"The Project “ Play and Talk with Me”, corresponding to Program ERASMUS+, key activity 2 Section / Strategic Partnerships supporting the exchange of good practices: School Exchange Partnerships/ deals with cooperation in exchange of techniques, strategies, good practices in early language education. The realization of young people nowadays depends mainly on the knowledge of foreign languages. The problem this project addresses is of great importance not only in partner countries but also in many others outside the partnership as it affects thousands of pupils, their teachers and families, support staff - not only academically but also in emotional, behavioural and social aspects. The capacity of CSPD does not allow the achievement of the goals set in the project, which necessitated the creation of this consortium. The consortium is made up of four European organisation from Bulgaria, Spain, Finland, Hungary and Turkey . The project partners are equipped with the necessary skills, experience and competence to achieve the highest level of the project objective. This project will introduce the innovative approach in education, will improve the quality of teaching the English language; different forms and methods of teaching, using different technologies, would be examined, both in the kindergarten and in the first grade. The Project has two main lines: the first is oriented towards the teachers, the seconds towards the children 5-7 years, also bilingual and minority children. The leading method for achieving this goal is the suggestopedia and the other methods are based on the creative and free-thinking of children in English and system by which they are taught: “Play and talk with Echo” follows the ideology “easy and simple” – learning through fun and action. Supporting the two main lines, we shall realize our first priority – to give the children the opportunity of qualified, innovative and creative education, which would be realized not within the limits of our educational system only but a multicultural directed one, realized through “ Live connections” amongst the foreign language schools of the party countries. All activities will be aimed at exchanging experience between institutions with the same focus as ours for better multicultural cooperation. All the activities are directed towards the necessities of the teachers and the students. In the process of teaching and exchanging experience, with colleagues from other European countries, the teachers will upgrade their professional qualification, acquire innovating methodology, develop their creativity, and will improve their personal competence, which will result in initiating of ways and instruments of teaching. The whole will result in a rise of the quality of the education. The project would be realized within a period of 24 months. Teachers who have participated in mobility will train the other teachers in order to share the experience they have gained. And they will make an open pedagogical situation in which they will incorporate elements of new knowledge. Parental involvement will increase students' interest and motivation to learn English. The activities envisaged and the products that will be created as a result will contribute to enriching the creative experience and creativity of teachers in English, will improve their communication with colleagues from different countries, will stimulate free teacher's thinking towards an innovative learning process. The expecting result is:- Review and analysis of good European practices related to early language learning as suggestopedia in English, teaching methods of bilingual children, development of multiple intelligence through English in early age;- Sharing and implementing them in the lessons;- Assess the needs of educational institutions to support early language learning';- Development of didactic materials for practical work and involvement of a number early language learning activities and organization and holding of sports and English competitions and holidays as Christmas celebrations ""Jingle Bells"";- Testing of the experience gained;- Involve teachers in training courses and project activities, in general, the annual plan of the educational institution;- Dissemination of results, information on activities carried out and events on websites, social networks and local media;Information campaign, including preparation of flyers with information promoting the project, notebooks, pens with the logo of the project and other promotional materials for the participants and invited to the organized events, prizes for the children, participants in the planned concerts and events;The materials developed within the partnership will be in partner languages and English, making them accessible to a much wider audience beyond the partner countries, which will greatly increase the impact of project result."

<< Objectives >>SCOOK aims to increase — at the partners' level as well as their regional, national and transnational levels — AWARENESS of SUSTAINABILITY in CULINARY VOCATIONAL EDUCATION and TRAINING (VET) and the Hospitality, Restaurant and Catering sector. In addition, SCOOK aims to increase the DIGITAL READINESS of the 4 VET partners in Ireland, France, Spain and the Republic of North Macedonia, while creating INNOVATING TEACHING and LEARNING resources for CULINARY VET.<< Implementation >>SCOOK will include the implementation of a repeated multi-country cross sectional SNAPSHOT to assess SUSTAINABILITY AWARENESS of the target groups; the development of a Handbook on Recycling for CULINARY VET; the organisation of transnational WEBINARS to discuss traditional and innovative cooking methods & SUSTAINABILITY; the development of multilingual & inclusive interactive digital teaching and learning resources on SUSTAINABILITY for fish, meat, dairy & baking, cereals, vegetables, & fruit.<< Results >>SCOOK will lead to the production of (i) a digital report and dissemination materials for all results of the SNAPSHOTS; (ii) a multilingual and inclusive Handbook on Recycling for CULINARY VET; (iii) a series of transnational WEBINARS & associated multilingual materials (available post-webinars) on context-specific and European culinary techniques and SUSTAINABILITY; and (iv) multilingual & inclusive interactive digital teaching & learning resources on SUSTAINABILITY for CULINARY VET.

