"""How to make accessible to the greatest number a food of quality, of proximity and respectful of the environment? "". Essential question for future generationsFaced with this question, Passeurs de Culture is designed to enable young professionals in the food industry and catering and educational teams to develop new skills through the exchange of practices and knowledge in the field of sustainable food, local productions and their valuations.This project is based on:- 4 mobilities between young professionals entitled ""I would cook at home"" exchanges between young Europeans to give to know the practices of their partners in the field of sustainable food and the development of local productions.- The realization of educational resources around the following themes: quality approaches and Signs of Quality and Origin Identification (SIQO ...) societal issues and sustainable food, knowledge of local food heritage, consumer trends and distribution.- Within fablab provide young people with tools to work in project mode to enable them to design projects and innovative ideas to enhance their local food heritage- And infine, design the route of a European route of flavors in the four partner territories of the project (France, Italy, Portugal, Spain) in order to involve young people in the construction of a project at European level and to promote a proactive attitude towards Europe and its intangible heritage."

"Conceived in 2015, F4G has developed and tested an innovative training model that can be easily transferred to VET systems that complement post-secondary level technical training (V EQF) and VET pathways, in order to improve the ability to communicate agri-food innovation, create a more dynamic market and improve social acceptability. Statistical analyses confirm the untapped SMEs’ competitive potential of innovation in the Mediterranean area, downgrading the characteristics of Mediterranean products and productions to a peculiarity linked to the territory. Objectives: A) develop a set of technical and transversal skills to promote a bottom-up approach to innovation and the development of co-design in order to accelerate the transfer of available innovation and improve the impact on the specificities requested by the market. B) define the prototype of a training course that is complementary to higher technical education, fostering the collaboration between different disciplines (C) update and produce learning methods to address product design competences with aspects relevant to the dialogue between industry and consumers, including social and ethical issuesPartnership: 8 bodies ranging from VET, companies and Universities from three Mediterranean countries: Italy, France and Spain that operates in different fields such as:Training, delivered by ITS Tech & Food of Parma (IT) in the heart of the Food Valley, by organizing biennial courses to train specialized technicians and offer them immediate employment opportunities in strategic sectors of the local productive fabric. Innovative teaching, represented by the expertise in Flipped methodology of DISAFA - University of Turin (IT). Research, Innovation and Competitiveness, IRTA (ES) public body of the Department of Agriculture, Food and Rural Action of the Regional Government of Catalonia. Scientific communication delivered by OPGA (IT), a body involved in the research, study and dissemination of scientifically-based information on issues related to the production, consumption and abuse of alcoholic beverages. With respect to the the EEIG, all the functions related to didactics, Research and Scientific Communication are also delivered by ECOTROPHELIA. Companies: Birra Menabrea (IT) and CASA MAS (ES) are the companies that have contributed to the development and testing of the F4G training model, allowing to identify didactic contents consistent with the training needs of the technologists in productive and innovative contexts. SFC (IT) has coordinated the partnership, based on its expertise in the governance of complex projects for the development of human capital and business competitiveness.The project activities and the main outputs were divided into 4 phases: 1) Analysis of emerging communication skills and innovation in the agri-food sector. The output coincides with the IO1. 2) Elaboration of a training course in Flipped Classroom mode and experimentation of the course. The IO2 output describes the platform, available on line. 3) Creation of Co Working Lab as a methodology of the F4G training model. The IO3 output reports the results. 4) drafting of Design Guidelines in Flipped Classroom to increase the replicability of the F4G model in VET paths. The IO4 output coincides with the Guidelines. The project results were reached by achieving what was foreseen in the proposal:- Processing of 4 intellectual outputs, each translated into 4 languages: English, Italian, French and Spanish- Application of the innovative Flipped Classroom didactics in learning paths for adults in the agro-food sector- Elaboration of a F4G training model, divided into a Flipped section available online and a workshop section called Co Working Lab- Activation of a network able to adopt the F4G model and implement further developments of the modelLong-term benefits: learning of innovative teaching methodologies by the trainers and designers involved and permanently engaged in the structures of the project partners, with the reuse of the Flipped methodology. Recognition of ""Communication of Innovation and Social Acceptability"" among the items for the elaboration of start-up proposals in the framework of the ECOTROPHELIA competition. The solution makes the results of F4G applicable even beyond the time limits of the project and stably focuses the attention on the subject. Involvement of ITS Tech & Food in agro-food innovation contests, opening the challenge to students and teachers to integrate teaching with problem focused methodologies, the basis of the Flipped methodology. 3 proposals out of the total of 10 evaluated at Ecotrophelia - CIbus 8 May 2018, were presented by the ITS."

