<< Objectives >>Main objectives are: 1. A comprehensive understanding of best sustainable practices within culinary and agriculture curriculum to be combiled into a summary report that is used in the development of AgriCulinary training curriculum and supplemental materials. 2. Development of a multidisciplinary Agriculinary training curriculum & materials & to educate teachers for new innovative training unit. 3. Develop and create online publication of the AgriCulinary training and to organize open webinars.<< Implementation >>We implement training & piloting AgriCulinary training program collaboratively at three participating colleges offering local contact lessons, collaborative online lessons, webinars & on-site workshops (sharing & learning local practices). We update AgriCulinary training curriculum, develop training videos & supplemental materials during piloting of training. We develop a summary of best educational practices and produce final version of AgriCulinary training unit to be shared publicly online.<< Results >>Training of teachers, completion of all training materials and disseminate project findings and information via online platforms including; webinars, video and printed content, educational curriculum and training materials for AgriCulinary classes and practical activities. Develop and create www-pages, completion of video summary of the whole project, organize dissemination workshop and final report of the project.

The Suscop project has been a very interesting project for the partners. We have been working on a topic that is extremely important for the future, we are benefitting of the results, for students, teachers and on the long run for society to reach the Sustainable Development Goals.Now we, especially the Western world, are consuming a lot of meat which has a high impact on the environment. As the prediction is that the world’s population is growing until 10 billion people in 2050, we are heading toward a food crisis. If we want to be able to feed the people living on this planet in a proper way, we have to change our eating habits.Part of the solution is using different proteins, both from vegetal as animal based sources. This has to become mainstream to be part of the solution. The growing of crickets, for example, has a low impact on the environment and can be monitored very well. It needs only a small percentage of the resources that are needed to produce meat. There are different ways to grow alternative proteins, with very high quality and with a low impact on the environment, that can play an important role in the food chain of the future.The objective was to make a teaching and training module for students in different EQF levels, from level 3 – 6. Next to that we wanted to train teachers so a larger group of teachers will be able to use the materials in the education of their students. On the website we have created, https://suscop.com/ we make the results available in different levels and languages.The most important product we delivered is a ten week teaching and training module with a workload of appr. 80 hours. There are three different aspects: theory about working with alternative proteins, different types of proteins, what are the rules and regulations, storage, etc. The second topic is sustainability, why is this new way of cooking needed, what is the connection with the SDG’s and the third topic is the actual cooking itself, working in the kitchen with the proteins.The teachers manual contains all the instructions any teacher might need to start doing classes like this themselves, a list with the proteins with all the specifications and also extra materials to present to the students, like videos, PowerPoints, quizzes.There is an E-book with recipes from all partners in six different categories, from street food to a 5 course dinner. Students can use this E-book in the practical lessons and in the assignment that they have to do at the end of the training module. During the life span of the project we organised five TPM and two LTTA’s. In the TPM’s we discussed the progress of the project, because of the Covid-19 pandemic we had to extend the project, and it was at time complicated to find the time to work on the project. So we also have met online on a regular basis to keep the work going.The LTTA’s were used to train the project group at two levels, the first one was focusing on the theoretical foundation of working with alternative proteins. A Spanish researcher was invited to give the most recent state of the art (legislation in Europe, what is already done etc.) and our HVET partner trained the group. Also a Finnish company EntoCube, a producer of animal based alternative proteins, updated the knowledge of the project team.In the second LTTA there were chef-teachers and students involved, they were working in the kitchen with the recipes, trying out and giving feedback on the results.Another output was the train the trainer short course, the partners have trained their colleagues so a larger group of teachers is capable to work with the materials. Also for teachers this is a new way of looking at eating habits in the future, so this gave very interesting discussions. The ‘cascaded’ training was executed organisations and it helped to change the attitude of the participants.We have done a lot of activities to disseminate the results. The Multiplier Events were unfortunately not easy to organise, but still we managed to talk about the results with a large group of network partners. There was publicity in newspapers, presentations in primary schools, on the EfVET conference and many other articles in newsletters nationally and internationally.One of the side effects of this project is that the restaurant in Da Vinci College has added some of the recipes to their menu!The partner colleges will use the materials in their regular education as this is part of innovation of the profession. For students the market of the alternative proteins can open up a lot of new possibilities, thy can open their own business, cooking or selling alternative proteins. In the LTTA with students in Harderwijk we offered a workshop with an entrepreneur who makes a living of growing and selling crickets and writer on the topic.The pandemic caused serious difficulties in reaching the goals, we had to extend the project with 9 months.

