"<< Background >>The project "" Up-skilling Sustainability in Travel and Tourism: The socio-cultural point of view (USiTaT)” is a partnership project in the field of tourism industry, nature and environmental protection and hotel and restaurant services. Tourism evolution at the societal level has changed- consumers awarness about sustainable tourism and they consider these values very important. Tourism industry is an increasing source of income, employment and wealth in many countries. Its rapid expansion has, however, had detrimental environmental and socio-cultural impacts in many tourims regions. Responsible tourism has become development target both globally and locally. The ecological sustainability of sustainable development has been well identified and taken into account in the tourism sector, but socio-cultural sustainability has received less attention. In socio-cultural perspective you can ask what local communities can contribute to sustainable tourism, and what sustainability can offer these local communities in return? Socio-culturally sustainable tourism includes among others: accessibility including among others physical accessibility, races, colours, sexual identities, equality; cultural pride and undestanding between different cultures for example habits, gastronomy, protection of natural and cultural heritage. Working life has a need for staff able to carry out all the services according to socio-culturally sustainable way and vocational colleges must be able to educate and train competent staff for the companies. Vocational colleges need to have a frame for study unit with learning materials how to teach and train socio-culturally sustainable tourism and companies from tourism industary need information and tools for carrying out tourism and travelling services in socio-culturally sustainable way.The demand for the project has risen from working life and participating colleges.<< Objectives >>In this project focus will be in sustainable tourism and travelling from a socio-cultural point of view. The aim of the project is to gather information on how socio-cultural sustainability in tourism and travelling is understood and what kind of actions have been taken in partner countries in terms of socio-cultural sustainability in tourism companies and organizations, and how socio-cultural sustainability is taken into account in vocational education and training in partner countries. Target groups are students, teachers, educational organisations, associations and working life of travel and tourism Industry. The project has 5 partners from 4 European countries. From Finland the partners are vocational colleges Kouvolan seudun ammattiopisto (KSAO) and Careeria Oy, from the Netherlands vocational college ROC Friese Poort, from Italy Scuola Centrale Formazione, an umbrella organisation for many several vocational colleges in Italy and from Malta Future Focus Ltd, which has activities both in education and the tourism industry . Kouvolan seudun ammattiopisto will be the coordinator of the project.<< Implementation >>The project group will gather information from vocational colleges and companies in tourism industry on how socio-cultural sustainability in tourism and travelling is understood, what kind of actions have been taken in partner countries in terms of socio-cultural sustainability and how is it educated and trained in vocational colleges.According to the results partner group will plan a study unit to be used in organisations offering education and training of tourism and travelling and a digital guidebook to be used in working life and in vocational organisations as a learning material.Working fr the results will be devided in for topics: Gastronomy, World Heritage Centers, Cultural Identity, Accessibility and Liberty. Every country is responsible for one topic and the LTT introducing the topic. The project will be carried out in 24 months beginning from November 2021. It will have 4 Learning Teaching Training Activities, one in each of the partner country, one Transnational meeting (kick-off-meeting) and virtual meetings for students’ piloting the results. Project will have two hybrid multiplier events, one in Malta and the second in Finland.<< Results >>The project will have two results:Result 1: A Study Unit “Vocational Study Unit on Social-Cultural Sustainability in Travel and Tourism” - study unit to be used in educational organisations to teach and learn socio-culturally sustainable travel and tourism. The module will be planned so that is is easy to be implemented in EU-countries locally, as a part of curriculum or as an updating course in VET-organisations. The study unit will be planned according to the inquiry carried out at the beginning of the project. Result 2: A digital guidebook for sustainable travel and tourism in a socio-cultural point of view -digital guide book how to carry out socio-culturally sustainable service chain in travel and tourism industry. The result will be used as a guidance material in working life and as a part of the learning material of the study unit in vocational colleges."

