PermaVET aims at increasing awareness about climate change among VET trainees in various sustainability-relevant sectors and at developing vocation-specific competences in order to reduce energy use, save resources and process sustainable organic food. The idea is to make use of the permaculture concept to sensitize vocational groups for their specific potential in making a change. The permaculture concept has become increasingly popular in agriculture in recent years. It, however, holds additional potential for optimizing consumption of resources and energy that are meaningful for other vocational fields in environmentally relevant sectors.In this project, this innovative cultivation method will be tested in two exemplary vocational fields, cooking and electronics/mechatronics. VET trainees work on permaculture projects to develop green skills that are strengthening their profiles for a growing environment-friendly market in two sustainability-relevant sectors. This gives the them in-depth insight into current climatic change processes and options for climate adaptation as part of their training occupations. Trainees in cooking learn how to use and handle products from sustainable, ecological agriculture for a constantly growing business field. The curriculum gives them an additional qualification so that they can later work in catering establishments with ecological and healthy concepts. The curriculum gives trainees in electronics/mechatronics an insight into increasingly technological agricultural processes and they develop approaches to improve sustainability and optimize ecological production methods by using smart technologies. The focus lies on recognizing production steps in which energy is released unused and developing technical solutions to use this energy for other production steps.CEPROF as owner of a VET school and ZAUG as VET education center, both active in vocational training for cooking and electronic engineering, will develop the theoretical and practical parts for the specific vocational fields whereas Farm-Advisory will design the theoretical and practical input for permaculture and its impact on the environment. CIP having extensive experience in developing pedagogical educational material in various environmental topics such as agriculture, agribusiness and permaculture, will design innovative methodologies and didactics for the curricula of the 3 modules that will be developed.The first training module (IO1) introduces the topics of climate change and the effects on agriculture and climate adaptation through permaculture. For pilot testing, these topics are worked on with VET trainees in cooking and electronics/mechatronics in order to raise their awareness for the EU Sustainable Development Goals and to create the basis for completing the profession-specific modules.In the second training module (IO2), which is developed for cook training, the trainees learn to recognize the quality and taste differences between ecologically produced and conventionally produced products. They will also learn how to use these products, how to wash them properly, how to adjust the amount of ingredients based on their more intense taste, and how to make food in an ecological and sustainable way. In addition, the trainees learn important skills to be able to work in high class restaurants with a high proportion of organic food. An additional output that the trainees work on, is an exclusive international recipe collection containing dishes that consist of regional, seasonal and ecological products from the partner countries.The curriculum of the third training module (IO3) The training module enables the trainees to get to know the production processes of permaculture, to take into account material consumption and energy consumption and, in a further step, to identify the production steps in which resources remain unused. The trainees learn how to use these unused resources to generate energy for other production steps. By completing the module, the trainees not only learn about organic farming and deal with the important topics of resource use in production processes, but also acquire important skills for a later professional career.The modules are suitable for expanding existing VET curricula in a purposeful manner and are developed in such a way that they can also be easily adapted for the training courses of other professions. In this way it is possible to integrate a central topic of the EU's Sustainable Development Goals, the ecological and sustainable agriculture, into existing VET curricula and to combine these topics with the acquisition of important key competences for different professions. The agricultural cultivation method of permaculture gives trainees and trainers an insight into an agricultural business model that enables the successful establishment of small agricultural businesses and thus favors entrepreneurship, especially in economically weaker countries of the EU.

