"In Cooking with Colour, we focus on raising motivation in students. Students teach fellow-students from their partner countries about their own food culture and cooking techniques. Teaching staff and students therefore see themselves more as 'resources of knowledge and skill' and thereby gain self-confidence, pride and self-esteem. This - in its turn - rubs off on motivation, attendance and study results in our three nooks and crannies of the world: Hudiksvall (Sweden), Vieste (Italy) and Paphos (Cyprus). Though very hands-on in its nature with the acquisition of specific skills on the menu, the partnership works towards the high aims of improved vocational education, digitalisation and international strategic collaboration. We are convinced that teachers are the best resource to improve students' results in vocational training, a statement supported by present day research. We are also convinced that knowledge passed on from one person to the other is a double gain. The partnership's teaching staff and students share the experience of remoteness, poor aspiration, low education levels and restrained economic environment. It takes self-confidence and grit to be successful - professionally and in life as a whole - in these circumstances. Education plays the key role here. Teachers play a key role here. Students too. The methods applied in learning, LTTs and videography as key features in everyday teaching and training to present skills to others, will help students become more motivated. To improve attendance and results, students need to develop more 'grit'. Motivation creates grit. To make this materialise, students and staff engage in a set plan and be provided mindset methods and tools to improve in a hands-on way. Personal improvement will also raise an interest for work-based learning and further international collaboration. PartnersBromangymnasiet (Post-16), Hudiksvall, SwedenI.P.S.S.A.R - Hospitality Institute P. E. Mattei (Post-16) , Vieste, ItalyMIEEK (Post-16), Paphos, CyprusTeachers and students will present their way of working via digital storytelling in a lookbook (i.e. an ebook) with updated, interactive elements that urge students to perform better, aspire more and broaden their horizons between the three cultures involved. Methodology to be used in carrying out the project:1. Staff and students working together in a cross-setting of tourism, restaurant and food - at home between visits as well as during visits abroad. Three student visits abroad are limited to four students and two accompanying teachers per organisation. These will be restaurant and food students and their staff. The small numbers are necessary to be ""doable on our premises"" and give the project the applied learning and drive needed to raise expectations and thereby motivation. 2. Working together to build content on the digital platform’s Lookbook where writing, interviews, photo and videography together build content around each countries culture and foods as well as the cooking techniques and skills required.3. Applying the ‘growth mindset’ (Dweck) to create a positive learning environment built on the students’ innate desire to do well and to advance, do better. With this teaching technique, we reduce the risk of failure in education (and early drop-out) from education due to a higher degree of expectation and excitement in learning in both staff and students. School management have their LTTs to learn and apply our methods in their teams and schools.The project affects all students in tourism/restaurant and food in our respective schools. The three year groups within our schools have different areas that they are responsible for in the project to increase pride.Impact chain:Input - three experienced schools with common challengesActivities - LTTs resulting in creative digital movesOutput - improved attendance, a public platform showcasing Cooking with Colour, but also our methods to fight failure in vocational educationOutcomes - more active staff and students, work-based learning abroad, improved digital competence in students and teachersImpact - modernised vocational education in our schools serving as examples to inspire others, a platform for strategic development We were recommended to apply for a sharing of best practice project to allow us to get to know our partners to see how we can build a future strategic project out of our experience in this partnership. We believe in the idea. In a nutshell, Cooking with Colour will: Strengthen the profiles of the teaching professions, and,Develop partnerships aimed at promoting work-based learning in all its forms by focusing on the content Creativity and culture as well as Cultural heritagein a challenging, creative, motivation-raising way in LTTs and online, and thus reduce the risk of Early School Leaving and failure in education by applying a mindset in the project producing 'grit' in the project's staff and students."