"<< Background >>Gender equality is a key priority within UNESCO’s work on heritage, creativity and cultural diversity: ‘The equal participation, access and contribution to the cultural life of women and men are human rights as well as cultural rights, and an important dimension for guaranteeing freedom of expression for all. Besides, UNESCO’s recent report Gender equality: heritage and creativity, highlights the need to be proactive in order to accelerate the process of putting policy into practice by promoting equal rights, responsibilities and opportunities for women and men, and girls and boys, in the fields of heritage and creativity (UNESCO, 2014)On the other hand, the COVID 19 poses a threat to the arts and creative industries, as some companies and self-employed persons suffer significant losses. Many freelancers and micro-enterprises work in the creative industries and they depend more than others on events and markets for earning money (The Federal Government’s Centre of Excellence for the Cultural and Creative Industries, 2020). Besides, lots of businesses in the art and creative industries have been affected or had to close down, creating a negative impact on female entrepreneurs not only economically but also psychologically. The COVID-19 pandemic has revealed and magnified the cultural and creative industries’ pre-existing volatility. Due to the precarious nature of their work, women working in the cultural and creative industries were particularly impacted, namely in relation to their income, access to social security and freedom of movement and artistic creation (UNESCO, 2021). Although the second chance policies in Europe are an excellent instrument to give some peace of mind to entrepreneurs to start again after a failure, they only focus on the legal and economic part. Moreover, many of these policies aim to ""produce"" more entrepreneurs and not so much on the need to preserve the stock of entrepreneurs (European Commission, 2011). For this reason, an excellent second chance policy is essential to send the message that entrepreneurship cannot end up as a ""life sentence"" if things go wrong (European Commission, 2011; Jourová, 2016).The failure of a venture should not be seen as the end of an entrepreneurial journey. The literature suggests that entrepreneurs can learn from failure, developing more mature entrepreneurial skills that can lead to personal growth and enhance success in future ventures (e.g., Cope, 2011). However, adverse psychological reactions to failure, such as grief or anxiety, can impede learning, preventing positive outcomes from failure (e.g., Shepherd, 2003). Positive results may include learning but also innovation (e.g., Fischer et al., 2018). Therefore, we suggest that it may be worthwhile in the current pandemic to support failed female entrepreneurs financially and psychologically, to help them make the best of their situation, thus benefiting both the individual and society as a whole. Understanding the above, the needs we want to address thanks to RestART Europe are:•To be pioneers in offering a mentoring program that initially seeks to train mentors with the necessary skills to be the vehicle to equip second-chance female entrepreneurs with the entrepreneurial and 21st-century skills needed for both entrepreneurship and the arts and creativity sector.•Mentoring schemes for women in the cultural sector are necessary to facilitate confidence-building and the empowerment of women. The European Commission should launch mentoring schemes tailored to cultural programs, such as Erasmus Plus or Creative Europe (Voices of culture, 2019). That is why we want to highlight the scarcity of opportunities and mentoring programs that seek to support women who have failed or are failing. On the contrary, after situations of failure, and especially for women, strong psychological support and necessary tools should be provided to enhance the female entrepreneur's confidence to start a business again.<< Objectives >>RestART Europe aims to bring together second-chance female entrepreneurs in arts and creative industries and potential mentors in a dynamic community to improve the quality of mentoring and generate a positive impact for both female entrepreneurs seeking a second chance, and the arts and creative industries that have been affected by the pandemic. This goal will be achieved by providing flexible and innovative training to potential mentors and developing a set of instruments and courses that help mentors to address the business and psychological needs of female entrepreneurs seeking a second chance after failure. To guarantee the achievements and sustainability of the project, we have established two target groups.a. Main target group: Mentors are critical actors in the project as they will provide personalized guidance to female entrepreneurs. Mentors can be but not limited to:•Female entrepreneurs or company leaders•Entrepreneurial graduate students with ventures from HEIs projects partners •Expert actors in arts and creative industries b. Second target group: Represented by the end users/beneficiaries of the project:Women looking for a second chance to undertake entrepreneurial projects in the arts and creative industries, independent of the