To address limited youth participation in the agricultural field, people need to have access to training that is relevant to the needs of the labor market, and furthermore to establish links with agro-businesses, so as to be able to find effective routes into employment. The provision of specialized agro-entrepreneurial training is one of the ways to achieve the above target, thus allowing people to gain direct access to the labor market in an environment that puts their development at its heart. The need to increase youth employ-ability and competences in the context of the agro-entrepreneurial field in Europe is compelling, as currently for each farmer younger than 35 there are 5.6 farmers older than 65 in Europe, out of which only one in 5 young farmers has followed a full agricultural training cycle and over two thirds exercise this occupation out of practical experience (Eurostat, 2017). Hence, the Agro_EduGames consortium, composed by one research centre-NGO with entrepreneurial and social scope - Citizens in Power (applicant) from Cyprus, one SME with focus on agro-entrepreneurship and rural development - the Polish Farm Advisory and Training Centre from Poland, one NGO working with game-based learning methodologies - Challedu from Greece and one youth organization promoting social innovation and sustainable development - Dramblys from Spain, intents to provide youth organizations and youth workers/educators with up-to date educational tools on agricultural entrepreneurship using game-based learning (GBL) processes, such as the innovative methodology of Escape Games (i.e. escape rooms, break-out-boxes and escape card games). Academic research supports that the introduction of GBL approaches in entrepreneurship education has augmented learners’ motivation, has improved the adaptation of learning material for various types of learners (such as people with SLDs) and has facilitated the formulation of entrepreneurship mentality, skills and competencies through the simulation of real business-oriented challenges (Grivokostopoulou et al.,2019). As such, through the creation of this project, the three main expected end results are: i) the modernization of the teaching/training material that youth organizations and youth centers tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of agro-entrepreneurship; ii) the creation and empowerment of a new generation of agro-entrepreneurs, fully trained to tackle multiple modern challenges, able to come up with sustainable and structured solutions, thus creating their own agriculture enterprises; iii) a full exploitation of all the possibilities provided through the GBL processes, and especially through the Escape Games methodology, with the aim the latter to be converted into effective and efficient educational tools.In addition to those three main results, the project team expects to obtain two secondary pedagogical results on the completion of the project and after:1) creation of educative ER with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially 'Dys' youngsters2) development of soft skills by making the learners collaborate during the challenge that will be presented to them during the educational Escape Games activities. During the project, the most important practical results of the project will be the design and creation of OERs in four languages (English, Greek, Spanish, Polish). These OERs include: -1 guidebook (in epub format) aiming at explaining the concepts of AE and GBL, the benefits of this teaching methodology and providing examples of its possible applicability in youth education through variations of Escape Games-1 learning module (in epub format), including 5 Escape Room/Break-out box scenarios centred on AE, along with all the materials, blueprints, multimedia and the digital material to be used. - Video trailers to guide the youth workers in the delivery of the ERs/BoBs- 1 Escape Card Game for 2-6 players, along with its implementation guide, which will teach youth how to overcome various daily AE challenges through an innovative,playful and portable way -1 Booklet of good practices presenting the trials, errors and successes throughout the project to help youth trainers grasp better the provision of AE education through GBL processes and the Escape Games methodology; - 4 videos showcasing the delivery of Local Training Sessions in the consortium countriesIn addition, the following organisational results are expected: - Development of project website -4 Local Training Sessions in the partners’ countries on the 5 ER/BoB scenarios, the accompanying material and the escape card game, gathering 100 people in total-1Transnational Pilot Session gathering 8 specialists to test the validity of IO2 and IO3-5 transnational meetings; -4 multiplier events in every project country (1 international and 3 national).

<< Objectives >>The project proposes to:- Identify the labour market needs and food sustainability best practises within the food and health sector across partner countries - Evaluate digital competency training needs of food and health VET educators across Europe- Digitally upskill food and health VET educators in line with the DigiCompEdu framework- Develop and Implement training for VET educators on adapting food and health curricula to incorporate SDGs, food sustainability and digital competences<< Implementation >>The partners will apply a mixed methods approach utilising a combination of qualitative and quantitative methods throughout the project. Activities will include, data analysis, case studies, surveys, questionnaires, focus groups, networking events, document analysis and formal and informal interviews with stakeholders.3 Multiplier events: project results evaluation and dissemination 1 LTTA: develop, implement, evaluate Training Guide5 TNMS: project management and communication<< Results >>Report on Food and Health labour market needs informed by industry Evaluation of VET educators' digital competency training needs and teaching practices in food and health curriculaProduce:Infographic booklet on Europe's food sustainable prioritiesExtensive list of job opportunitiesInfographic booklet of digital resources Case studies of food sustainability best practices in partner countries Training guide for Food and Health VET educatorsPresent best practice and learnings from Covid