"“VALUE EUROPE – CREATING AN INTERNATIONAL RESPONSIBLE EVENT FOR LOCAL COMMUNITY” BACKGROUND OF PROJECTIn our prior KA2 projects, the students have studied entrepreneurship and successfully created & implemented pop-up restaurants in each participating country. This new project “Value Europe” has some similarities to our previous projects (as the practices found to be good in the previous projects remain), but the main objectives are all new: in this project, we want to give back to communities & municipalities by giving them the opportunity to present themselves to local residents by organizing an event directed at the local schools’ students together with their teachers. MAIN OBJECTIVES1. PLAN and CREATE a “responsible event” in each participating country.2. CREATE an event by brainstorming ideas for events that were suitable for the operating environment, drawing up a feasible plan and budget, networking and finding suitable partners for cooperation, communicating information and informing about the event, implementing the event and evaluating the success of the event.3. CREATE and PRODUCE a handbook in English to study Event Production in vocational education.4. UNITE European vocational curriculums of participating vocational schools (Finland, Spain, Italy) – to the extent that is possible - with an Event Production unit (15 ECTS). 5. DECREASE the threshold of vocational students to continue studies at Universities of Applied Sciences6. DISSEMINATE knowledge about studying Event Production in this fun, international and innovative way in vocational schools and, finally, DISSEMINATE and PROMOTE the new handbook ""Finding Value in Events – Event Production in Vocational Education” produced during the project. 7. PROVIDE an opportunity for local businesses to introduce themselves to the public8. GIVE BACK to the local community by inviting one or two local schools - e.g. the school’s 9th graders - to participate in the event which addresses the values, opportunities and businesses found in the local communityPARTNERSIn this project we have 6 participating educational institutions from 3 different countries. 1. Perho Culinary, Tourism and Business College, Finland 2. Haaga-Helia Univerisity of Applied Sciences, Finland 3. Col·legi Badalonés, Spain 4. Istituto di Istruzione Superiore “De Amicis”, Italy 5. Estudis d’Hoteleria i Turisme CETT, Spain 6. Istituto Professionale per I Servizi Alberghieri e della Restarazione “Luigi Carnacina”, ItalyDESCRIPTION OF ACTIVITIES AND PARTICIPANTSDuring the project three WORKSHOP weeks are organized:Participants/workshop: 28 students and 12 teachers = 40 participantsWorkshop 1, Finland 05/2021Workshop 2, Spain 12/2021Workshop 3, Italy 05/2022ACTIONDuring this project students become experienced learners of planning and setting up a responsible event aimed at the surrounding community and selected high schools. In each workshop an event is set up in one of the participating countries. The aim of the event is to increase all the participants’ valuation of the surroundings including culture, the nature, the neighbourhood, and people. The participating students gain valuable knowledge on Event Production.1. PLAN - In this project a handbook will be created on an eLearning platform. The planning will be conducted in virtual meetings.2. EVALUATE PLANS – in a survey3. CREATE THE FINAL PLAN FOR THE EVENT – document the plan in the handbook4. RUN – During the workshop the students establish and run an event for 1 day5. ASSESS – Success of the event is evaluated in final presentations and students’evaluation discussions6. DISSEMINATE - The learning process is documented in the handbook, which is also published as an ebook including video material.RESULTSAs a result of the project, an English-language handbook ""Finding Value in Events – Event Production in Vocational Education” is published in addition to an ebook. Both will be available online on the internet pages of the partner schools.The vocational school students will credit (to the extent that is possible): 15 ECTS for completing the Event Production unit. The final number of ECTS is to be decided by the school and is dependent on the performance of the student and the possibilities in the student’s curriculum.The students of the University of Applied Sciences will credit 5 + 4 ECTS for completing following studies: Team Leading and Creating Experience Events. Again, depending on the performance of the student, it is possible to vary the final number of ECTS credited.IMPACT AND LONG-TERM BENEFITSThe project will increase the participants’ internationalization, understanding and tolerance towards others. The participants learn from each other how to produce an event in different countries, thus getting new ideas and information for organizing their own events in the future. Teachers share their knowledge and skills and become fluent users of virtual meeting technology."

