodologies, to exchange and connect with peers and teachers.2. The format of Short Online Courses (SUPPORT) will be used in second package to provide supporting learning content answering very specific learning needs. A diverse student community with a diversified background does need many additional resources in order to be able to follow regular courses. SOCS will be developed using a wide range of formats in order to provide clear answers to these needs. 3. The Virtual Ocean Lab (EXPLORE) will bring together digital learning techniques and tools which may serve as alternatives for the regular field and practical experiences available in most Ocean Graduate programmes. 4. Lastly a supporting publication tool (UNITE) for teachers investing time and energy in the development of digital learning will be initiated. This tool, in the format of a digital journal, will allow teachers to post their resources in a citable and peer-reviewed format. This tool should increase visibility of digital learning resources and should also make them retrievable.The presented toolbox for Digital Ocean Education will be launched and presented during a closing multiplier event. This event will be organized as a symposium in which Ocean Educators can showcase innovative learning tools and methodologies. This unique event should also create connections between European Universities active in the field of Ocean Science Education and could hopefully lead to increased collaborations.OceanTraining.eu hopes to be a starting point for new developments and joint initiatives in the broad field of Ocean Education."

Short food supply chains are defined as having as ‘few links as possible between the food producer and the citizen who eats the food’. They typically involve local producers promoting local food produce and have continuously been highlighted as an area for potential market growth in Europe. The standard education for food producers has traditionally been based around production with no focus on sales and marketing, processing or other entrepreneurial-like skills that will empower producers to gain value for their products. Though identified as an important and growing industry, at the time of the project proposal there were no defined European strategies to develop the short food supply chain, though this is now becoming an area of increased research and priority across a variety of European initiatives.The overarching aim of the project was to enhance entrepreneurial training in VET, encompassing work-based learning, aimed at those in the short food supply chain.The specific objectives of the project were to boost innovation and entrepreneurship in Europe by:•Developing a curriculum specific for the short food supply chain incorporating work-based learning to stimulate entrepreneurship•Empowering food producers to gain control of their business models and move up the value chain through engaging in training and networking•Providing a web platform for knowledge exchange between education and enterprisesThe consortium comprised of four partners; Galway-Mayo Institute of Technology (GMIT, Ireland), The University of Bedfordshire (UoB, UK), The Polish Beef Association (PBA, Poland) and the European Council of Young Farmers (CEJA, Brussels). The partners were chosen for this project as they were all able to bring a wealth of expertise in the delivery of vocational work-based training programmes, the development of web based learning resources and access to the target group (those in the short food supply chain) for dissemination of information and project outcomes. All partners had previously been involved in transnational, EU funded programmes and therefore were highly familiar with the requirements of working in a consortium of this nature. The success of the partnership was such that the majority of partners are still working together across a number of different projects and project proposals. Prior to commencement of the project a needs analysis of the target group was undertaken which was updated during the project. The consortium developed a communication plan and a dissemination plan as well as a timeline of activities to ensure that the project stayed on track. Five transnational meetings took place in Ireland (3), Poland (1) and the UK (1). Three multiplier events were organised by the consortium in the UK (1), Poland (1) and the final conference in Ireland to distribute the projects outputs to the wider European community. To ensure that the outputs were meeting the needs of the target audience, two Learning, Teaching and Training Activities (LTTAs) were orgainsed; the first a short-term joint staff training event focused on the required content and delivery techniques for output 1 (the curriculum) and the second a blended mobility of learners aimed at testing the developed curriculum with the target audience as well as brainstorming the requirements for output 2 (the web portal). Though CEJA were the main dissemination partner, all partners took an active role in the dissemination of the project outputs and continue to do so.The outputs of the project included a Level 5 (EQF) course curriculum (designed to increase the development of food entrepreneurs) and a web portal to provide a platform for interactive discussion and networking as well as to disseminate relevant information and documentation. The main purpose of this project was to help create future job creators. By developing an entrepreneurial mind set, the project helped to empower participants to see the potential for their own businesses. It is anticipated that as the outputs of the project continue to gain traction that more food producers will go on to become entrepreneurs and develop jobs not only for themselves but also provide job opportunities for others.The impacts of this project are far reaching and outputs are translated hence easily transferable. This is the first project to create a bespoke VET curriculum in the area of entrepreneurship aimed at those in the short food supply chain. By collaborating with European partners, the developed outputs benefitted from the contribution of a broader range of food entrepreneurs. GMIT has already integrated the curriculum into its teaching offering and has also successfully applied for further funding to roll the course out in Vietnam. UoB are also implementing the outputs. The web portal is now live and providing a platform for those involved in the short food chain supply to interact and connect. All partners have actively disseminated the project results.