female entrepreneurs, have already failed (e.g., bankruptcy, discontinuation of work) or are currently failing, including:•Part-time female entrepreneurs: students and entrepreneurs at the same time or employees and entrepreneurs at the same time•One-person enterprises and the self-employed; businesses that employ no staff or freelancers•Nascent female entrepreneurs: women that are planning a new venture•New firm female entrepreneurs: with a new business that is between four and 42 months old•Established business owners: over 42 months old (European Monitoring Centre on Change, 2011).We are work under the definition of EU Regulation No 1295/2013 on the Creative Europe Program about arts and creative sectors, composed of architecture, libraries and museums, artistic crafts, audiovisual (including film, television, video games, and multimedia), tangible and intangible cultural heritage, design, festivals, music, literature, performing arts, publishing, radio, and visual arts.’The principal aim of the RestART Europe project is to equip and encourage with the necessary digital skills, hard entrepreneurial skills and 21st century skills, female entrepreneurs in the process of undertaking a business, after a failure, in the arts and creative industries, through the support of trained mentors, who previously enhanced their knowledge and skills. For this purpose, the project will:•Facilitate the identification and understanding of the critical challenges and opportunities that women face in starting a new business for the second time in the arts and creative industry.•Identify the main hard entrepreneurial skills and 21st-century skills required for second-chance female entrepreneurs who want to start a business in art and creative industries after a failure.•Enhance entrepreneurial skills and capitalize on the innovative potential of second-chance female entrepreneurs by exposing them to real-life problems and projects, guiding them via trained mentors and exposing them to relevant networks•Enhance the skills of mentors in an integrated way to replicate this effect and generate an impact on female entrepreneurs in the arts and creative industries.•Create dynamic networking between mentors and second-chance female entrepreneurs in the art and creative sector through an online and interactive platform•Foster awareness and understanding of arts and creative sector and contribute in the European restoration of the arts and creative industries•Stimulate collaboration, interdisciplinarity and innovation by bringing together actors from art, business, female entrepreneurship, and public spaces.<< Implementation >>The implementation of activities for RestART Europe requires five main stages, comprised by each of the project PRs.1) Understand the status quo, needs, desires and skills needed from female entrepreneurs who seek a second chance, after business failure, in the arts and creative sector, and mapping the drivers and competencies that mentors should have when providing mentoring to female entrepreneursPR1: STATE OF R-ART ANALYSIS REPORTIdentifying second-chance female entrepreneurs' needs and opportunities for the development of mentoring will allow a real impact on this population and contribute to the reactivation of the art and creative industries. Besides, the State of R-Art will be tasked with identifying main ""hard"" entrepreneurial skills and ""soft"" 21-century skills for female entrepreneurs and their relevance to the arts and creative sector. Also, the project consortium will document and create the Report with a set of guidelines detailing how to forge a successful mentoring for female entrepreneurs and the drivers to become a mentor, and the main capacities needed. The Report will include desk research, qualitative and quantitative data, and summarized findings and recommendations will be posted on the online platform Ment-Net.2) Bring together a community of European mentors with second-chance female entrepreneurs in an online and interactive platform and evaluate the relationship between mentors and second-chance female entrepreneurs (mentees)PR2: ONLINE PLATFORM MENT-NET AND MENTORING SCOPEThe online and interactive platform Men-Net aims to provide the necessary online resources for adequate interaction and exchange between mentors and second-chance female entrepreneurs (mentees), acting as a portfolio of knowledge, contacts and offering training and support of tools. Besides, the Mentoring Scope aims to specify the relationship between mentors and second-chance female entrepreneurs in the arts and creative industries, the interaction, and the main success factors.3) Creating a Comprehensive toolkit for mentorsPR3: THE RESTART MENTOR'S TOOLKITThe project consortium will devise a set of tools to be utilized from mentors in training second-chance female entrepreneurs arts and creative industry. The tools will be stemming from the outcomes and lessons learned from within PR1. The tools identified and collected will be digitized and, where possible, converted into an interactive format to increase the participation of mentors and related staff during and after the project. 