"The Centre Asty-Moulin (BE) had the opportunity to find out about the I.S.S. ""V. CROCETTI - V. CERULLI"" (IT) by carrying out a search for a potential partner for the launch of an Erasmus+ project for the year 2020-2021. These two schools are united in the desire to developing innovative and stimulating teaching-learning systems in conjunction with the various people involved in the local socio-economic context (cultural associations, SMEs, etc.) in order to open the school to the outside world and offer its students the opportunity to be full, active and responsible citizens.For them, enabling teams of teachers and their students to become involved in an Erasmus+ project is an opportunity to develop the basic skills targeted for each of them, enriching the teachers' pedagogical baggage through the sharing and co-construction of good practices while giving meaning to the pupils' learning, which makes it possible to generate greater motivation and therefore involvement, particularly, as far as we are concerned here, in science, technology and even engineering. The project has a ten or so educational professionals, involved and/or accompanying, managers and teachers from professional practice or general courses included and about twenty students from the two schools, in sections related to maintenance and industrial services (electricity and automation centers) as well as applied sciences (industrial chemistry-biochemistry).Our objectives articulate two dimensions, pedagogical and cultural, rooting the theme of the project in the Italian tradition of olive oil soap making:1) To create an industrial process of saponification from olive oil based on a multidisciplinary collaboration between different sections from the world of industry and science. The Process must meet strict specifications in line with safety standards, good laboratory practices and European consumer protection standards. 2) To discover our respective cultural and industrial heritage and to share our representations in order to enrich this process with the experience, research and reflection of each one.3) To develop the language skills in technical English as well as the entrepreneurial skills (softkills) of the members involved. We intend to achieve this through various activities, the methodological principle of which is the technological challenge:1) A technological challenge is given to the teams of the two countries for the creation of the Process.2) The teams are organizing themselves internally to suggest technical solutions articulating the expertise of the different sections involved.3) Video-conferences between Belgium and Italy allow us to discuss in English (additional courses planned) our respective strategies, processes, difficulties and results in order to put into perspective our different know-how with a view to developing our respective projects.4) Mobility is part of this dynamic: - The Belgian team will be able to develop and extend its representations regarding the artisanal manufacture of soap, from the olive harvest to its transformation into raw material usable in the Process, through the visit of craftsmen and companies.- The Italian team will be able to complete its representations of industrial soap making by visiting Belgian companies but also by a training in CAT (Centre of Advanced Technologies) dedicated to the manufacture of an aroma.- Co-development sessions organised in class during the exchanges will enable these elements to be integrated with a view to developing the respective projects.- The two teams will be able to immerse themselves more widely in the respective heritages through cultural visits and more informal activities to be defined in consultation with the students.In fine, here are the expected results:- Each school presents a process corresponding to the specifications that each will have defined according to its own constraints, but in accordance with European standards. If this is not the case, the teams are then able to analyse the reasons for this and define ways of improvement.- The results are formulated and shared through different channels, such as through eTwinning.- Learners spontaneously respect good laboratory practices and safety rules.- Learners are able to communicate in English using a French-English-Italian glossary.- A positive impact is measured on learners' motivation, engagement, initiative and teamwork skills.- The teams are proud and have enjoyed participating.- Participants have gained confidence and are able to be both enterprising and entrepreneurial.Translated with www.DeepL.com/Translator (free version)"

The project is called 4.0 GUEIGIUBAR.The main goal is to compare the innovating approach of building courses through the arousing informatics technology within 4.0 devices.How and why new pedagogical approach may be useful to our pupils and to the teachers too?This project is based on an economical reality and on a challenge praised by the ONU regarding the accessibility of the internet and the new ways of communicating for everybody in the XXI st Century.Second target the sustainable development (activities mainly suggested by Maia 's Istitute and Crocetti due to the proximity whith the sea) The project has his roots in the three vocational school goals decided in the administration council:_ Enhance 4.O and develop our European citizenship.This kind of project will help us and our partners to reach such a goal.Our schools noted that our pupils’ social level was under the average and they had scarcely the opportunity to go abroad. This project may offer them this opportunity. It may give them the possibility to blossom, to make their point of view change. Maybe they could imagine to realize their practicing lessons abroad after this experience.