Our intersectoral partnership combines the efforts of 8 organizations (4 schools and 4 training providers) from four European countries; Denmark, Bulgaria, Poland and Spain, in an attempt to create a unique innovative educational tool to support teachers in their daily activities to provide high quality of teaching and present contemporary learning opportunities to their students. We will work with students from 14 to 16 years old.Our main innovative proposal is based on the design of 20 work units (five units for each intellectual product). Each work unit will be formed by a description of the activity that we will develop with students from 14 to 16 years old. The work units will be grouped by categories: Learning to read, learning to write, learning to understand and learning to speak. In each work unit there will be details of the activity to be done with studentsThe work units will be formed by training lessons.UNEX T-YOU PROJECT is made up of a set of tools for teachers to implement using a more participatory, creative and flexible methodology, contributing to the integration and adaptation of students. At the same time the gained knowledge and skills will facilitate them in the future Integration into a society where they are increasingly required to compete and be versatile. It also will enhance the acquisition of knowledge, making it more meaningful for them and will allow a much more creative, personal, reflective and critical literary experience. In UNEX T-YOU PROJECT the student is seen from this perspective as the protagonist of the action and as the person directly responsible for the product.The project activities will be grouped into 4 main work processes (WP), which can be summarized as follows:1. WP1 - Management. Main activities: Design and the adoption of strategic documents, 4 partner meetings, Assignment of tasks, Reports, monitoring, Quality control, Risk management, Communication with the National Agency and Internal evaluation.2. WP2 - Development of the UNEX T-YOU PROJECT work units. This process will include several main stages: Design of the work units, which will be distributed by each partner. Translations in partners languages; Piloting in the classroom, evaluation reports and final tuning.3. WP3 - Creation of the UNEX T-YOU web. This process will involve several main stages: Prototyping; Review and feedback from teachers; Development of the first full version of the application in English; Translations to partners languages; Piloting among teachers, Evaluation reports and final tuning.4. WP4 - Dissemination and exploitation. Main activities to be delivered: Project website and development of Social network channels, Production and distribution of news, Presentations to National and European events, direct meetings with Stakeholders, promotion meetings with teachers in partner schools.The additional tangible results of the project, together with the 20 work units and the design of a web page that we hope can be summarized as follows:- 1 Project website in 5 language versions (DK, BG, PO, ES, EN);- 1 Profile of social networks of the project - Facebook page;- 40 Teachers (10 per country) participating in the piloting of intellectual products;- 240 Students participating in the piloting of the UNEX T-YOU activities;- 80 Teachers (20 per country) starting the mini-projects in their daily practice;- 480 Students (120 per country) participating in UNEX T-YOU activities;- 600 Teachers and 350 interested parties were reached through dissemination activities.

This KA2 project involves three countries from north (Denmark), central (Germany) and south (Spain) of Europe. The project partners met before in eTwinning projects and KA1 mobilities so that they had an idea about each others school culture. All three schools have in common that they focus on STEM and sustainability in their school development but want to expand their knowledge and experience on a more international level. Therefore the idea to do a KA229 School Exchange Partnership developed and was discussed with all the project partners. The main objectives of this project are not just involving students in a European project setting and thus learning a lot about different cultures but also to focus on our school profile in terms of STEM and sustainability concentrating on what is happening on a local level and taking these results to discuss them on a global meta-basis. Apart from cultural, scientific and environmental objectives, underprivileged students should also get the opportunity to show their strengths, motivation and interest in scientific projects independently of their backgrounds.There will be four teachers organising the entire project and taking the lead on the activities and planning, which are two teachers from Spain, and one each from Germany and Denmark. For the students mobilities there will be eight students travelling with two teachers from each country. In Denmark and Spain a total of 16 students will be involved in the project, however only 8 of them will go to on foreign country each. In Germany due to the set up of the class, the eight students will travel to both countries. Students' profile were paid explicit