4) Providing guidance and training to mentors for successful integration in the development of mentoring to second-chance female entrepreneursPR4: MENTOR CAPACITY BUILDING PROGRAM AND HANDBOOKThe implementation of the Handbook will contribute to providing a tangible, precise, and efficient guide to the mentors on the proper use of the Toolkit (PR3), which will allow the mentors to get the most out of this Toolkit. At the same time, the online capacity-building program for mentors through different courses, developed according to the needs and wishes of the mentors collected in PR1, will contribute to strengthening the knowledge and skills of the mentors.5) Piloting the project results before where second-chance female entrepreneurs will be equipped with skills to create again their own entrepreneurial project under focused mentorship.PR5: RESTART HOPE The piloting of the central PRs of RestART Europe project will enable the consortium to evaluate the online and interactive platform Ment-Net, Toolkit, and practice modules. They will be integrated and test the mentorship of at least 50+ second-chance female entrepreneurs (minimum 10 female entrepreneurs nominated per each project partner) matched and mentored in the pilot. The core of the RestART HOPE will be entrepreneurial projects in the arts and creative sectors designed by second-time female entrepreneurs' groups under the guided mentorship of the training mentors.<< Results >>The project results will strengthen the arts and creative sector through potential entrepreneurial projects from second-chance female entrepreneurs, supported by trained mentors. Instead, it will serve as a positive influencer for many stakeholders of our society. The project aims to have the following impacts:INDIVIDUALMentors Mentors can be but no limited to: 1) female entrepreneurs or company leaders; 2) entrepreneurial graduate students with ventures from HEIs projects partners, and 3) expert actors in arts and creative industries. Mentors are critical actors in the project as they will provide personalized mentoring to female entrepreneurs. As a result, the project will:•Equip mentors with the knowledge, skills, and learning mechanisms through appropriateonline material and peer-to-peer exchange mechanism•Raise motivation to create more effective, efficient, and innovative mentoring for female entrepreneurs•Strength the relationship between mentors and second-chance female entrepreneurs (mentees)Second-chance female entrepreneursRepresented by the end users/beneficiaries of the project. They could be women looking for a second chance to undertake entrepreneurial projects in the arts and creative industries, including 1) those who have already failed (e.g., bankruptcy, discontinuation of work) or 2) are currently failing, such as: a) Part-time female entrepreneurs; b) Self-employed or freelancers; c) nascent female entrepreneurs; d) new firm female entrepreneurs; and e) established business owners (European Monitoring Centre on Change, 2011).In Cope’s study (2011), learning is emphasized as a process and recovery and re-emergence from failure are seen as a function of distinctive higher-level learning processes that allow entrepreneurs to learn about themselves and entrepreneurship (Atsan, N., 2016). Besides, research has shown that women are judged more harshly for their mistakes than men and may respond by being more risk-averse, as a result, some women may not seize leadership opportunities and that worries those committed to achieving gender equity (Kramer, J., 2019). For this reason, one of the outcomes expected is to equip the second-time female entrepreneurs with the necessary tools to become entrepreneurs for the second time. To build their confidence and encourage them to start up again in the arts and creative industries. As a result, the project will•Identify, develop and enhance hard entrepreneurial skills and 21st-century skills from second-chance female entrepreneurs•Encourage female entrepreneurs to undertake businesses, after an initial failure, in the artsand creative industries•Strength and improve the relationship between mentors and second-chance female entrepreneurs (mentees)INDUSTRYArts, cultural and creative sectors are among the most affected by the current coronavirus (OECD, 2020. The arts and creative industries benefit from the project thanks to second-chance entrepreneurs better prepared with the primary skills for the 21st century and with the necessary tools to learn after failure, which will impact, as a success story, on the new generation of businesses led by these women, contributing to job creation. In addition, there will be a greater awareness of other stakeholders in the arts and creative industries.The transnational implementation of the project is essential to achieve its success and viability. The existing knowledge, cooperation, and experiences are disseminated with a multiplier effect in many potential mentors, positively influencing female entrepreneurs in the arts and creative industries, looking for second chances. Through the exchange of learning and experiences between peers, the cooperation between mentors, institutions, and experts in the industry, and a dynamic community we can create significant advances in inclusion and support for second-chance female entrepreneurs, helping to recapture the art and creative sector."