The overall aim of this highly innovative project was to develop and sustain the growth of Female Food Entrepreneurs (FFEs) by equipping VET educators with an innovative pedagogy guide and resource tool that would provide them with the knowledge and materials to develop female-focused entrepreneurial training that will be influenced by food entrepreneurs. In summary, entrepreneurs helping to develop entrepreneurs. A key aspect of this project was to encourage the growth of professional development of VET teachers and develop innovative teaching approaches. This project proposal was developed in line with the objectives and recommendations made in the Bruges Communiqué on enhanced European cooperation in VET for 2011-2020 in particular Fostering innovation, creativity and entrepreneurship, as well as the use of ICT (in both i-vet and C-vet). Prior to the commencement of the project, a needs analysis of the target group was undertaken which was updated throughout the project. This project also followed on from a previous EU funded project, Creating Entrepreneurs in Food (CEF), which highlighted the lack of support for FFEs in Europe. Europe’s food industry has seen a major resurgence in recent years and has been a hallmark of the economic recovery. The development and growth of new food businesses has been seen in both large scale corporations and artisan producers alike. Females are currently grossly underrepresented in the Agri-Food industry. These facts, coupled with our needs analysis, clearly support the demand for adequate training to grow FFEs. There are a number of entrepreneurial courses available but currently no CPD for VET providers to upskill to meet the needs of this unique group.To achieve the above objectives of this project, two outputs were produced:-A Training Guide for VET providers on delivering work based entrepreneurial training to FFEs in the Agri-Food Sector (O1)-A Resource Platform which provides European FFEs with resources, training, advice and collaborative opportunities (O2)It is anticipated that the outputs of the project will continue to gain attention and that more FFEs will successfully develop their own business, and create jobs. Due to the impact of Covid-19, the consortium produced additional material for O1 and O2 in order to address the new digital world we are living in due to the pandemic. The additional material for O1, with GMIT as the lead, consisted of a document for VET educators to help them create and deliver work-based entrepreneurial training for online environments. The additional material was created to provide VET educators with details and links to the most appropriate platforms and methods to utilize, and to increase their practical based learners engagement in an online environment. Following the pandemic, it became apparent that although the O2 resource platform was an online resource, it was deficient in online skills that would be essential post pandemic. The consortium felt that there would be a greater need for food businesses to have an online presence. The additional material was worked into O2, with a new section on the platform created called 'Digital Tools.' GMIT led the creation of O2 additional material, with PFA making the information available on the platform. The consortium comprised of five partners; BETI (Lithuania), CIA Toscana (Italy), CPIP (Romania), PFA and GMIT (Ireland). Each member of the consortium had been involved in the Agri-Food sector and innovative methods of developing the sector. A communication and dissemination plan along with a timeline of activities were developed to ensure the project stayed on track. 5 TNMs took place throughout the project with 2 taking place physically and the remaining 3 being held online. Four multiplier events (Es) were organised by the consortium with the first two taking place physically, and the last two hosted virtually. To ensure the outputs were meeting the needs of the target audience, two Learning Teaching Training Activities (LTTAs) were organised; The first took place physically and organised by GMIT with the aim of testing and evaluating O1 among the consortium. 10 participants took part. LTTA2 took place virtually with Learners and was a five day event organised by BETI. 15 members of the target audience took part and provided feedback on O2. Covid-19 affected the project, but the activities still had good attendance. The recordings of the Es have been requested and viewed many times demonstrating the significant impact and interest in the project. With the outputs translated to partner languages, the project and its outcomes are easily transferrable and will reach a wider European audience. This project was the first of its kind to be a finalist in the prestigious Green Gown research awards. This was and has continued to be a significant dissemination event for our project with the Youtube video of the awards receiving 137 views. All partners have disseminated the project to date on social media. By collaborating with European partners, the developed outputs benefitted from the contribution of a broader range of FFEs.

