<< Objectives >>Since young disabled people encounter barriers in their accessing training and the labor market afterwards, the partners of this project will create the proper environment and the adapted training for them to have a glimpse at the following jobs: cooking, bakery/pastry, gardening etc, in order for them to decide whether they want to get more training in those areas and choose those positions afterwards, thus increasing the motivation of disabled young people for participation in training process<< Implementation >>Each partner will organize in their country 5 inclusive experiences, the first could be done by streaming (for a larger number of stakeholders to participate), in different areas adapted to teenagers/youth with disabilities in order for them to pre-discover some of the jobs from the labor market and be able to choose later a job.The innovative aspect of the project is the creation of a specific environment and adapted training for the target groups.<< Results >>The TANGIBLE RESULTS are the measurable deliverables in quantified terms: 3 TPMs, 5 inclusive experiences and 1 learning activity which both will permit to create the Best Practices Manual, interviews with stakeholders/participants, 5 multiplier events.The INTANGIBLE RESULTS, related to the priority topics, are to increase the motivation of disabled young people to participate in training processes, give them the necessary soft skills and also help them discover different job positions.

Youth unemployment is a growing concern in the European context for its economic and social effects in the medium and long term. At the same time, the qualification of youth as well as a strong businesses´ involvement, would promote youth employment. With the implementation of the dual education model some European governments hope to combat the rising unemployment levels amongst young people. The suitable qualification of young unemployed would promote their employment. It is clear that in countries with work-based learning systems, young people have better opportunities for access to employment. These experiences in many of the countries of the European Union are still scarce, and there is still no firm and institutional commitment to guarantee its greater weight within the formal education systems in many of the European countries. The PADAWAN project aimed to design a collaborative and transnational online platform that involved stakeholders, hospitality businesses (SMEs in particular), VET providers, public authorities and apprentices, from 4 countries, for the provision of training, employment opportunities, and services aimed at ensuring the success of any work-based learning process in the hospitality sector, and where the learner, as an apprentice, is the key proactive element. The PADAWAN project, through the virtual environment developed, has promoted a new methodology for the improvement of 3 actors’ competences during the process of the work-based training model with the use of all intellectual outputs implemented in this EU project. The main results were: (i) A transversal training module for the development of soft key-competences for the trainee (apprentice) in the hospitality sector (ii) The creation of a collaborative virtual environment – European Apprenticeship School PADAWAN and PADAWAN Community (IO1) had the goal to promote the pro-activity of the learner (apprentice), to foster the communication between the VET trainer and the hospitality business tutor, to monitor the training path of the apprentice and to exchange good practices among stakeholders from different countries in the hospitality sector. The collaborative virtual environment PADAWAN was designed to guide, to normalize processes and to establish tasks for each one of the 3 actors involved in the work-based learning system. (iii) A Handbook for company tutors in the hospitality sector was meant to guide them through the training process and to have a clear vision of their role and their tasks (iv) Four national conferences organized in order to disseminate and exploit the Intellectual Outputs (v) One Learning activity (Short-term joint staff training events) meant to pilot the collaborative virtual environment – European Apprenticeship School PADAWAN and PADAWAN Community (IO1) The PADAWAN project has benefited the following main target groups and beneficiaries in Spain, Italy, Bulgaria, and Germany: (i) As potential apprentices in the hospitality sector: Young people aged 16-30 who were about to enter in the labor market, unemployed persons who need up-skilling, NEETs and early school leavers (ii) Education and training institutions in hospitality sector and taking part in work-based learning offer (iii) SMEs in the hospitality sector in their twin role of employers and beneficiaries of the Handbook and Protocol of communication. Thanks to the PADAWAN project, the following impact was expected and achieved in target group community: (i) Better awareness of the potential contribution of work based learning experiences who contribute to the improvement of youth employability in the hospitality sector (ii) Improvement of soft skills in the work place of apprentices (iii) Improvement of the capacity for establishing creative partnerships between education and business in support of youth employability (iv) Improvement of the awareness on potential of hospitality sector as a driver for development in the European economies The PADAWAN project has demonstrated that the collaborative virtual environment is a tool which must be taken into consideration for the monitoring of the apprentice’s training pathway and where the transversal training module should be available to enhance the employability of young people and give them adequate skills for work. And finally, the PADAWAN project has shown how the Handbook for company’s tutors is useful to give support to SMEs in the hospitality sector to implement with high quality in their part of training in the work-based learning system.