attention to in terms of underprivileged students coming from a migration background, poor socio-economic backgrounds and also supporting girls to participate. Teachers involved do not only teach STEM subjects but are also fulfilling coordinative tasks at the schools, so they will have a higher impact on their colleagues and school development. To achieve the objectives of the project we planned five Learning Teaching Training events. Starting and ending with a teacher meet-up of the group of four teachers organising the project, the first one should take place in Luxembourg, the second one in The Hague. The teacher events should frame the whole project bringing experience from each system into the partnership and also taking results back into each system. The core activities in the project will be the three student meet-ups in all three participating countries. There, different local environmental aspects, like waste disposition, regional natural areas etc. will be looked at and discussed with local partners (like city hall). That way students not only learn about their local regions, but will also be able to transfer results on a meta-level taking a more European perspective on sustainability and the environment. The focus of the tasks during the exchanges will be on UN sustainability goals for 2030, thus taken as a reference.The methodology used depends on the aspect of the project that is looked at. There will be several digital tools being used to coordinate as well as communicate within the project such as Trello, Google Drive, eTwinning, Skype. The methodology used for the actual students exchanges will be based on actual field trips and experimental sights as well as exchange through communication with local but also international foci. A short-term goal is for our students to gain more knowledge and realness for different landscapes, culture, environments based on data that has been found in the project. It's also a short-term goal for them to build new connections by using English as lingua franca. In the long run we hope to continue with exchanges, continue working in eTwinning and have an international profile that is also based on all data collected within the project.Note: Due to COVID19 we had to change our timetable from 12 to 13 months which is a time frame we hope to be able to meet. If there will be ongoing problems considering travel plans with COVID19 we might have to adjust it further.

<< Objectives >>A Cambridge University study, suggests that a global shift to a healthier diet is one of the actions that must be taken to avoid dangerous climate change and reduce obesity.For this reason we want to promote behavioural change in students' food choices, with two basic aims:To reduce the consumption of the foods that are most damaging to the planet in order to contribute to its sustainability.To reduce obesity rates in children and achieve a healthier population in the future.<< Implementation >>We will produce 3 work packages:- Manual for teachers and educators (Study of the 8 foods that most damage the planet and survey of healthy habits).- Structure of plays and improvisation theatre techniques (also included in the manual)-An open platform that will include recipes and healthy tricks made by the children from all the countries<< Results >>We hope that pupils in European schools:-will change their behaviour when choosing the food they eat and will do so in a responsible way with the conservation and sustainability of the planet in mind.-thanks to the healthy habits and recipes platform, we want to achieve a reduction in the obesity rate in European pupils while at the same time there is a cultural exchange with the recipes provided.-to enrich students with the benefits of improvisation theatre techniques

<< Background >>The background for the project is to increase interest for the cooking and chef/cooking education and profession for pupils in primary and secondary schools. At the same time, the pupils will increase knowledge on sustainable potential at the restaurant industry and cooking at private homes. Also, the project will address gender imbalance in the chef profession. The needs for the project are the shortage of qualified chefs/cooks in Europe, the gender imbalance in the profession and the raising focus on more sustainable actions in kitchen industry. Pupils in primary and secondary schools are the primary target group as they will increase interest in chef education and be educated in sustainable kitchen action to be agents of change. The COVID-19 crisis has had a substantial impact on the EU27 economy and triggered unprecedented policy responses across Europe and the globe. The food and drinks industries employ about 4.82 million people and generated a value-added of €266 billion in 2019 ( EP, Impacts of the COVID-19 pandemic on EU industries) Already before the COVID-19 pandemic hit, the food industries have been subject to changing consumer behavior and emerging trends, such as rising demand for more local products, and hence keeping shorter supply chains. The Farm to Fork Strategy and the general awareness of the need for a higher degree of sustainability, healthy and nutritious