"<< Background >>After analysing the usual methods and tools available, we could observe that very often the mobility referents, teachers and VET learners are confronted to a certain number of challenges in their international mobility project implementation, such as:- Administrative management requires a lot of time for the mobility referents and often takes precedence over pedagogical support, which is essential to ensure quality mobility projects for VET.- A multitude of relevant tools have been created by different European organisations on the subject of European mobility for VET participants, but it is very often too complicated for mobility referent and their VET learners wishing to realise a mobility experience to find the relevant resources for a perfect support.- Regular face-to-face support for European mobility project management can sometimes be complicated due the availability and the geographical area of the people concerned but also due to the possible health restrictions.Regarding these challenges, several needs have been identified to ensure a high-quality mobility implementation and management in VET sector:- To structure a clear support at the pedagogical and administrative levels to ensure high quality mobility projects for the VET learners and staff or our organisations.- To get complementary user friendly and relevant online tools and resources to reinforce the support at the international mobility preparation and evaluation stages, also by distance.- To ensure a high-quality level in the international mobility pedagogical preparation and evaluation and valorisation of international mobility of the VET learners.- To ensure a good continuity in the international mobility project implementation, follow up and evaluation even if the mobility referent change.- To learn and exchange good practices in terms of international mobility projects administrative and pedagogical management.<< Objectives >>The objectives of Mobilitimeline project are the following:- To support strongly and efficiently at the pedagogical and administrative levels more than 1000 VET learners and 30 Mobility referents in Europe per year before, during and after their mobility projects.- To contribute to the simplification of the administrative management of European mobility projects by developing 5 tools which will help 30 Mobility referents and 1000 VET learners per year to implement correctly all the requested administrative processes step by step before, during and after the project.- To structure the pedagogical support of 1000 VET learners from European vocational training before, during and on return from European mobility projects by developing 5 clear and concrete tools.- Clarify, valorise and make available the relevant pedagogical tools developed elsewhere (by Erasmus + agencies, other mobility organisations...) for 1000 learners and 30 referents of vocational training in European mobility projects.- To improve the VET learners international mobility preparation, evaluation and valorisation to ensure the success of such opportunities by developing 2 online training sessions for VET learners (for the preparation and for the evaluation/valorisation of international mobility projects).<< Implementation >>All along this project, many activities will be implemented to reach our objectives.Indeed, the participating organisations from France, Germany, Italy, Netherlands and Spain will work together during 30 months on the construction and the finalization of 5 project results / tools (online interactive timeline, guideline of good practices and resources, 2 online training sessions, 1 tutorial video) and share good practices to ensure the high quality of international mobility project pedagogical and administrative management and implementation. The participating organisations will contact, exchange with European VET organisations to research and list in the online timeline and the guideline the relevant resources that have been developed for the different steps before, during and after international mobility. The involved partners will also work on the conception of 1 online training session for the mobility preparation and 1 online training for the evaluation & valorisation of international mobility.The involved partners will organize and participate to several transnational meetings during which they will work together on the development of these tools and share their good practices in international mobility management in VET sector. Such transnational meetings will be completed by follow Up online meetings to coordinate and regularly monitor the good advancement of the project.Once the mobility innovative tools will be pre-finalized, testing activities will be organized with VET learners, mobility referents and teachers actively involved in international mobility projects implementation to get feedbacks and adjust the tools if needed. At the end of the project, in addition to all the communication activities that will be done all along the project, local multipliers events will be organized in each participating country and one online transnational multiplier event will be organized to share largely these tools at the local, national, European and international levels.<< Results >>Within this Mobilitimeline project, we plan to create, test, and share 5 mobility projects pedagogical and administrative tools that will be relevant and useful for the Mobility referents and the VET learners to promote, prepare, follow up and evaluate/valorise the international mobility project:- The international Mobility online timeline which will contain different parts including relevant advice, processes, existing resources following the steps for promotion, preparation, follow up and evaluation of an international mobility project.- Online mobility timeline tutorial video which will present clearly how to use the online mobility timeline step by step to get the best of it.- Guideline ""Good resources and practices to realise an international mobility project"" which will be created in parallel of the online timeline and contain the list of relevant European existing resources, processes and advice to ensure a high-quality international mobility pedagogical and administrative management.- International mobility preparation online training session which will allow the VET learners to get advice, to know the important elements before going abroad for an international mobility project.- International mobility evaluation and valorisation online training session which will allow the VET learners to get advice, to know the important elements after their international mobility projects."