CASYS was designed to - enhance the quality and relevance of the adult learning offer in culinary arts by developing new and innovative approaches and disseminating best practices;- contribute to increasing the labour market relevance of adult learning programmes and qualifications in culinary arts;- improve guidance into lifelong learning and facilitate the transition of culinary arts learners through different levels and types of formal and non-formal education, in particular through the use of European reference tools for the recognition and validation of qualifications; - contribute to increasing degree productivity in education and training institutions offering adult learning and other forms of education and training in culinary arts;- foster youth employment and the gradual reorientation of the culinary business toward social objectives, impact and responsibility, in particular by integrating the social, sustainability and innovation dimensions of business into culinary arts training, and by establishing a social incubator for the culinary business.Accordingly the project was aimed to support young people (including NEETs) in the development of higher competencies in culinary arts with special attention to innovation and to increase the social responsiveness of business.The project objectives were achieved through:- development of an interdisciplinary culinary arts training course suitable for adult learning and easily adaptable to tertiary and vocational education (IO1). Its topics are related to the sustainability, social and innovation aspects of culinary arts. The course is complemented with a map for flexible learning pathways between different types and levels of education and training, an LLL guidance model and country-specific procedures for the validation of skills acquired through informal and non-formal learning and work experience as well as recognition of the learning outcomes and internships among the partner institutions (IO3). The course is also adapted for e-learning, where the online training platform (IO6) is digitally integrated with a blog on culinary innovations (IO2) designed to make trainees co-creators in the teaching process;- creation of a Social Incubator as informal structure dedicated to providing consultation, advice and assistance to culinary businesses engaged in innovations or wishing to undertake activities with strong social impact. The Social Incubator implemented a set of pilot activities aimed at mobilizing the social impact of the culinary business and at demonstrating the interconnections between the labor market on the one hand, and formal, non-formal education, vocational training and other forms of learning on the other hand (IO4 and IO5).In order to facilitate the achievement of the objectives, 7 multiplier dissemination events were organized in Bulgaria, Italy, Lithuania, Latvia, Spain and Slovenia. The partnership also carried out two targeted trainings for adult learners and for its own staff respectively in order to prepare trainers and staff for the adoption and management of the CASYS course in the curricula of the partner institutions and other local stakeholders .The project partnership includes various types of institutions and thus a balance of viewpoints and constituencies was achieved. The initiative resulted from the joint efforts of a higher education institution offering VET programs – the Mariampole College (Lithuania), two VET and adult learning institutions – International College (Bulgaria) and FASE (Spain); a regional culinary business cluster – CAHA (Bulgaria); a social enterprise GEA (Slovenia); and two LLL and stakeholder organizations – YouNet (Italy) and BEFO (Latvia).In the long run, CASYS benefits adult learners (improving quality & relevance of training), business (improving trainees’ competencies) and society (promoting social responsibility and social entrepreneurship). It has a long-term impact on adult education and life-long learning by contributing to - the gradual improvement of the adult learning offer in the field of culinary arts; - a further development and wider use of digitally-based learning methods in adult education;- the attraction of more unemployed youth and NEETs into the culinary sector due to increased flexibility of the pathways between various types of education and training and due to better opportunities for recognition and validation of skills gained outside formal education; - an increased visibility and credibility of social objectives and social impact within the culinary business community and among their customers;- an increased knowledge and strengthened competencies for social business and innovation among employees and managers in the culinary sector;- a stronger culture of entrepreneurship in the culinary sector, including in relation to social entrepreneurship.- a gradual overall shift toward a more socially and environmentally responsible culinary business.

"<< Background >>The project focuses in the development of the new professional profile of GASTRO-GUIDE. The GASTRO-GUIDE helps local villagers express their knowledge to those who come in order to welcome better the visitors. He gains the didactic collaboration and the hospitality of his own neighbors by teaching them the skills of receiving visitors. He encourages his local villagers’ neighbors to be enterprising by producing handmade food, rehabilitating old houses and proposing guest lodgings, helping them to be creative, handicrafts such as ceramics, etc. And also create small plantations of autochthonous food products, farm animals. He can encourage local people to preserve plants/food and encourage those who run restaurants to use local food/plants in their quality local cuisine. On one side the Gastro-Guide trains his local neighbors, and in the other side he teaches the visitors about the village's culture, gastronomy, local food products etc.The Gastro Guide makes its small village a didactic space for learning and experimentation for catering workers, food production companies and people of all ages interested in gastronomy.The project focuses in the further strengthening of the competences in the tourism especially in the Gastronomy tourism in rural low development regions through the development of the professional profile of the person who works as coach/trainer to inhabitants (mainly young, unemployment, women, disable) to cover their lack of skills regarding the local communities; gastronomy, cultural and natural heritage. Tourism is the largest employer of young people, migrants, part-time workers and women. It’s the main entry point to the labor market and provides job opportunities to people who want to re-enter the labor market. Businesses and the workforce must adapt to new technologies, new market demands and changes in customer behavior and expectations. Recent studies have highlighted the weaknesses of the tourism labour market and provided recommendations on how to address skills mismatches.The project through the training and the certification of Gastro-Guide, covers the lack of training/coaching in rural areas. It's well known the lack of VET infrastructures in the rural mountain areas in Europe. So, the Gastro-Guide as the coach is a necessary professional profile.