The Youth4food project departed from a need Gaziantep, Dénia, Parma, Östersund and Bergen had to inform youth about the career opportunities in the food sector. The main objective of the project has been to identify ways to increase the number of young people who make Vocational Educational Training (VET) in the food value chain their first choice of education. The project had 18 partners and more than 102 people have travelled between the cities. 5 university trainees have been involved. There have been 5 transnational meetings on VET food related topics. The project has completed the planned activities, but the beauty of the projects lies in all the collaboration and plans that have been initiated during this project and that will carry on now the project is completed. In an exchange project you don’t know what kind of new skills, knowledge and contacts that will lead to something else. You can plan activities, but you can never plan the outcome and the positive things that is happens when people meet. Dissemination of results: booklet, report, videos, presentationsSeveral films have been produced, including a series called ‘You+ng heroes’. A booklet about young food creatives in the participating cities has been completed. The report “The future of Europe’s kitchens-recruitment and skills matching” is made. The project has a logo, webpage, Facebook page, YouTube channel, and is found on Instagram and Twitter. A part about Swedish Cuisine is included in the book “Cuisine Cultures in The World” by the Turkish lecturer and author Ceyhun UÇUK. Steps are taken to make the book a national textbook in curriculum for Gastronomy Education. The project has been communicated on several platforms, UNESCO Creative City Network, European, regional and local settings. The project was selected as a best practice for the 2030.LAB call promoted by UNESCO and was presented during the UCCN Annual Conference held in Krakow and Katowice in 2018. A publication regarding the 2030.LAB is distributed to the 180 Creative Cities. In October, 2019 the project was presented in UNESCO headquarter, Paris, on World cities day.Impact: Stronger bonds and collaboration beyond the formal project The project has contributed to stronger bonds locally within and between the participating cities. Participating schools have gained new contacts for international cooperation. They wish to continue their cooperation through exchange, work training and other Erasmus+ programs. Businesses are more aware of and ask for international opportunities. The participating universities have taken the first steps towards a joint master program within gastronomy. Impact: communication of results and influence on policy The challenge of recruiting young people to the food value chain is complex and is not solved in two years, however the project has made a significant contribution and paved the way for more cooperation. The recruitment issues are addressed at the national level in Norway. Results from the project have been communicated to the Norwegian Ministry of Agriculture and food, as input for an event addressing recruitment for food related VET the Ministry will have during the green week in Berlin in January 2020. Best practices on how to work with recruitment have been registered in the project. Some suggestions for recruitment strategies are: 1) communicate future possibilities after attending VET; 2) improve the information given in schools; 3) use the internet as a tool to inform and create excitement around cooking; 4) get chefs and VET students and teachers to visit lower secondary schools and5) communicate more of the positive sides of the profession, such as the social aspects.VET students and teachersThrough exchange visits students have learned the elements of a restaurant and different cooking techniques. They have learned that food is so much more than the kitchen. Food is culture, traditions, regional gastronomies, local territory and products. The students that visited Gaziantep learned that stereotypes of cities and people are not true. Students cooperated and communicated across cultures. Interaction and culture exchange can inspire to entrepreneurship and innovation. Students can bring with them this knowledge to their future professions. The exchanges have increased the students’ knowledge of the agriculture sector in the different countries. They have seen the importance of local production and local farmers, and increased their understanding of the connection between local production and local gastronomy. The students are familiarized sustainable goals, UNESCO, Erasmus and the different cities in the project. Through their travels and the experience of training in a different country the young people have had the joy of mastering a new situation, to understand their own potential and hence their self-confidence has grown. The young people felt like ambassadors for their UNESCO city. They felt part of something bigger.