<< Background >>The idea of the project emerged from the exchange of experiences among Partners involved and following several discussions and analysis of European and national policies in supporting social inclusion of vulnerable students in hospitality schools, in particular students with ASD. Partners conducted a desk research, data analysis and organized workshops and zoom meetings among them in order to better understand the state of art and the concrete needs and challenges in the sector, in their respective countries and, more generally, in Europe.The key findings of the analyses conducted, led Partners to address the main issues highlighted by the European Commission: to promote inclusive education to assure the best quality of life for ASD individuals.The education, the right to independent living and work, are not only ideas, but concrete aims and it is necessary to shift the intervention approaches for auxiliary strategies. Access to inclusive and quality education remains limited for many persons with disabilities. According to EU Strategy on the Rights of Persons with Disabilities 2021-2030, High numbers of young people with disabilities are early leavers from education and training (20.3%), as compared to 9.8% for pupils without disabilities in 2018.Developing inclusive and accessible education is a key prerequisite for participation in the society and to get employment and should be supported. Specific attention is required for health services, especially after the weaknesses and gaps shown by the COVID-19 crisis.There several barriers to providing better and appropriate support to meet the educational needs of students with autism. These include: funding, lack of knowledge and training, lack of specialist support staff and time, lack of appropriate resourcing and class sizes.ASD student often present unique challenges to schools, and teachers can often find it difficult to meet their needs effectively. For this reason, teachers need to have a better understanding of autism and how it may affect learning. They also need support putting appropriate strategies in place.Therefore, there is a twofold aspect that InTeaM4IEd project takes into consideration: a.the need of teachers to better understanding autism and how it may affect learning, helping them putting appropriate strategies in placeb.the need of ASD students in hospitality schools to acquire new competences spendable in the labour market, as they are required by the specific sector. Inclusion is about being proactive in identifying the barriers learners encounter in attempting to access opportunities for quality education, and subsequently removing those barriers.<< Objectives >>Inclusive education of people with SEN is often framed in terms of human rights or justice. Notwithstanding, the economic dimension for educating people with disabilities is also very relevant. Lack of appropriate education remains the key risk factor for poverty and exclusion of any person, whether they are disabled or not.For this reason, InTeaM4IEd project main goal is to support teachers and tutors in dealing with developmental challenges associated with ASD students of post-secondary (initial) VET in the hospitality sector, as well as to assist them in acquiring expendable skills both within the education system and externally in the hospitality industry. Partners will create a groundbreaking Flexible and Hybrid Educational Methodology and Tools (F.H.E.M.T.) for teachers to assist ASD students in gaining new sector-specific competencies. This approach would be tailored to the individual's learning requirements and characteristics. Additionally, it will promote the integration of ASD students both within and outside of the school system, resulting in the development of new professional figures in the hospitality sector, severely impacted by the pandemic in professional growth an evolution. Therefore, InTeaM4IEd project intends to achieve the following objectives, throughout its implementation lifetime and beyond: 1.Provide teachers and trainers with appropriate competences and effective resources and educational methodologies to apply with students with ASD 2.Equip teachers with tools and methodologies useful to develop a personalized learner-centered training path aimed at enhancing the student's (particularly ASD students) quality of life both within the education/training path and outside of it, in the labor market3.Increase the professionalism and employability of students, especially those with ASD, in Europe's hospitality sector 4.Offer equal opportunities for people with ASD through training them in labour skills for the potential employment inclusion, looking at least for the welfare of people with ASD in the regular labour market5.Support ASD students in acquiring new skills and developing new sectoral competencies in line with the labour market requirements 6.Contribute to create an innovative and inclusive methodology for teachers in the hospitality schools, facilitated by the InTeaM4IEd application and the use of chatbots7.Create a network of schools, teachers, ASD students and their peers, families, who will use the application for educational purposes as well as interpersonal/communication ones.8.Encourage the participation of ADS students in VET programs9.A more inclusive learning environment<< Implementation >>METHODOLOGICAL APPROACH and KEY PROJECT RESULTS Project’ activities have been designed in a way to outline relevant and transferrable project results, toward the diffusion of benefits of innovative methodologies for teachers in hospitality schools addressed in particular to ASD students, in order to facilitate them in acquiring new skills and competence for the hospitality industry, thus increasing their participation in the labour market.Partners will follow a step-by-step methodology based on the PDCA Cycle:Since the very