<< Objectives >>Climate change is affecting every region on earth. Human behaviour has the potential to influence GHG emissions and food systems today account for nearly one-third of global GHG emissions. Education plays a key role in inspiring sustainable behaviour, ESCAPE project aims at providing high school teachers/trainers with a more effective tool to teach climate change and raise awareness on the environmental impact of a daily approach to food consumption based on the methodology of Escape games.<< Implementation >>ESCAPE is willing to add the emotional dimension to the learning experience of teachers/training through the creation of:-A Toolkit (Handbook, Guidelines and an Escape room box on climate change and the impact of more aware personal choices on diets and in-depth knowledge on food systems)-A Training activity for 15 teachers from High School and VET aimed at improving knowledge on the 3 main topics: climate change, aware food consumption and how to conduct an Escape Game by using the toolkit.<< Results >>15 teachers from High Schools/VET in 3 EU countries receive up to date information about the topic of climate change and environmental impact of food systems, are provided with a physical Escape room box designed for the project, and are trained on how to create an effective, engaging learning experience for students on the issue of climate change, the daily life measures we all can put in place to reduce our impact and the importance of teamwork in addressing a global challenge.

<< Background >>Creating an inclusive learning environment. The needs of our school, the objectives and the methodology of the project was briefly explained in a letter and distributed by different International communication channels. Interested partners could react within the week. More partners than the ones included reacted. The multiple reactions is due to the fact that Europe is a diverse society. Diversity is increasing, and the European Union wants to stress the importance of diversity and inclusion in our workplaces and in the society throughout the whole European Union. In vocational training for adult education throughout Europe, diversity is highly present when intersectional approached. They are the future professionals of those workplaces, they have to be able to adequately and ethically deal with diversity issues. Yet this intersectional approach is present in the target groups of our partners. There is experience from working with newcomers, non-native speakers, to persons with disabilities. This variety in target groups and the best practices explored by the different partners, will guide us towards the intersectional approach of diversity and the design of a diversity sensitive curriculum. Sharing of best practices is needed and because of the difference of target groups this will be eye-opening. The common problem is that a qualitative approach of evaluating the goals of our chosen subject is absent in the context of vocational education. We will use a guideline tested within bachelor and master degree, to reach a diversity sensitive curriculum. The needs of the target groups: The target groups are different for each partner, although within the intersectional approach to diversity as social identity is defined by different aspects, such as gender, social class, ..., they are not. In second change adult education more social deprived persons, different ethnic groups, non-native speakers, newcomers are present in classes. By improving the goals towards a diversity sensitive curriculum we reach the following for our target groups: * mastering general skills and attitudes related to diversity, consider issues form a variety of perspectives, reflect on their own social and cultural identity * by making use of the diverse group composition you create fruitful learning moments for diversity * An inclusive learning environment is crucial to feel confident and unthreatened to learn and develop fully. The student feels at home and are at ease to come up with new and alternative perspectives and experiences.Implementing sustainability in cooking and catering vocational adult trainingThe needs of the partnerships: The farmer to fork strategy is a European strategy that has regional implementations. The key elements of this strategy is similar for all our partners: The call for shorter supply chains have intensified during the current pandemic outbreak. Consumers should be empowered to choose sustainable food and all actors in the food chain should see this as their responsibility and opportunity. It has also made us acutely aware of the interrelations between our health, ecosystems, supply chains, consumption patterns and planetary boundaries. In cooking and catering departments the need to incorporate this shorter supply chain-visions is necessary and socially and economically needed. Each partner is on a different level of implementing this view, but all are aware of the need of this priority. By collaborating by peer assessment with an auditing instrument, a high level of implementation will be reached. The need of the target groups: EU: It is an opportunity to improve lifestyles, health, and the environment. The creation of a favourable food environment that makes it easier to choose healthy and sustainable diets will benefit consumers’ health and quality of life. For all target groups this is a personal need, and they are ready for the cooking trend of the future. Cook Local, live healthy.<< Objectives >>The European context (the Regional context will be explained underneath):1. Creating an inclusive environment in cooking and catering vocational adult trainingDiversity is gaining in Europe. The European commission focusses on the importance of diversity and inclusion in our workplaces and in the society throughout the whole European Union by actions as the Diversity Month. If we want employers who are able to adequately and ethically deal with diversity issues, we have to create an inclusive environment in our education system. In our context we see diversity in an intersectional approach. Intersectionality means that somebody's social identity is not perceived in terms of just one aspect of it (such as gender, social class, religion, ethnicity, sexuality) but that these aspects together shape somebody's perceived and experienced social identity. All these different aspects coexist, mutually reinforce each other and decide the unique social location that an individual occupies. The broader social environment also influences the way a person experiences his or her specific social location in society. It is not possible to provide diversity sensitive teaching and learning without addressing this complex relation between social identities and the organizational and societal context. (Radstake, 2021)2. Implementing sustainability in cooking and catering vocational adult trainingThe Farm to Fork Strategy is at the heart of the Green Deal. It addresses comprehensively the challenges of sustainable food systems and recognizes the inextricable links between healthy people, healthy societies and a healthy planet. The strategy is also central to the Commission’s agenda