SUSSWATER was a Strategic Partnership project between four host organisations offering post-16 and further education: Val Videregående Skole (VGS) (an upper SUSSWATER was a Strategic Partnership project between four host organisations offering post-16 and further education: Val Videregående Skole (VGS) (an upper secondary school in Norway), Bromangymnasiet (an upper secondary school in Sweden), Bord Iascaigh Mhara (BIM) (Ireland’s Seafood Development Agency) and South Devon College (a further education college in the UK). The project focused on the sustainable use of natural water resources. During the project period (2016–2019) we implemented four Learning, Teaching, Training (LTT) activities, one in each of the participating countries. The primary objective was the exchange of best practice within educational methodology but also, in respect of the relevant industries, to stimulate an innovative mind among the students. To achieve a sustainable use of natural resources within Europe, we think these kinds of partnerships are essential to ensure long-term, continuous improvements, leading to a motivated and skilled workforce to bring about effective and much needed change and development.Each of the partners hosted one week of activities over the three-year programme welcoming students and teachers from the other partners. These activities were related to a specific local geographical area with a focus on sustainable development for all interested parties with a mixture of lectures, industry visits, exercises and workshops. As well as engaging with the host partner, these workshops involved engagement with governmental bodies and local industry, and included people outside of the project. As part of the week, the host was expected to include elements of the social and cultural dimensions of the area to further increase the outcome for the participants.There was a close dialogue between the partners before and after the events to ensure proper planning, management and implementation. The participants submitted activity reports which were uploaded to the project website (www.susswater.com) and they also used social media to share their experiences. All participating students received a Europass Mobility document. The LTT activities provided valuable new knowledge on the bioeconomy and sustainability to each participant as well as the partner organisations. We think we have improved both the motivation and skills among the students and teachers, especially in the field of the sustainable use of water resources. Participation in this project provided an increased international network and improved teaching skills for the partners, along with increased understanding of the management and structure of water-based resources.A potential longer-term benefit will be an increased interest in education and career development within the bioeconomy, which some of the partners have already experienced. Thus, we have – as partners and institutions – been proactive in creating opportunities for education within environmentally focused professions. We have promoted sustainability and prepared young people for future employment.

”GLO-VET - making vocational education promote global responsibility and sustainable actions”, shortly called GLO-VET project aims at tackling the most serious issue of our time – sustainable development and particularly climate change in the context of vocational education and training (VET). This will be done by developing the professional skills of teachers in vocational colleges to integrate the United Nations Sustainable Development Goals (SDGs) in their teaching, collaborating with relevant actors outside the college, and strengthening the student voice and democratic participation opportunities through local action projects.The GLO-VET project team includes four partners: three VET colleges from Finland, Sweden, Latvia, as well as a small education-focused multimedia company from Spain.OBJECTIVES1.For VET teachers to learn new pedagogical methods to mainstream UN sustainable development goals in their teaching, network with other teachers and share their experiences and good practices2.For VET students to become responsible global citizens - ambassadors for sustainability - by developing their key competences, including civic and sustainable development competences, social and intercultural competences, critical thinking and creativity3.For partner organisations to adopt a whole school approach, and to develop social and environmental responsibility of educational institutionsPARTICIPANTSThe direct participants of the project are VET teachers and students in three partner schools. In total 9 VET teachers from partner countries and 60 VET students from partner countries will participate actively in the project, mainly from the fields of tourism, catering, business, IT and media. The indirect participants of the project include:- 20 VET teachers in each partner school trained in workshops during the project, in total 60 teachers- 1200 VET students reached on the topic of sustainable development through trained teachers- 900 people reached through local actions (campaigns, events, workshops etc) organised in partner schools throughout the projectACTIVITIES AND METHODOLOGYThe preparation phase includes an online meeting, practical arrangements and a LTT kick-off week for VET teachers and management in Finland in December 2020. The good practices learnt and shared during the project will be more widely disseminated in our partner colleges through internal workshops and other communication efforts.Blended mobility combines local student-led activities with online collaboration, and three physical mobilities, LTT activity weeks for five students and two teachers in Sweden, Latvia and Finland. Local activities can include campaigns, events, theme days or social media communication to spread awareness on UN SDGs in the school and municipality. Students will exchange their experiences, thoughts and plans with their peers in partner countries through online collaborative workspaces (eg. eTwinning, G Suites).The LTT weeks will provide the chance to share experiences, and both for students and teachers to gain new knowledge, skills and ideas for future activities related to UN SDGs, as well as to develop the content for the project output.As a practical pedagogical tool and the final project output for wider dissemination, the project team will be developing a website with two parts: learning kits on UN SDGs to be used by teachers and students, and a game platform for testing skills and sharing the results with social networks. The website will be available in English, Finnish, Swedish and Latvian. RESULTS1. VET teachers will have improved competences to integrate sustainable development and global citizenship topics in their teaching through engaging and motivating ways, using non-formal, project-based and inquiry-based learning methods2. VET students will have developed their key competences as global citizens through more opportunities for participation, this way increasing student well-being and positive climate actions in the partnering VET colleges3. Partner VET colleges will have improved their approach to social and environmental responsibility through more strategic sustainability planning, increased visibility of sustainable development at the college, and improved cooperation with local working life and other actors related to sustainable development (municipalities, NGOs, museums, artists, research institutes etc)As a longer-term benefit of the project, the aim is to influence policy-makers at different levels to highlight the necessity of developing global citizenship competences of VET students, both on the curriculum-level, but also translated into practical teaching skills through pedagogical mentoring, tools and training of VET teachers. Having competent, motivated teachers, and committed management of VET colleges to support them, are the key for engaging VET students in learning and becoming responsible global citizens for more sustainable futures.