<< Background >>The Covid-19 pandemic has led to the digital transformation of many industries. Feedback from entrepreneurs in the agri-food sector (many of whom are in isolated and rural locations) is that they felt ‘left behind’ and lacked the training and support to transition online. Our needs analysis identified that VET educators felt ill-equipped to support their agri-food entrepreneurship learners in a digital environment. The needs we plan to address as part of this project is the digital upskilling of VET educators to enable the digital transformation of VET agri-food entrepreneurship training.<< Objectives >>The overall objective of this project is to equip agri-food entrepreneurship VET educators with the know-how, confidence, skillset and essential tools and resources to digitalise and develop their teaching practice to facilitate learners in agri-food entrepreneurship VET programmes to create an online identity for their local brand and business. The project aims to review and adapt vocational education and training to meet the specific digital training needs of agri-food entrepreneurs according to the digital competence framework. This project will a) assess the digital competencies and skills of VET educators (according to the DigCompEdu framework) and provide digital skills training to support their transition online and b) equip VET educators with the necessary resources as a ‘digital skills series’ to facilitate their learners in developing their digital competence.Digital competence has been reviewed in other disciplines but has not to date been included in the curricula of VET agri-food entrepreneurship programmes. Through the proposed results, the project will introduce new innovative teaching methods and supports for VET educators to upskill them in the area of digital competence to enable them to engage the agri-food entrepreneur online.<< Implementation >>The project methodology and activities have been designed to specifically meet the growing needs of our target audience (VET educators). The partners will apply a mixed methods approach utilising a combination of both qualitative and quantitative methods throughout the project. Examples of the research tools to ensure delivery of planned results include, data analysis, case studies, surveys, questionnaires, focus groups, networking events, document analysis and formal and informal interviews with mentors and stakeholders. Each of the project activities feeds into the overall objectives of the project. Partners effectively implementing communication, dissemination and impact plans and activities with the target audiences and stakeholders will support and lead to the achievement the project objectives. In addition to that, the activities detailed below will support the achievement of the project objectives and planned results. •It is intended that over 200 participants will engage in these activities including VET educators, food producers, farmers, researchers, the wider agri-food sector, and relevant stakeholders. •Five transnational meetings will take place throughout the lifetime of the project to ensure that the project is on track and to facilitate communication between the consortium. •A dedicated learning, teaching and training activity (LTTA) has been planned to enhance the development of the project’s results. •Multiplier events have been scheduled in every partner country to ensure maximum dissemination of the project’s results and outputs. Additional activities that will play a role in achieving the project objectives: •Management of timeframes etc - ensure that all project activities and events occur as per the schedule and engage the target audience as appropriate. •External evaluators - reports and guidance on improving the quality of the project outputs and activities will ensure that the outputs are in line with the project objectives and meet the needs of the target audiences. •Interim reports - adherence to timelines and management of budget ensures the project is on schedule and within budget. •Communication - communication amongst partners and with the target audiences and stakeholders will increase the number of people in engaged with the project ensure that the project aim is achieved. •Assessing risk - using the risk assessment, the partners will be in control of the project and can predict and manage project related risks to ensure that project is kept on track and in line with its aims and objectives. •Evaluation of feedback - collating feedback on project events and activities will allow the partners to ensure that the projects objectives are being met and that the needs of the target audience are being addressed and that the results are having a positive impact.<< Results >>The project will significantly contribute to the digital transformation of VET agri-food entrepreneurship education and lead to continuing innovation of VET by providing VET educators with the resources and skills to adjust food entrepreneurship training to the enhanced requirement of digitilisation and online market systems and labour requirements. As results to the project we are proposing:R1: How to Engage your Rural Agri-Food Learner Online? -Specific digital skills training for VET educators - An online resource tool for VET educators on how to engage their rural Agri-Food learners.R2: Let’s get DigiFE Started – the setting up Online - Digital Skills Series (build knowledge & skillset) - An online module for VET educators to use in helping their learners; rural food producers and entrepreneurs in setting up online with ease. R3: Fostering Design Thinking with Agri-Food Entrepreneurs Digital Skills Series (analyse, adopt and enhance) -a ‘design thinking’ training course that will equip VET educators with the materials to design a course specific to food entrepreneurs.R4: Let’s get DigiFE Sales Ready- Setting up Sales Online Markets - Digital Skills Series” (build knowledge & skillset) - An online module for VET educators to facilitate their rural food entrepreneur learners set up their own online shop. R5: Online Savvy Food Entrepreneur – Digital Infographic booklet. A digital booklet providing specialised digital skills for VET educators to use with their learners.Developing skills in new digital capabilities, will provide opportunity to increase rural routes to market generating sales online, increase inclusion, resilience and diversity for local food producers throughout Europe.The project will help to:1.Create educational resources to transform VET pedagogies to ensure that VET educators can support the rural agri-food producer with training and resources in their transition to online platforms and technologies to enhance market reach and sales capacity.In doing so, it will also help to:2.Prevent market segmentation and exclusion of rural agri-food entrepreneurs who are often isolated due to their rural location and skill deficiencies in digitalisation. 3.Improve digital literacy and confidence in those providing training to rural agri-food entrepreneurs.