to achieve the United Nations’ Sustainable Development Goals (SDGs). All citizens and operators across value chains, in the EU and elsewhere, should benefit from a just transition, especially in the aftermath of the COVID-19 pandemic and the economic downturn. A shift to a sustainable food system can bring environmental, health and social benefits, offer economic gains and ensure that the recovery from the crisis puts us onto a sustainable path. If we want the Farm to Fork strategy to be successful, the catering and cooking education has to be involved, so the strategy will be adapted in future catering businesses. The concrete objectives: Objective 1: creating an inclusive learning environment in Cooking and Catering vocational adult trainingstudents learn about diversitystudents learn in diversityteaching and learning take place in an inclusive learning environment. Therefore, improving diversity sensitive teaching regards the following categories and is framed in a quality plan and rolled out:* strategy, policy and rationale* exit qualifications and learning goals* content* assessment tasks* teaching and learning arrangements* inclusive environment* teacher competencesObjective 2: Implementing sustainability in cooking and catering vocational adult trainingStudents learn about sustainabilityStudents learn in a sustainability-conscious environmentTeaching and learning take place in a sustainability-conscious environment.Therefore, improving sustainability regards the following categories and is framed in a quality plan and rolled out:* vision and policy* expertise* educational goals and methodology* education contents* result assessment3. Validating both instruments for us in vocational education, to measure sustainability and diversity sensitive curriculum on all levels of an organization.4. From the result of the measurements, proven best practices will be described in a handbook with best practices. Two handbooks, one with the validated instruments and one with the proven best practices will be written.<< Implementation >>Meetings1. Kick off meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Bruges, BelgiumGoals: fine-tuning of the overall project, making overall agreements, the fulfilment of all administrative obligations associated with the start-up, setting up the collaborative space and a project plan including time- and budget management. 2. Mid-term meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Koksijde, BelgiumGoals: a mid-term evaluation of the project and joint reflection on what we have learned so far. The evaluation of the methodologies, preparing the progress report, preparing the product report.3. Final meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Bruges, BelgiumGoals: Making up the end evaluation of the project and joint reflection on what we have learned, preparing the final report of the project, listing up the lessons learned in a final document. Preparing the final product, preparing the webinar and the promotion of the webinar and the product.Trainings1. Training methodology AISHE, training methodology diversity sensitive curriculum, training peer evaluation methodology, training methodology of validating instruments for vocational education.Training 2 - 5 Peer evaluations CVO SVG - peer evaluation ENAIP - peer evaluation Valencia Culinary Centre - peer evaluation MirasMultiplier events: 4 timesObjective: reach out to responsible for quality management, deans and teachers concerning diversity sensitive curricula and sustainable sensitive curricula. Improve integral quality management in Vocational education by using validated instruments to prove your progress towards a sustainable and diversity sensitive curriculum. Best practices that have proven to guarantee progress are given. Target groups: Teachers and responsible quality management in vocational education that want to work with validated instruments and high level quality care and want to reach sustainable progress in diversity and sustainability.<< Results >>Handbook Report of guidelines with best practices to progress sustainability and diversity worked in vocational education.Target groups: Schools for vocational education with low skilled students, who want to improve sustainability into their organization and have a diversity sensitive curriculum. This implies that students learn about diversity and sustainability, students learn in diversity and sustainability and teaching and learning takes place in an inclusive and sustainable learning environment. Elements of innovation.The best practices that proved to be positive in the project and within the context of vocational training to low skilled students will be described.Expected impact: European policy and national policies focus on improving sustainability and diversity sensitivity within society. A lot of text and examples are distributed, but no report that really guides vocational education in the implementing process, offers them all templates needed and proven best practices. This report responds to a great need to channel energy in the right direction rather than setting up yet another project, which turns out not to be sustainably anchored. Transferability. The topics we focus on are hot topics internationally. The guidelines do not focus on the cook and catering education program. The guidelines will describe the implementation of vocational training in general. The best practices on policy, strategy, teaching and learning arrangements, teaching competences are transferable to all kinds of vocational education.Handbook: How to implement a quality framework to measure your evolution in sustainability and diversity in higher education in to vocational education program.Target groups: Schools for vocational education with low skilled students, who want to improve sustainability into their organization and have a diversity sensitive curriculum in a qualitative validated manner. Schools for vocational education interested in a qualitative and validated instrument to measure their progress in implementing sustainability and diversity. Who wants to be sure the implementations are sustainable in a long term. Elements of innovation. No instruments to measure are already validated in a vocational education context. We want to give guidelines to other organizations how to start and process the use of these instruments within a context of vocational education. Expected impact: We want a survey usable in vocational training in general that measures the presence of sustainability and diversity at various levels at one point in time, a process with the goals to be achieved, and where a subsequent snapshot proves whether the goals to be achieved were effectively achieved. European policy and national policies focus on improving sustainability and diversity sensitivity within society. Transferability. The topics we focus on are hot topics internationally. The validation of the instruments for vocational education programs will take place in the 1 year program cook and catering, but the validation will be able to be generalized across all vocational programs.

"<< 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."