Research synthesised from across the world shows us that learning in the natural world has a significant positive impact on children’s quality of life in terms of their learning and wellbeing. Connectedness to nature (biophilia) has been shown to successfully improve outcomes for specific groups of learners. However for these benefits to be fully realised , natural schooling , which is about learning with, through and about the natural world needs to become an integral aspect of education policy and practice and firmly embedded within the curriculum for all schools (Waite and Malone 2016).An understanding of the philosophies that serve to empower a world centred pedagogy (Biesta 2017) and to achieve student outcomes for 21st century living (a healthy and happy body and mind; a sociable confident person; a self-directed and creative learner; an effective contributor; an active global citizen) are central to this project. Through collaboration and shared methodologies the project will enable the development and implementation of natural schooling curriculum innovation projects that are bespoke to the partners circumstances, with the specific intention to demonstrate improved learning outcomes for partner identified subgroups of learners (e.g. those with disabilities, SEN, at risk of exclusion, traveller families, low literacy etc.).Partners in the project include schools and groups of schools from the United Kingdom, Italy, Spain and Sweden. Participants are primarily teachers, but also include allied professionals from the five institutions ensuring dissemination within the project across 43 schools, 2,100 teaching staff and over 24,000 learners.In addition to a legacy of: improved learner wellbeing and learning outcomes for the subgroups of learners immediately involved, through the positioning of a natural schooling innovation within curricula, this project seeks to: promote the development of new pedagogical practices that foster positive attitudes towards our world; enable a tool for the dissemination of data and understanding about the natural world; improve teacher confidence and satisfaction in delivering learning with through and about nature; create a resource pool of curriculum materials and evidence/data for sharing. In addition and in response to the call from global researchers, the project seeks to further inform academic debate and kindle wider interest in natural schooling amongst a community of stakeholders/researchers across Europe and the rest of the world. In the longer term, the outcomes from the project will offer guidance and recommendations for other school leaders and teachers to follow, develop and adapt.

"Sport plays an essential role in the personal development of young people, not only by the importance of physical training in itself, but also as a source of their physical, social and emotional health. We can consider sports have also a great educational impact, changes can be seen as motor skills development and performance. This shows the positive relationship between being involved in physical activities and psychosocial development. There is a core of evidences that shows us the big positive effects of sport and exercise on physical health, growth and individual development, but sport and physical activity have also positive benefits on education. Through participation in sport and physical education, young people learn about the importance of key skills such as: team work, entrepreneurship, resilience Objectives:• Use sport as a means to deliver educational messages to participants• Improve the learning performance of children and young people, encouraging them an European citizenship and a desire to succeed academically• Lay the groundwork to prepare individuals for competitive life, understanding the defeat as a learning process and victory as a result of the effort, all through fostering cooperation and group dynamics, understanding the role of each one in the group• Implement quality,innovation and creativity in sports training""sport teachers and sports trainers' competences are seen as critical success factor"" the project tries to determine how to develop effective sports training (including initial teacher/sports trainer training), the key question is “how best to equip teachers/sport trainers with the skills, knowledge and attitudes they need to implement sport and physical activity in relation to the personal, social and professional development of individuals ”. The project tries to implement in youth an active European citizenship as means of employment opportunities and development of sporting and social skills; through the project activities the consortium will remark the importance of sport and physical activity in relation to the personal, social and professional development of individuals, providing young people opportunities to know other cultures and development of sporting and social skills.The project will reinforce the cooperation with partners from other countries, other fields of education, training and youth.The project is also adressed to enhance the professional development of those working or active in the education, training and youth fields specially in all related to sports and will develop and implement sport training and educational modules (high quality), produce a manual with practice examples and the organisation of sports events.The project fits with Europe 2020 strategy acknowledges: a fundamental transformation of education and training is needed to address the new skills and competences that will be required in Europe."