The baseline problem and needs analysis for the project ‘Learning from the Margins’ (LEMA) show that marginalised youth in European urban areas display low levels of inclusion and participation in the societal arenas that we know develop the individual and which can also contribute to bringing individuals out of marginalisation. At the same time, it is clear that on the professional level we are more or less checkmate compared to working with precisely the inclusion of the most marginalised young people. This is partly due to societal inequality structures, but it is also because the professionals are not yet trained in understanding the extent of the young people's situations, which are particularly complex in urban settings. By professionals we refer to all those working professionally with marginalised youth in urban areas and they encompass social workers, pedagogues, social educators and teachers. The lack of professionalism in this field is probably because until now it is not common practice to understand social and educational work as a matter of planning individual, social and contextual (including socio-spatial) solutions concerning young people at risk.The overall goal of the LEMA project is therefore to develop a sustainable pedagogical model for working with extremely marginalised youth – a model for Participatory Social Planning (PSP), which includes:•The development of a participatory context-sensitive social pedagogy for innovative solutions (cross-national)•A wider knowledge on the connection between an urban setting and the marginalisation processes of young people•Repertoires of practice for professionals, welfare officials, NGOs, policy makers, educators and researchers in relation to understanding, recognising and responding to the complex social problems that marginalised young people have to face.The participatory aspect will be crucial in that context-specific solutions must always take their point of departure in the parties involved. It is therefore significant that the marginalised young people are key partners in the development of new innovative solutions. They are, as it were, the real experts, and learning from their marginalised position is essential to the innovative solutions of this project. The target groups of the project are thus both youth at risk in urban areas and the professionals and educators working with them. Thus, the project partners are higher education institutions and organisations working with marginalised youth in three different urban contexts: University College Copenhagen and 3B Housing Association in Copenhagen, Denmark; Malmö University and Malmö City in Sweden; University of Malaga and the NGO Asociacion Marroqui in Malaga, Spain. The partners all share a mutual interest in connecting social work and participatory design concerning at-risk youth in urban settings. At the same time, their common interest is in the transferability of actions research methods and values to social work and professional development. In order to change the realities of the marginalised youth and thereby the structures of inequality, the professionals need profound new knowledge and repertoires of practice. Both the field of research and the field of social practice have need of the international exchange of practice-based knowledge, research and the innovative spin-off from the different urban contexts to respond effectively to the challenges of inequality. The shared reality is that the local solutions are not sufficient in bringing young people at-risk out of marginalisation and a transnational innovative initiative is therefore necessary.The absolute social innovation of the LEMA project is to bring marginalised young people, professionals and researchers together in an analytical work that can create and develop a new international practice within pedagogy and social work. This will be composed in the Participatory Social Planning model (PSP). The model will enable professionals in working with overcoming marginalisation of youth in urban areas. At the same time, the new approach of this model will be implemented locally in the organisations of the participating partners. Additionally, the impact of the LEMA project is directly transferable and complementary to the everyday work in both HEI and in the kinds of organisations represented by the participating partners.

"<< Objectives >>""The Future in our Kitchens: Social & Sustainable skills for Culinary Trainees"" project aims at giving future cooks and food entrepreneurs professional skills to be committed players for more sustainability & social engagement in the culinary workplace. As vocational cooking education is the primary actor of this change of paradigm, Future Kitchens will develop an innovative cooperation partnership between culinary institutes from all over Europe for 2022-2023.<< Implementation >>The project will implement: -(1) The Brigade: a European partnership of 5 culinary schools working together to Whip Up Skills & Bake Talents-(2) Whip Up Skills: an online training program, both inspirational (thematic sessions) and hands-on (cooking masterclasses) on social & sustainable practices in the professional kitchens. -(3) Bake Talents: a week of international mobility, for immersive training, including site visits and Masterclasses highlighting good sustainable practices.<< Results >>Future Kitchens will foster a change of paradigm in vocational education by: -Designing innovative training methods through the establishment of international cooperation between culinary institutes and the development of a digital culinary training program to transfer knowledge and good practices from global food experts to trainees. -Addressing the issues important for the youth today, as social consideration in the foodservice industry and sustainable practices in restaurant kitchens."

""" Quote: ""We need a new learning culture!"" (education scientist Prof. Felix Rauner/University of Bremen) ""Already in the Kindergarten contacts to the world of work should be built, for example when master craftsmen tell the children about their work ..."" (Source: http://www.sueddeutsche.de)Based on many years of experience of the partners, current statistics and the strategy of the European Union, the basic question was:What do young people need for a successful way of life, how can the social environment of the family, educators and educational institutions, educational biographies have a positive effect? How to achieve optimal transitions? Although there exist many offers and support possibilities for young people in Europe, the high number of early school leavers and vocational training dropouts present a constant challenge!During the period from 01.09.2014 to 31.08.2017 10 partners from 5 European countries were involved in this project The partners came from different fields of work : pre-school, Primary school, secondary School, vocational school, comprehensive school, project: ""Peer to Peer"", Youth work, Adult education. It was the aim of this partnership to use the experiences of the ten project partners to create one common document with advices and good practice examples that can be used as inspiration for institutions all over Europe to improve their work with children and youngsters in the field of transition.The core topics of our work were:1.) Prevention of early school leaving2.) Prevention of vocational training dropout3.) Networks and structures for the improvement of transitionThe innovative aspect of this project was the holistic approach beginning in preschool and reaching over primary school to secondary school to vocational schools to young adult education and youth work. During our work, parents, stakeholders, companies and institutions but most importantly, the young people themselves, were involved. Essentially, it was possible to have a continuous exchange with the partner organizations and to get practical experience at 8 transnational meetings, 10 Job shadowings and 2 teaching assignments. In addition, there took place 5 multiplier events and parent-teacher conferences, model projects as well as a lot of specialist events. During the three project years the partners exchanged many experiences, approaches and good practices. We visited each other, got to know the work of the partner institutions and learned about strategies and projects in the different countries. We started to adopt ideas from the others, formed new partnerships and were able to integrate the experiences from this project into our own work.Examples include the installation of a language class according to the Finnish model, the improvement of the transition between elementary school and regular school, including the social worker of the regular school and the pilot project vocational orientation in primary school.In 2015, a survey on the three core topics “Prevention of early school leaving”, “Prevention of vocational training dropout”, “Networks and structures for the improvement of transition” was conducted in all partner organizations. Participants were more than 2000 students, parents and educators. The results of the questionnaire can be found on the homepage www.consistentway.eu. It was interesting, that in all the partners’ countries the results were similar: start early, be practical, be individual and don’t forget the parents!.This study was the basis for the further work of the partners during the following two project years as well as for the creation of the 60-page Guideline, as a result of the European project “Consistent way…” , with 32 good practice examples of the partners.In order to secure the project sustainably and implement concrete practical models, a sustainability concept was developed together with the partners.We wanted to make this project a success – and we sure we did."