In 986 AD a small group of Vikings settled on Greenland. About 500 years later the settlements vanished. It is still not fully known what happened to the settlements and what caused their disappearance, but it can be assumed that the changing climate, a shift in trade relations and the consequences of these factors for social structures were influential factors. In the Middle Ages, Greenland was at the edge of the known world and at the periphery of the large Norse trading network. Therefore it provides an interesting, and somewhat complex, case study of sustainability at the margins. The historical case is easier to understand in an holistic way than contemporary challenges but can trigger an engagement with sustainability at the margins today.The interdisciplinary project team consists of scientists and educationalists from Science Shop Bonn (Germany), The Centre for Design, Innovation and Sustainable Transition (Denmark), BAOBAB (Austria), The Faculty of Education of Edge Hill University (UK) and Project Agency Andreas Joppich (Germany) supported by the Danish National Museum, the researcher Kare Hendriksen and the Danish History Teachers Association. They developed workshop material based on the research about the Viking settlements in Greenland and about the challenges in contemporary Greenland and other parts of the world. Children can explore the artefacts found by researchers in the ancient settlements and apply scientific methods of analysis to interpret what has led to their end. Further material allows the students to compare their findings to modern issues of sustainability and draw conclusions for lifestyles and policy making. All materials developed have been tested in individual lessons and project days. Nearly 1000 secondary-age pupils were directly reached. Thereby methods of learning through inquiry were the focus of the teaching approach. Many of the students confirmed that they could gain new insights into sustainability. More than 200 teachers and students were reached through multiplier events.The resource materials, which can be used by the partner organizations but also lent to schools for lessons of history, geography and political education, include reconstructed artefacts, maps, guidebooks on research methods, newspaper articles, maps and data sets on contemporary issues, along with guidelines for comparing the findings to modern times. Some outdoor games are used to create an adventurous atmosphere and stimulate the cooperation of the children.The workshop provides an example of how competence-centred education can be put into practice and therefore supports the efforts of the European Union and national governments to replace knowledge-centred practices in schools. To support this goal, the project partners also formulated a survey based recommendation on learning through inquiry and its benefits for the development of competences, especially learning to learn and scientific approaches but also social and civic competences, language and mathematics. Based on the experience, guidelines for learning through inquiry have been produced, integrated into the manual, and transferred to a concept for train-the-trainer seminars. Guidance for self-assessment in the manual will make teachers aware of the learning impact on students and allows a promotion of learning through inquiry even after the project has ended. In addition, the method supports interdisciplinary teaching and thereby more cooperation in schools. A recommendation for the integration of the workshop in the curricula of history and geography is prepared for each country. Articles documenting the teaching approach and the linkage of the Viking age and contemporary challenges add further to the resources.During the project all partners have met with key stakeholders to discuss the aims and materials of the project and to expand their networks supporting the dissemination methods and materials.

"GastroINKLUSIV contributes to the strengthening of the quality in vocational education and training, with the goal of equal participation of all in training and occupation. Eleven partner institutions from three EU countries worked together in the project- vocational schools, educational actors and companies from the gastronomy sector in Germany, Austria and Italy.Using the gastronomy sector as an example, the strategic ERASMUS+ partnership highlights opportunities for inclusive learning in vocational education and training. From September 2016 to August 2018, transferable models for differentiated learning in professional vocational education as well as learning materials in three difficulty levels - in standard, simple and easy language - were developed and tested in two phases. They are based on an interlocking approach of three levels of action: capacity building, competency development for teachers and practical application by trainees. The target groups of the project were: 1) trainees with handicaps and special needs. The focus was on young people with cognitive and linguistic limitations in understanding (concentration, abstraction) and command of language (reading/writing, hearing/speaking), 2) teachers at vocational schools, companies as employers and representatives of chambers of commerce or trade associations, and 3) authorities and regulatory bodies which influence the framework conditions for vocational schools.Our activities included the development of innovative inclusive learning units on four topics: meat, fish, vegetables and the food waste and a simulation game on poultry exports as well as the preparation of a manual for the development of inclusive learning materials and a guideline for inclusion in vocational schools and businesses. The goal of strengthening inclusion in vocational education and training was served by targeted networking and a series of dissemination measures. The activities were supported by strategic advisory boards, which were established in each country at the beginning of the project, with members from chambers, associations and trade unions as well as from politics and administration. The focus here was in particular on the practical suitability and EU-wide transferability of our learning and teaching approaches. The conclusions were relevant for the additional project results, including the good practice paper on inclusion in vocational schools and companies and recommendations for action for actors from politics, business and education. The immense innovative potential of the project is based on the fact that it succeeded in proving that topics such as sustainability, globalization, etc. can be implemented in inclusive teaching approaches, so that apprentices become conscious of the effects of their own actions in their professional and private lives and can strengthen their self-efficacy and professionalism. The project results illustrate exemplarily how inclusive learning can function in vocational schools and companies.As a result, materials are available in several languages that can be researched online and accessed via websites or ordered via partner institutions after the end of the project. They help to break down barriers and facilitate learning in heterogeneous groups.Cooperation between vocational training institutions and companies has been strengthened in all countries and the innovative approaches and materials for inclusion are easily applicable for vocational schools and companies at the national and European level. They are not only suitable for the training in the gastronomy sector. They can be adapted to other occupational fields and training areas, such as in the social field or in trades.Addressing topics such as sustainable handling of food, food waste, discrimination etc. is of interest and desirable for many other occupations.The success of the project is documented by the Sustainability Award, which GastroINKLUSIV received in May 2018 as part of the educational congress WeltWeitWissen 2018 - Lernen für den Wandel, which was held under the patronage of the Bremen Senator for Children and Education, Dr. Claudia Bogedan, and the Lower Saxony Minister of Culture, Grant Hendrik Tonne. The prize went to the GastroINKLUSIV project together with the ""Anders Wirtschaften - Globales Lernen für die Berufliche Bildung"" project. Both projects were honored at the congress as outstanding examples of global learning and education for sustainable development."