<< Objectives >>GASTRO-GUIDE OBJECTIVESDevelop a new professional profile for coaches in the area of gastronomy and cultural tourism in rural areas.The CURRICULUM includes 5 Units (Training modules) covering the training needs of Gastro -Guideand leads to the GASTRO-GUIDE CERTIFICATION. The MODULES will be delivered with blended methodology, including THEORY in coaching techniques, tools and processes and PRACTICE in the gastronomy and culture (heritage, tradition, customs) of the rural area. The theory provided with interactive e-leaning courses and the practice will be the appropriate for each rural area.The project will provide a WEB PLATFORM which includes-the E-LEARNING,-a CERTIFICATION SYSTEM,-NETWORKING between the GASTRO-GUIDES in Europe and-TOURIST INFORMATION AND PROMOTION of the GASTRO-GUIDE regions.-The initial 50 GASTRO-GUIDES from the partners’ countries will certificate as the final outcome of the project.<< Implementation >>In the project participate 9 partners from 6 countries in Nothern and Southern Europe.1. The Identification of the training needs of the new profile is the first step to recognize the special needs and the level of competences need the Gastro-Guide as coach. The survey in the field(the rural regions in each participating country) will lead the consortium to the correct curriculum for the profile. The Identification shared in 3 phases.-a bibliography research for the existed situation in the rural areas in each participating country, accordingly the already known lack of knowledge of the people in the rural areas, in the sector of gastronomy and culture tourism.- a survey in the field, using questionnaires and the following national reports- a state of the art which compare the above two phases.The state of the art will conclude the results of the research and the survey and will highlight the necessary training needs.2.1 The multifunctional educational profile of GASTRO-GUIDE is enclosing the following competences:1. Know the local food products. How they are produced, qualities, kinds, etc.2. Know and improve culinary techniques and processes with local quality food.3. Know the other local attractions for visitors and tourists.4. Organize tourist packages and visits for tourists.5. Know pedagogical skills in order to transmit knowledge and practical techniques so as to fit in the knowledge value process.6. Collaborate and network with other local hosts from other European regions.2.2 The curriculum includes Units in the sectors:1. Coaching techniques2. Pedagogical approach in coaching low skilled persons3. Communication - Negotiation4. Marketing and sales techniques5. Management of micro enterprises3. The interactive platform which includes the networking application (Gastro-Guides community), an interactive map with the European Rural Gastro-Guides and information about the regions, the e-learning platform and the Gastro-Guides TV channel. This platform will integrate with the project website. The platform, includes info about 50 Gastro-Guides all over Europe, interactive communication, e-learning and information.We call the platform REA platform (Rural Educational Area) and is a platform which includes the networking application (Gastro-Guides community), an interactive map with the European Rural Gastro-Guides and information about the regions, the e-learning platform and the Gastro-Guides TV channel. The core system of the project is the e-learning platform.4.The guideline “Gastro-Guide routes” will developed as a “manual” for the GASTRO-GUIDES, includes the stories of 50 GASTRO-GUIDES from the participating countries, the evaluation of the use of the REA platform and the new professional profileThe multiplier events foreseen in the project have been carefully conceived in order to ensure their relevance in relation to the GASTRO-GUIDE project objectives. Their realisation has an extreme impact for (a) multiplying the results addressing to relevant stakeholders and (b) contributing to the recognition of GASTRO-GUIDE as a new educational profile in the Gastronomy and CultureThe project includes Training the trainers activity for the staff members of the partners. They will be the multipliers coaches/facilitators in each participating country.<< Results >>RESULTS DURING THE PROJECTThe results from the PR1 are:i.5 national reports of the existing situation in each participating county of the training in the rural areas.ii.300 questionnaires in the field’s survey.iii.Selection of 50 GAstro-Guides from the participating countriesiv.1 state of the art which includes the conclusions and the results of the two above results The state of the art will send for publication In scientific magazinesAccording the PR2v.A curriculum for the training of the Gastro-Guide, the curriculum will include:vi.5 Training Units (Modules) with Examination and Certification.The results from PR3 , PR4 and C1vii. The web platform with the forum, the resources/databases, the members database and the interactive map with the 50 Gastro-Guides tours .viii. The GAstro-Guide TV channel with movies from the training and movies uploaded by membersix. VET center's AREA. e-learning courses and certification system. 5 units with tests, self-evaluation and certification. x.The REA (Rural Educational Area) platform will integrated with the project's websitexi.The ""Gastro-Guide routes"" a guideline/manual for the GASTRO-GUIDES which includes the 50 GASTRO-GUIDES stories, the Evaluation of the REA platform and the new professional profile.The results from Multiplier Events (E)x.5 events in Greece, Bulgaria, Italy, Poland, Spain-Zaragoza and Lithuania to present the outcomes of the projectxi.1 final conference in Spain/Teruel with announcements for the establishment of the Gastro-Guides network and the Gastro-Guide certificationRESULTS AFTER THE COMPLETIONi.The results after the completion of the project will be available in the internet as, Resources, Survey, e-Learning course, the practice (C1) in video and other media during the project. ii.New members will be able to register, after the end of the project, in the web platform and upload videos, questions and proposals for the sustainable development of the rural areas. iii.The project partners will give information and support to any organisation interested in the subject and the development of rural areas through the learning."