(it’s one of our further target)This project will boost the pupils, it could be arousing and motivating. It could be an interesting way to keep them at school.It could be an interesting strategy for them to consider themselves as dynamic actors of European development..Learners will be given responsibilities, they will work on their own, increasing their maturity and autonomy.They will improve their speaking skills, develop their European culture and work with mixed teams from the same field.They will be offered the opportunity to make it appear in their Europass document to show their experience if one day they need so.Regarding to the teachers and the partners ((5 _6teachers in each vocational school) the main goal is to show how 4.0 can be an efficient,entertaining and arousing way of learning able to offer our pupils skills adapted with our European economical reality.This project is also the occasion to develop international cooperation, partnership, to increase the interest for another culture and obviously to learn another language and communicate through it.We hope they will pass a DNL exam in the meanwhile . Finally, this project is a good way to develop European citizenship for all of us: teachers, learners, school and all persons involved in the project.We also hope the actors of this project will also be actors of the partnership between The European Parliament .Ligier Richier istitute will suggest the other partners to join this partnership.Common assessments will be elaborated to control our pupils improvments and exploited to improve further european projects .After this experience we will always get in touch with the partners(hoping a permanent partnership will be created) in order to evaluate the benefits every partner will exploit. Through social network we will communicate in a regular way, each partner will be considered as a new resource to every teachers and pupils interested in such practices.In the end ,the pupils will have to fulfill a film about the job they have chosen.Main targets: _build activities through 4.0 courses, communication, assessments,... -enhance the different partners in a cooperating way of developing skills_enhance teachers to develop their languages skills, suggest them to go abroad and learn languages and increase their multi_culture. Maybe they could pass an exam and integrate Clil way of teaching including CECRL device._elaborate others programs whose goals develop European cooperation and citizenship._partners will become ambassadors of European project.Activities:At first, all activities will focus on the presentation of the institute and its peculiar formationsThen, We will show the town in which the partners will live during a week.The history the culture, the economic development, the industrial situation.( industrial factories visits)Also we will work Arts and mainly New Art in Nancy , in Italy and Porto.Activities about sea life and sustainable development will be suggested by Maia's Istitute and Crocetti as well.The idea is the following : i tell you where i live and you tell me where you live.You tell me about your history and i tell you about mine( using always 4.0 devices like Smartphones white board , computers and workshops to show the activities)Next, the activities will take place in the classrooms. English courses will be suggested to pupils and teachers.Assessments will be created to reveal what have been done, what could be improved and what could be re invested.It will also be time to talk about practicing lessons we could suggest our pupils for the second year of the Erasmus +program.like Melyprolor 7 or interreg CAMT(practicing lessons in Germany)

"Our project rises from the deeply felt desire to give our contribution as educators and citizens to improve the society where we live: it is the education system duty not only to furnish contents to students but mostly to give them values and skills which are spendable on the labour market and on the wider society as well; 25% of travelling students will belong to disantvantaged situations.Based on the analysis of present trends in the job market, asking for more sustaianble and low-carbon technologies and jobs, an in line with the Europe 2020 and Innnovation Union directions, as well as with the most recent ""SustainAble Innovation Forum"" within the annual COP 2015, the T.A.W.S. project wants to develop a new approach towards the sustainable instances: we will furnish a great support to improve sustainable behaviours in social life (in part already adopted by our students thanks to previous school projects and to national policies), but at the same time we will show students how it is possible to become sustainable entrepreneurs by exploiting the latest technologies. The transnational mobilities will be crucial to create an international working environment, where students and teachers will exchange good practices and learn the best from one other. In particular, the following timetable has been planned:ICELAND, October 2016: M1-1st TPM (1 teacher) + C1-1st SHORT TERM JOINT STAFF TRAINING EVENT (2 teachers)FRANCE, December 2016: C2-1st PUPILS' EXCHANGE (4 students + 2 teachers)GREECE, April 2017: M2-2nd TPM (1 teacher) + C3-2nd PUPILS' EXCHANGE (4 students + 1 teacher)GERMANY, November 2017: C4 - 3rd PUPILS' EXCHANGE (4 students + 2 teachers)ITALY, May 2018: M3-3rd TPM (1 teacher) + C5-4th PUPILS' EXCHANGE (4 students + 1 teacher)Only one Short Joint Staff Training Event has been planned: at the beginning of the project, 2 teachers will follow it and during 5 working days, and they will not only acquire the necessary skills to start up the TAWS project, but will also have the responsibility to spread all acquired knowledge and copmpetences to local colleagues, onceat home. In order to save travelling costs, in case of need future training sessions will be organized via web and run by teachers or sector experts. A strong support will be furnished by local stakeholders representing successful examples of green economy, who will take part to seminars and workshops organized in each school. Students will meet them ""on the field"" during the transnational mobilities, and each local school will start up productive collaborations with them in order to enhance local students training (even in view of future employments, once out of the school system). Even several universities offering graduate programs related to sustainability instances will be visited, in order to encourage students to keep on studying in such an important and developing sector. Students will also meet nonprofits organizations working in the field of social and environmental sustainaibilty, in order to enhance a better developmentAs for the working meythodology, students will learn in a blended environment, both inside schools, within a TET approach, and outside schools, by using tablets and smartphones as working tools, thanks to which they will be able to produce a number of outcomes and to improve their involvement in society as activly sustainable citizens. All the project outcomes, including 4 Outputs (two MOOCs, Video Tutorials on the main topics and a final eBook), will be disseminated thanks to an alrready defined plan, aiming at reaching the wider audience by means of a promotion campaign based on dedicated meetings, posters and leaflets, the setting up of ""European Corners"" in each school, the involvment of as many local stakeholders as possible, the use of digital technologies and social media to get the wider audience. In order to evaluate the project outcomes and results, several assessment tools will be used: evaluation will be regular during the 2 years project, and will continue for 5 years after its end as part of the dissemination strategy."