Context/background of the projectThe aim of EC action plan for Entrepreneurship 2020 is to ease the creation of new businesses and to create a much more supportive environment for existing entrepreneurs to thrive and grow. In this project we answer directly to EC´s intervention propositions:1) Entrepreneurial education and training to support growth and business creation and 2) Dynamising the culture of entrepreneurship in Europe: nurturing the new generation of entrepreneurs.Investing in entrepreneurship education is one of the highest return investments Europe can make. Surveys suggest that between 15% and 20% of students who participate in a mini-company program in secondary school will later start their own company.The previous KA2 project “Kick off to Entrepreneurship with Pop-up Company” (2014-1-FI01-KA202-000875) was selected as a Success Story and as a Good Practice Example by the European Commission.Objectives;1) CREATE a new inspiring, practical and DIGITAL eLEARNING ORIENTED PEDAGOGICAL MODEL - eLEARNING WITH POP UP COMPANY MODULE - in English to learn entrepreneurship in vocational education2) CREATE REAL Street food pop up restaurant in Finland, Spain, Italy and Latvia.3) UNITE European vocational curriculums of participating schools with new Working as Entrepreneur module (15 ECTS).4) DISSEMINATE new PEDAGOGICAL MODEL TO STUDY ENTREPRENEURSHIP to new countries outside Europe (incl. e.g. Jordania) with the use of filming the whole concept and inviting observers to pop up restaurants.Number and profile of participating organisations;The participating organizations were 9 vocational schools in 4 countries representing fields of BUSINESS STUDIES; Perho and Mercuria (Finland), Badalones (Spain), De Amicis (Italy), Jēkabpils (Latvia) and RESTAURANT SERVICES; Perho (Finland), CETT (Spain), IPSAR Luigi Carnacina (Italy) and Riga (Latvia). There was also a restaurant entrepreneur from each country participating in the project as a mentor.Description of undertaken main activities;During the project Working at a Company study module (15 ECTS) in eLearning format in English was created. The first Transnational project meeting to start the project took place in Helsinki in September 2016.Four workshops were organized and four real pop up restaurants were established in the four participating countries.Workshop 1 in Finland: Teurastamo Christmas market in December 2016 (Helsinki)Workshop 2 in Spain: Palo Alto market in May 2017 (Barcelona)Workshop 3 in Latvia: Christmas market in December 2017 (Riga)Workshop 4 in Italy: Chiaretto rose wine festival in May/June 2018 (Bardolino)The final dissemination seminar was organized in Helsinki in May 2018 and 50 stake holders were invited to participate in the seminar. Results and impact attained;During the project all business and culinary students studied Working at a Company study module (15 ECTS) in eLearning format in English. Students learned to setting up and running a successful pop-up restaurant and they gained valuable knowledge on entrepreneurship during the learning process. The learning process included two main methods; Working at a Company study module (15 ECTS) in eLearning format and establishing a real pop up restaurant in practice during the workshop week abroad. The activities were carried out in co-operation with restaurant entrepreneurs.In each workshop a pop-up restaurant was set up in one of the participating countries with about 30 students and their 10 teachers working together for the success of the restaurant. A total of four pop-up restaurants were set up in the four countries. Over 100 students were involved in the project during the 2 years.