The overall aim of this highly innovative project was to develop and sustain the growth of Female Food Entrepreneurs (FFEs) by equipping VET educators with an innovative pedagogy guide and resource tool that would provide them with the knowledge and materials to develop female-focused entrepreneurial training that will be influenced by food entrepreneurs. In summary, entrepreneurs helping to develop entrepreneurs. A key aspect of this project was to encourage the growth of professional development of VET teachers and develop innovative teaching approaches. This project proposal was developed in line with the objectives and recommendations made in the Bruges Communiqué on enhanced European cooperation in VET for 2011-2020 in particular Fostering innovation, creativity and entrepreneurship, as well as the use of ICT (in both i-vet and C-vet). Prior to the commencement of the project, a needs analysis of the target group was undertaken which was updated throughout the project. This project also followed on from a previous EU funded project, Creating Entrepreneurs in Food (CEF), which highlighted the lack of support for FFEs in Europe. Europe’s food industry has seen a major resurgence in recent years and has been a hallmark of the economic recovery. The development and growth of new food businesses has been seen in both large scale corporations and artisan producers alike. Females are currently grossly underrepresented in the Agri-Food industry. These facts, coupled with our needs analysis, clearly support the demand for adequate training to grow FFEs. There are a number of entrepreneurial courses available but currently no CPD for VET providers to upskill to meet the needs of this unique group.To achieve the above objectives of this project, two outputs were produced:-A Training Guide for VET providers on delivering work based entrepreneurial training to FFEs in the Agri-Food Sector (O1)-A Resource Platform which provides European FFEs with resources, training, advice and collaborative opportunities (O2)It is anticipated that the outputs of the project will continue to gain attention and that more FFEs will successfully develop their own business, and create jobs. Due to the impact of Covid-19, the consortium produced additional material for O1 and O2 in order to address the new digital world we are living in due to the pandemic. The additional material for O1, with GMIT as the lead, consisted of a document for VET educators to help them create and deliver work-based entrepreneurial training for online environments. The additional material was created to provide VET educators with details and links to the most appropriate platforms and methods to utilize, and to increase their practical based learners engagement in an online environment. Following the pandemic, it became apparent that although the O2 resource platform was an online resource, it was deficient in online skills that would be essential post pandemic. The consortium felt that there would be a greater need for food businesses to have an online presence. The additional material was worked into O2, with a new section on the platform created called 'Digital Tools.' GMIT led the creation of O2 additional material, with PFA making the information available on the platform. The consortium comprised of five partners; BETI (Lithuania), CIA Toscana (Italy), CPIP (Romania), PFA and GMIT (Ireland). Each member of the consortium had been involved in the Agri-Food sector and innovative methods of developing the sector. A communication and dissemination plan along with a timeline of activities were developed to ensure the project stayed on track. 5 TNMs took place throughout the project with 2 taking place physically and the remaining 3 being held online. Four multiplier events (Es) were organised by the consortium with the first two taking place physically, and the last two hosted virtually. To ensure the outputs were meeting the needs of the target audience, two Learning Teaching Training Activities (LTTAs) were organised; The first took place physically and organised by GMIT with the aim of testing and evaluating O1 among the consortium. 10 participants took part. LTTA2 took place virtually with Learners and was a five day event organised by BETI. 15 members of the target audience took part and provided feedback on O2. Covid-19 affected the project, but the activities still had good attendance. The recordings of the Es have been requested and viewed many times demonstrating the significant impact and interest in the project. With the outputs translated to partner languages, the project and its outcomes are easily transferrable and will reach a wider European audience. This project was the first of its kind to be a finalist in the prestigious Green Gown research awards. This was and has continued to be a significant dissemination event for our project with the Youtube video of the awards receiving 137 views. All partners have disseminated the project to date on social media. By collaborating with European partners, the developed outputs benefitted from the contribution of a broader range of FFEs.