beginning of the project Partners will agree upon methodological strategies and approaches to collect and analyse evidences on emerging skills & competences in the hospitality sector that will address the lack of comprehensive learning outcomes in hospitality schools. The identification of 15 new skills & competences will be achieved through interviews with key stakeholders in Partners’ countries.The Consortium will design and launch the project official websiteThen, Partners will collect practices of existing teaching methods, learning approaches and challenges faced by ASD students. Based on these findings and on the competences previously identified, the Consortium will develop a learner-centered educational methodology and tools (F.H.E.M.T.) for teachers working with ASD students in the Hospitality schools, in order to improve and customized their VET offer. The next step will be the design of an educational application, which will integrate the F.H.E.M.T., and the related operational guidelines for teachers, students and families. The chatbot technology of the app, will facilitate the engagement and communication of students.Stakeholders will be involved in InTeaM4IEd since the beginning in all the activities, for quality results. Beneficiaries and sector experts (in Hospitality and Autism areas) will be interviewed for design the sector competency mapping, will participate in online focus groups to validate the F.H.E.M.T.; will validate also the App.The key project results will be translated in Partners’ languages for dissemination purpose and to avoid linguistic barriers. PROJECT MANAGEMENT ACTIVITIESThe following activities will be implemented during the project lifetime, to ensure that InTeaM4IEd will be effectively carried out and the expected results will be achieved:A1–A2 MANAGEMENT & QUALITY PLAN A3 - BILATERAL COLLABORATIONS AGREEMENTSA4 - VIRTUAL PARTNERS' MEETINGS A5 - OPERATIONAL, ADMINISTRATIVE & FINANCIAL MANAGEMENT A6 - DISSEMINATION PLAN & MATERIALS A7 – EXPLOITATION, SUSTAINABILITY STRATEGY & IPR AGREEMENT M1-4 PARTNERS' MEETINGSINDICATORSPlanning & Management- Development of a detailed work programme and task allocation done at the application stage - Effective communication strategy and ‘rules of communication’ - Assessment of tasks, deadlines and deliverables after each meeting by internal monitor and required actions will be taken accordinglyImplementation & project results- Project teams will be trained in each Partner country to deliver the allocated work-related results- Development of partnerships and engagement with Hospitality schools, teachers, VET Providers, ADS networks and associations, etc. in each partner country - Partner will work with the lead Partner to ensure that the project engages with, and complements the work of key stakeholders, influencers and networks at EU levelAssessment, evaluation & Q.A.- Allocation of tasks among partners based on the principle of ‘Duality’, whereby Management (Coord. and Method. Coord.) and each PR has 1 Leader and 1 Supporter responsible for its delivery- Progress internal evaluation towards targets conducted in the occasion of project progress and final reports - External experts involved in evaluating the key PRs through peer review activityFeedback & exploitation- Dissemination activity (see promotion) at national and transnational level- Key recommendations for future work in the field<< Results >>The main outcome of the InTeaM4IEd Project is to provide an innovative and hybrid educational methodology, based on the learner-centred approach, and practical tools for teachers in hospitality schools who works with ASD students as precondition to enhance inclusive education and improve the training offer. Furthermore, an innovative app, that will make use of chatbots to facilitate the communication, will be created and will incorporate the F.H.E.M.T. The app will be supplemented by operational guidelines for teachers, students and their families. The project will achieve the following results: 1.Competency mapping for new emerging skills and competences and labour expectations within the Hospitality sector2.New practices to cater for the needs of vulnerable groups of students such as those with ASD Innovative approaches and methodologies for hospitality schools’ teachers to address ADS students3.Increased opportunity for professional development for teachers in hospitality schools4.Enhance ASD students’ sector specific competences in line with the labour market requirement5.Increase professionality and employability of students, in particular those with ASD creating new employability skills in the hospitality sector in Europe.6.Foster ASD students’ integration in VET programs7.Promoting education and training as a means of social inclusion and equal opportunities 8.Increase job competitiveness, with greater inclusion of ADS individuals in labour market9.Enhance networking among key stakeholders represented by both full and associated partners such as Hospitality schools/VET providers, enterprises and NGOs active in local communities in order to improve their communication and create a convergence of interests10.Involve and commit relevant stakeholders in the project activities, from designing to validation of products, and in their use and application11.Raise awareness of the value and importance of inclusive education at local, national and EU level12.Collect and disseminate good practices, experience and knowledge to be shared from Partner countries with more inclusive education to less ones in order to strengthen awareness and knowledge of innovative teaching methods in hospitality schools 13.Stimulate and disseminate project results at EU level to promote its future application in other geographical areas, as effective way to ensure its impact and continuity. This will be implemented through the development of the project website, social media channels, e-newsletter, logo, leaflets, multiplier events (with over 190 participants), 120 stakeholders contacted by Partners.In addition, Partners will develop the following documents:● PROJECT MANAGEMENT PLAN by IIS CROCCETTI ● QUALITY AND EVALUATION PLAN by CRES● DISSEMINATION PLAN by SPEL● EXPLOITATION & SUSTAINABILITY by IIS CROCETTI