food are forcing suppliers to adapt. Similarly, the trends of consumers increasing the demand for food labelled as healthy, sustainable and local food, which have been growing already before the pandemic and have only been accelerated, the year on year employment in the food and drink industries decreased by about 1,2 % for food and 2,2 % for drinks industries. Hospitality sector have been experiencing occupational shortages already in 2019 and the years before (based on Analysis of shortage and surplus occupations based on national and Eurostat Labour Force Survey data 2019 and 2017.) Hereby cooks, chefs and waiters were mentioned as one of the top occupations in the top 30 shortages of occupations in Europe. A significant gender segmentation was in presence in the analysis of shortage occupations, hereby males dominated STEM related occupations and while females dominate the clerical group. Hereby shortage of cooks has been in top 8 since 2015. Also, in 2019 and 2020 the restaurant industry in Europe is experiencing great shortage of qualified Cooks. Cooks are in top 8 shortage occupations in 2019 (European Comm.: Shortage and Surpluses 2019 p.7) and no 3 in most widespread shortage occupations in 2020 (European Comm.: Analysis of Shortage and Surpluses occupation 2020 p. 5 and 24) So, the issues and challenges according need for chefs and sustainable actions in kitchens are a common problem in all of Europe. But the culture, the experiences and the traditions are different from each country and region to another. By working on a common problem but with different perspectives, new and valuable output will be developed.<< Objectives >>The concrete objectives of the project: The main objective of the project is to increase interest of cooking and chef education as a future career choice for primary school and lower secondary school pupils by 30%. Subobjectives are: to increase knowledge on sustainability potential in the restaurant industry and cooking at private homes of primary school and lower secondary education school pupils by 40%. to address gender imbalance in chef education as future career choice through best practice examples with women chefs and restaurateurs. KPIs are following: 40-50 % of respondents (students in schools and VET, teachers in schools and VET, industry), that expressed higher awareness level on sustainability potential in restaurant industry after participation in the project activities 20-30 % of female pupils considering chef/cooking education as career choice after participation in the project activities 60-70 % teachers expressing confidence and satisfaction about their knowledge level on sustainable potential and possibilities for cooking classes in school education; 100.000- 150.000 views, downloads, likes and or shares of the project results published from all the partner countries 20-25 local, regional, national, transnational events that project results have been presented; 15-20 new direct sector relevant contacts gained beyond the partnership on local, national, regional and transnational level Between 500-700 participants at local, regional, national and transnational level hereby also final conference.<< Implementation >>WP1: Project management setup and overall project framework Activities are: Transnational meetings, Online kick off meeting, and online meetings. All activities will contribute to the project management including financial and budget control. WP3: Methodological framework for sustainable education material in primary and secondary school T3.1: Get information about needs from the pupils T3.2.: Get information about needs from teachers T3.3 Sustainability and Food culture course in Aalborg T3.4 Sustainability and Food culture course in Ladosa T3.5 Sustainability and Food culture course in Novo Mestro T3.6: Create an E-Book with links to the website Activities in WP3 will contribute to the main objective: increase interest of cooking and chef education as a further career choice for primary and lower secondary school pupils by 30%. At the visiting activities in WP3 (food culture courses) pupils will visit other countries and go to a local restaurant to cook together with a chef, also, the pupils will visit local food suppliers. The pupils will both learn about and develop sustaianable kitchen actions. The visits are very essential to get pupils interested and have a more positive thinking of the chef education. By getting information from both pupils and teachers it will be possible to create a valuable e-book which will contribute to the main objective now and in the future and the project result (1). At the visits pupils will both get and develop knowledge on sustainable kitchen actions and sustainable business opportunities. That will contribute to the sub objective: To increase knowledge on sustainable potential of pupils by 40%. At the visits pupils will meet male and female chefs and experience that the profession is for both genders. That will contribute to the sub objective: to address the gender imbalance in the chef education. WP4 Best case analysis and development of a sustainable guide T4.1: Get information’s about needs from the chef students. T4.2: Get sustainable information from the industry associations. T4.3: Create a guide with links to the website. T4.4: Publication of the guide to test. T4.5: Adjust the guide. T4:6: Final publication of the guide. The activities in WP4 will result in a lot of knowledge on sustainable cooking actions, raw materials and sustainable business opportunities. Also, the activities result in knowledge on how a persistent, current and valuable sustainable guide should be like. The guide will contribute to an exciting, international, “up to date” and current pensum at the chef education. That will strength the chef education and make it more interesting for pupils to join. That will contribute to the main objective and to the result (2). WP5 Evaluation and feedback T5.1 Feedback from pupils, teachers and restaurants T5.2 Evaluation / test of the education materials for schools T5.3 Evaluation / test of sustainable guide for chef students T5.4 Evaluation of the results by local partners The activities in WP5 will contribute to qualify the results 1 and 2. By letting the target groups test and form the results it is possible to create a useful and valuable result that will be used after the end of the project. The result will contribute to keep focus on increasing interest for the chef education after end of the project. Thereby the main objective will be addressed during the project and after the project.<< Results >>ON AN INSTITUTIONAL LEVEL, THE PROJECT IS EXPECTED TO: Result in the development and implementation of innovative practices and greater awareness of the sustainable gastronomy potential and gender inequalities/challenges in chef professions. Result in a more modern, dynamic, committed, responsible, gender aware and professional learning environment. Result in a better understanding on the relation between food and sustainability. Result in a better understanding and recognition of skills and qualifications in cooking and chef profession of pupils across the partners. Result in increased Erasmus+ exchanges among pupils between the partners. Result in a closer links by educational institutions to the restaurant industry ON AN INDIVIDUAL LEVEL, THE PROJECT IS EXPECTED TO: result in increased competence in foreign languages and sustainable food knowledge, and generally, improved competences, linked to professional cooking/chef profiles among the individuals directly or indirectly involved in the project. Result in a more positive attitude towards the European project and the EU values, including cultural diversity. Results in increased opportunities for professional development, including increased motivation and satisfaction in daily work. The expected key results of the project are two results: (1), and (2): (1) Development of a sustainable cooking education material (2) Development of a sustainable guide with the best cases of sustainable restaurants and food suppliers. Result (1) must be used in primary and secondary schools by teachers and pupils. There will be a high level of involving schools in developing the sustainable cooking education material. Result (2) must be used to inspire chef students and existing restaurant owners to implement more sustainable actions in the kitchen. There will be a high level of involving VET educations and restaurants in developing the sustainable guide.

Background: The Digital Learning Across Boundaries (DLAB) project addressed the need to align European educational practice with ways in which digital technology ischanging how and what we learn, and how we apply this in education. The purpose of this project was to promote digital learning across the boundaries of physical spaces,across curriculum subjects and across languages and cultures, to facilitate collaborative learning across national boundaries. Over three years we adopted three 'learningacross boundaries’ themes:1. Technology Outdoors: bridging formal and informal learning by extending learning beyond traditional classroom spaces. 2. Stem to SteAm: adding the Arts to the integrated study of Science, Technology, Engineering and Maths creating inter-disciplinary challenge-based online learning resources.3. Technology Enabled CLIL: using curriculumcontexts to teach language competencies and cultural sensitivity with the aim of meeting the language needs of a diversity of learners.Participants: Our target groups were lecturers in Higher Education Initial Teacher Training programmes, trainee primary teachers, in-servicePrimary teachers, and primary-aged pupils across four European countries.We approached our three themes in aspirational ways by involving local cultural institutions and small and medium enterprises (SMEs) and developed a strategic partnership consisting of teacher educators, teachers, trainee teachers, school pupils and representatives from cultural institutions andSMEs and explored how teacher education could accelerate innovation. The project promoted digital learning beyond boundaries across physical spaces, traditional curriculum subjects, and languages and cultures through a variety of different dissemination activities such as eTwinning project kits, journal articles, an OER- website and three annual MOOCs.