<< Background >>The Covid-19 pandemic has led to the digital transformation of many industries. Feedback from entrepreneurs in the agri-food sector (many of whom are in isolated and rural locations) is that they felt ‘left behind’ and lacked the training and support to transition online. Our needs analysis identified that VET educators felt ill-equipped to support their agri-food entrepreneurship learners in a digital environment. The needs we plan to address as part of this project is the digital upskilling of VET educators to enable the digital transformation of VET agri-food entrepreneurship training.<< Objectives >>The overall objective of this project is to equip agri-food entrepreneurship VET educators with the know-how, confidence, skillset and essential tools and resources to digitalise and develop their teaching practice to facilitate learners in agri-food entrepreneurship VET programmes to create an online identity for their local brand and business. The project aims to review and adapt vocational education and training to meet the specific digital training needs of agri-food entrepreneurs according to the digital competence framework. This project will a) assess the digital competencies and skills of VET educators (according to the DigCompEdu framework) and provide digital skills training to support their transition online and b) equip VET educators with the necessary resources as a ‘digital skills series’ to facilitate their learners in developing their digital competence.Digital competence has been reviewed in other disciplines but has not to date been included in the curricula of VET agri-food entrepreneurship programmes. Through the proposed results, the project will introduce new innovative teaching methods and supports for VET educators to upskill them in the area of digital competence to enable them to engage the agri-food entrepreneur online.<< Implementation >>The project methodology and activities have been designed to specifically meet the growing needs of our target audience (VET educators). The partners will apply a mixed methods approach utilising a combination of both qualitative and quantitative methods throughout the project. Examples of the research tools to ensure delivery of planned results include, data analysis, case studies, surveys, questionnaires, focus groups, networking events, document analysis and formal and informal interviews with mentors and stakeholders. Each of the project activities feeds into the overall objectives of the project. Partners effectively implementing communication, dissemination and impact plans and activities with the target audiences and stakeholders will support and lead to the achievement the project objectives. In addition to that, the activities detailed below will support the achievement of the project objectives and planned results. •It is intended that over 200 participants will engage in these activities including VET educators, food producers, farmers, researchers, the wider agri-food sector, and relevant stakeholders. •Five transnational meetings will take place throughout the lifetime of the project to ensure that the project is on track and to facilitate communication between the consortium. •A dedicated learning, teaching and training activity (LTTA) has been planned to enhance the development of the project’s results. •Multiplier events have been scheduled in every partner country to ensure maximum dissemination of the project’s results and outputs. Additional activities that will play a role in achieving the project objectives: •Management of timeframes etc - ensure that all project activities and events occur as per the schedule and engage the target audience as appropriate. •External evaluators - reports and guidance on improving the quality of the project outputs and activities will ensure that the outputs are in line with the project objectives and meet the needs of the target audiences. •Interim reports - adherence to timelines and management of budget ensures the project is on schedule and within budget. •Communication - communication amongst partners and with the target audiences and stakeholders will increase the number of people in engaged with the project ensure that the project aim is achieved. •Assessing risk - using the risk assessment, the partners will be in control of the project and can predict and manage project related risks to ensure that project is kept on track and in line with its aims and objectives. •Evaluation of feedback - collating feedback on project events and activities will allow the partners to ensure that the projects objectives are being met and that the needs of the target audience are being addressed and that the results are having a positive impact.