"BACKGROUND This project “Taste Europe on the Go!” has its background in our two former Erasmus+ KA2 projects, “Kick off to Entrepreneurship with Pop-up Company” (2014-1-FI01-KA202-000875) and “Building up International eLearning Entrepreneurship Platform with Pop-up Restaurant Module – Culinary Caravan on the Move"" (2016-1-FI01-KA202-022755). In summer 2017 a panel of experts at the European Commission selected the project “Kick off to Entrepreneurship with Pop-up Company” as a Success Story. It was also selected as a Good Practice Example. This project “Taste Europe on the Go!” varies from the previous ones in the aspect of being a cross-sectoral project, including two universities of applied sciences concentrating on team leading and business management. MAIN OBJECTIVES In this project students learn entrepreneurship and show skills in a pop-up restaurant module. As a long-term benefit, the students may become entrepreneurs as they gain positive experience on it. 1. FURTHER DEVELOP and UPGRADE the pedagogical model “eLearning with Pop up Company Module” created during Culinary Caravan on the Move. The model is an international, inspiring, practical and digital way to learn entrepreneurship in an international context in vocational education 2. CREATE real street food pop up restaurants in Finland, Spain, the Netherlands and Italy. 3. UNITE European curriculums of participating vocational schools with Working as Entrepreneur module (15 ECTS) and curriculums of participating Universities of Applied Sciences with Managing Teams and Leading People (5 ECTS) and Business Startup (5 ECTS) modules 4. DECREASE vocational students' threshold to continue studies at Universities of Applied Sciences 5. CREATE a Business Model for the restaurant business 6. DISSEMINATE PEDAGOGICAL MODEL TO STUDY ENTREPRENEURSHIP PARTNERS There are 8 partners of 4 countries. The participating vocational schools represent the fields of business studies (Perho Culinary, Tourism and Business College, Finland; MERCURIA, Finland, Col legi Badalonés, Spain and Istituto di Istruzione Superiore “De Amicis”, Italy) and studies in restaurant services (Perho Culinary, Tourism and Business College, Finland; Estudis d’Hoteleria i Turisme CETT, Spain and Istituto Professionale per I Servizi Alberghieri e della Restarazione “Luigi Carnacina”, Italy). The new partners are Haaga-Helia Univerisity of Applied Sciences, Finland and NHTV Breda University of Applied Sciences, the Netherlands.PARTICIPANTSThe participants are students and teachers of 6 vocational schools in 3 countries (Finland, Spain and Italy) representing the fields of business, tourism and culinary, and students and teachers of 2 universities of applied sciences (Finland and the Netherlands). The number of participants in each workshop is about 40. ACTION During this project students become experienced learners of establishing and running a successful pop-up restaurant, and they gain valuable knowledge on entrepreneurship by creating a street food pop-up restaurant. In each workshop a pop-up restaurant is set up in one of the participating countries. As a whole, four street food pop-up restaurants are set up in four countries with 40 student participants and their 10 teachers working together for the success of the restaurant. The 4 workshop weeks are organized in Finland in December 2018, Italy in May 2019, the Netherlands in December 2019, and Spain in November 2020. 1 PLAN - In the eLearning Model 40 students of 4 countries create a business plan for a street food pop-up restaurant in 3-4 months. 2 TEST AND EVALUATE - Each country develops one (local) food product for the pop-up restaurant, which is tested and evaluated. 3 CREATE THE FINAL MENU - Tested products are chosen to the final menu. 4 ESTABLISH AND RUN - During the workshop, the students establish and run their street food pop-up restaurant for 2 days, emphasizing financial viability of the business and how that can be influenced. 5 ASSESS - Success of the pop-up restaurant is evaluated in final presentations, and local restaurant entrepreneurs evaluate the outcome. Students have evaluation discussions based on the skills demonstration shown during the project. 6 DISSEMINATE - The learning process is documented in a blog, web page, and social media (Instagram #tasteeuropeonthego, Facebok events) METHODOLOGY Theoretical framework to learn entrepreneurship is based on Working as Entrepreneur module (15 ECTS). This is learned through two main methods: - eLearning: acquiring basic knowledge on establishing a company on an eLearning platform including entrepreneurial study material, guidance of students, assessment, and collecting feedback. - creating street food pop-up restaurant for 2 days Results and impact, longer-term benefits RESULTS The participating students will complete the following study modules: o The students from the Vocational schools: Working as Entrepreneur module (15 ECTS) o The students from the Universities of Applied Sciences: Managing Teams and Leading People (5 ECTS) and Business Startup (5 ECTS)"