"<< Background >>As a mentoring organization with a very long experience, we know that mentoring is universal instrument to empower vulnerable young people.It is an essential tool for keeping people connected.We’ve witnessed the power of mentoring also during the COVID-19 outbreak.There have been many examples that mentoring services are more needed than ever.All people in need should know that there’s someone behind them when they feel lonely and isolated. On the other hand,culture is a key factor insustainable development and social change. Culture strengthens social cohesion.It builds bridges between groups andpeoples,it creates peace and is a significant economic player. The project idea is based on linking together two powerful engines of change and integration for young people(mentoring and culture),aiming to fight The project idea is based on linking together two powerful engines of change and integration for young people (mentoring and culture),aiming to fight social exclusion. The partnership built in the project will develop,apply and analyze different methods for mentoring disadvantagedgroups in order to bring them closer to culture and arts and to improve their social skills and integration.The main target groups in the project are: - young volunteers (mentors); - disadvantaged young people (mentees).The needs of young people who are willing to volunteer/mentor could be described as following: -need for proper orientation and training; -need for ongoing support andsupervision; -need for acknowledgment and recognition;<< Objectives >>The main goal of the project “Match with Arts and Culture” is to promote cultural mentoring as a tool for social inclusion of young people.Project's objectives are:-To empower marginalized youth groups in the local communities through meaningful mentoring relationships and easier access to culture;-To encourage civil participation of young people through taking part in volunteering/mentoring programs and thus making an impact on local environment; -To boost the process of social inclusion trough promoting new cultural mentoring program for disadvantaged youth. -To help disadvantaged youth groups discover their full potential, develop new skills and interests in the fields of culture and use them to respond to social challenges and build on their soft skills; -To shape culturally aware communities and to empower them to be more confident, including in times of crisis.<< Implementation >>The main activities of the project are:Project management activities (A):A1. Establishing an online management spaceA2. Contracts with partnersA3. Setting up a Steering Committee A4. Setting up national working groupsA5. Setting up online project management spaceA6. Online coordination meetingsA7. Progress reportA8. Interim reportA9. Final reportQuality assurance activities (QA1)A10. Developing a Quality Assurance planA11. Yearly evaluations by partnersA12. Meetings evaluationsA13. Multiplier events' evaluationsA14. Impact analysisDissemination activitiesA15. Develop Dissemination planA16. Target groups & stakeholders' database per countryA17. Development of a leafletA18. Presentations in workshops/conferencesA19. Develop information package for cultural institutions and NGOsA20. Set up social media communicationsA21. Facilitation of social media channelsProject Results (R)R1 Service Delivery Manual for cultural mentoringR2 Guidelines for mentors in the cultural areaR3 Cultural Mentoring Program DeliveryR4 ""MentorCult"" web platform Transnational Project Meetings (M)M1 Kick-off in Plovdiv, BGM2 Meeting in Rome, ITM3 Meeting in Barcelona, ESM4 Meeting in Leeuwarden, NLM5 Final conference in Plovdiv, BGMultiplier events (E)E1 Local dissemination event in Plovdiv, BGE2 Local dissemination event in Barcelona, ESE3 Local dissemination event in Leeuwarden, NLE4 Local dissemination event in Ascoli Piceno, ITLearning, Teaching, Training ActivitiesC1 International exchange week for menteesC2 International training week for mentors<< Results >>To reach the desired impact, “Match with Arts and Culture” develops innovative tools and activities to create a commonEuropean methodology on how to implement cultural mentoring for social inclusion. The expected outcomes are: 1. Better promotion of volunteering/mentoring as a tool for social inclusion; 2. Increased number of young people willing to volunteer for their local communities; 3. Capacity building of cultural institutions and other organizations interested in mentoring and their socially-oriented involvement; 4. Promotion of new model of mentoring, focused on arts and culture; 5. Empowerment of disadvantaged young people through mentoring support and cultural inclusion. The concrete project results will be: R1- Service Delivery Manual for cultural mentoring - a manual with all necessary information about setting up a cultural mentoring program and supervising its progress and outcome; R2 - Guidelines for mentors in the cultural area - guidelines for training of cultural mentors (to be used as part of the cultural mentoringprogram delivery); R3 –Cultural Mentoring Program Delivery - a mentoring service including trainings for cultural institutions and NGOs which would like to develop a cultural mentoring program, trainings for volunteers who would like to become cultural mentors and cultural mentoring activities between mentors and mentees. R4 - ""MentorCult"" web platform - open educational resources giving access to huge amount of information related to cultural mentoring;"