<< Results >>The project will significantly contribute to the digital transformation of VET agri-food entrepreneurship education and lead to continuing innovation of VET by providing VET educators with the resources and skills to adjust food entrepreneurship training to the enhanced requirement of digitilisation and online market systems and labour requirements. As results to the project we are proposing:R1: How to Engage your Rural Agri-Food Learner Online? -Specific digital skills training for VET educators - An online resource tool for VET educators on how to engage their rural Agri-Food learners.R2: Let’s get DigiFE Started – the setting up Online - Digital Skills Series (build knowledge & skillset) - An online module for VET educators to use in helping their learners; rural food producers and entrepreneurs in setting up online with ease. R3: Fostering Design Thinking with Agri-Food Entrepreneurs Digital Skills Series (analyse, adopt and enhance) -a ‘design thinking’ training course that will equip VET educators with the materials to design a course specific to food entrepreneurs.R4: Let’s get DigiFE Sales Ready- Setting up Sales Online Markets - Digital Skills Series” (build knowledge & skillset) - An online module for VET educators to facilitate their rural food entrepreneur learners set up their own online shop. R5: Online Savvy Food Entrepreneur – Digital Infographic booklet. A digital booklet providing specialised digital skills for VET educators to use with their learners.Developing skills in new digital capabilities, will provide opportunity to increase rural routes to market generating sales online, increase inclusion, resilience and diversity for local food producers throughout Europe.The project will help to:1.Create educational resources to transform VET pedagogies to ensure that VET educators can support the rural agri-food producer with training and resources in their transition to online platforms and technologies to enhance market reach and sales capacity.In doing so, it will also help to:2.Prevent market segmentation and exclusion of rural agri-food entrepreneurs who are often isolated due to their rural location and skill deficiencies in digitalisation. 3.Improve digital literacy and confidence in those providing training to rural agri-food entrepreneurs.

At the Lycée Jessé de Forest, we have been working with the five other partners - Galway International Hotel School (GMIT, Galway, Republic of Ireland), OTHER PARTNERS, and Kosovo (associate partner with its own funding to contribute to this partnership) - for several years. Each institution provides various training courses (and thus certification) in hotel and catering that are more or less developed and depend on specific skills and expertise. The proposed partnership will ensure the further development of such courses. As coordinator, we wanted to include institutions from countries that represent a diverse Europe to investigate how to improve social inclusion through culinary education, taking into account the availability and production of healthy meals using local and affordable produce. The institutions are located in peripheral European regions and/or in countries that apply for such partnerships to promote social inclusion and thus employability. Kosovo is an associate partner that is not currently an Erasmus approved country but the Kosovo institution wants to collaborate in the partnership as vocational training in hotel and catering and employability for Kosovo nationals need to be developed. During the planned mobilities (Mobility 1 will take place in France in September 2018 to launch the partnership; Mobilities 2-6 will take place as follow: Ireland October, 2018; Spain February 2018; France April 2019; Macedonia November 2019; Bulgaria, April 2020; Mobility 7 will take place in Ireland in May-June 2020 to review and process further funding applications), the partners will meet to observe, analyse and share with each other on (i) the different training and certification systems (focusing on social inclusion), and (ii) the students and teachers' culinary habits and practices. The partners adopt varied techniques and diverse cultural and linguistic usage. To analyse such diverse data, grounded theory will be adopted. Grounded theory allows to collect, codify, categorise, and link data together. Through such an analysis, a mapping exercise of the different systems - training and certification - will be undertaken. All the data will then be gathered to develop menus targeted to promote healthy culinary habits depending on the budged and produces available to the participants of each partner. The items of the menus will be produced and served to customers (students and teachers in each institution), a feedback session will take place to develop inclusive teaching and learning resources (technical, linguistic, intercultural and management). The data and resources developed will be uploaded for the general and specific public (teachers, researchers, lecturers, students, professionals). In addition, the results of this partnership will be disseminated during seminars/webinars at international conferences (e.g., Franco-Irish Forum for the Culinary Arts, Hospitality, and Tourism 2020 which takes place at the same time as the final mobility in Ireland) to target professionals in the industry (teachers/lecturers and restaurant staff). Publications are also planned in academic journals (e.g., Journal of Tourism, Hospitality and Culinary Arts) and on the Internet to provide access to teaching resources to the wider public (www.pearltrees.com). Finally, this partnership will enable the five partners and the associate partner to develop a sustainable European network to share their practice and reflections on social inclusion in the long term. It will also ensure that the partners gain visibility and raise their profiles through the activities undertaken. Completing this partnership will allow the partners to continue working together in future. The partners are planning on following this partnership with for further funding applications (innovation grant and 'school to school' funding).