<< 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

The six schools that participated in this project were all drawn to the topic and ideas of social innovation and entrepreneurship and wanted to learn more about it and saw it as a means to tackle some of the problems their schools were facing. For example, low student motivation and lesson participation, declining interest in formal ways of education that are often not in touch with everyday realities, and early school leaving trends. Further, high rates of unemployment among young people in the EU in general, often due to low basic skills and experience, leading to social exclusion and insecurity. That is why we, the participating schools in this project, decided to join our experiences and work together to find fresh and innovative ideas to deal with these problems.The project aimed to develop and increase students´ sense of initiative and entrepreneurship, improve their basic skills, and assist them in acquiring skills and knowledge in and awareness about social entrepreneurship (projects) that would help them with future employability or possible business creation. Social entrepreneurship is not only a way of employment but also a means of realising innovative ideas and solutions to solve problems in our communities and society. By learning how to contribute to community development in a new, creative and effective way participants learned how to help with social inclusion of disadvantaged or marginalised groups of people and adapt a non-discriminatory approach. We wanted to encourage students´ creativity and potential and motivate them to be active members of society. Through various activities project participants were made aware of the needs in their communities, country and Europe. A further objective was to increase students’ ICT skills, they learnt how to effectively use various digital tools to materialise and present their social business ideas. During the LTA students worked collaboratively in international teams which helped them develop language, communication and social skills.To achieve our aims we employed diversified approaches and introduced non-formal and experimental pedagogical methods. We adapted a “hands on approach” (learning by doing) which made learning more interesting and engaging for participants. Students were taught how to create a business and marketing plan for their social enterprises, they got a practical understanding of how social enterprises work by visiting them, meeting and speaking with founders or staff. They created their own social projects to address some of the needs in their communities, regions and the EU. The project “Creative paths for Young Social Entrepreneurs” focused on 5 main topics that were developed in between meetings and presented at the LTA.1. Knowing you–knowing me2. Social entrepreneurship3. Green entrepreneurship4. Social entrepreneruship and eSkills5. If you were walking in my shoesAt the Learning/Teaching Activities (LTA) student representatives presented all the work done on the topics, attend workshops about setting up a social enterprise, visited social enterprises or projects and got deeper insight into the life of disadvantaged people. They worked collaboratively in national and international teams adapting personalised learning, creating company profiles and social projects. They were also engaged in the local community through volunteer work. Work done in the project was regularly uploaded and presented on school and project webpages. The final product is the “eGuide” a learning platform with educational resources on social entrepreneurship, like how to start a business in each participating country, student fictive company business plans, webpage and mobile app., company profiles, videos, photos and more. The project results were evaluated and disseminated as planned in the project.The results of the project activities are an increased knowledge about social entrepreneurship and how to start a social enterprise. The development of useful ICT, communication and language competencies. Participants have become more socially aware and more active members of society. Participants gained practical experience in cooperating with peers in an international context, became more aware of other countries, their cultures and the European diversity. The impact on the project participants and target groups, was that it enriched their learning and teaching with new methodologies, activities and tools. Students were able to see new potential and future working opportunities thanks to real life experiences which we believe increased their confidence. They acquired new skills, developed new attitudes and have become more aware and interested in the world around them. The project opened up their eyes to various current topics. They were able to see that even as an individual one can contribute and change society for the better. All participants were enriched through the international cooperation and exchange of good practice.