Hate represents a growing threaten to democracy, human rights and European values in our present society. People across the EU continue to be targeted by racism, xenophobia and other forms of intolerance. In this context, the role of the Internet should not be underestimated. The web facilitates the circulation of hate speech against specific groups and represents fertile ground for radicalization. At the same time, social media are not only used to spread group-related hate, but also for offense targeting individuals. Both phenomena are based on hateful and aggressive behavior on the Internet, which is intended to specifically damage others.The countries involved in this project (DE, SE, IT) show in part similar tendencies, but also national peculiarities with regard to these phenomena. Against this background, formal education has thus the important task of educating students to common values, inclusion and tolerance besides conveying general and professional education. Education remains the key to participating in society, especially for young people with disadvantages or coming from excluded contexts. However, studies show that civic education is considered a neglected area of education, marginalized in the system of vocational education and training. In VET schools there is too less time for this subject, often civic education is considered as a secondary, less-important subject, for which the assigned teachers often lack appropriate preparation for. In particular, in vocational education, youngsters in transition between school and VET or work represent a more difficult target group, requiring more attention as well as specific didactical and preparation of the pedagogical staff (Besand & Schmidt 2013). This sector of education faces an increasing number of disadvantaged young people. These youngsters are a vulnerable target group for discrimination, at the same time they are often neglected or ignored in the public discourse on issues of hatred, as there is a tendency to assume that they do not have the appropriate level of political participation. From direct experience of the organizations involved, it is possible to state that young people, but partly also teachers, show difficulties in recognizing forms of hatred at an early stage. Young people lack a sensitive and responsible use of the Internet. At the same time, teachers are often unfamiliar with the virtual world of their students. Furthermore, they often feel unprepared or overwhelmed in their role as educators. Understanding civic value education as a cross-sectional task and responsibility of formal education, the projects objective is to empower teachers in their role of addressing civic education issue alongside vocational education by on the one side sensitizing them & providing them with necessary knowledge & on the other side by providing them appropriate training and tools.The direct target group of pedagogical staff will include teachers, trainers and mentors involved in VET and measures. #respACT will start by updating a training model targeting youngsters developed by the Project Coordinator in the framework of a previous project on hate speech online, transferring it to the project countries and adapting it to the new target group of VET teachers. Secondly, new materials and innovative methodologies will be developed, in order to provide the target group with an all-round package of low-threshold tools, up-to-date and easy to use, which can be easily integrated in the daily work without previous specific knowledge.The results will be:#ACTonhatespeech - train-the-trainer course and workshop concept (curricula, relevant teaching materials, workshop concept and relevant materials) #ACToncyberbullying - train-the-trainer course and workshop concept (curricula, relevant teaching materials, workshop concept and relevant materials)#respACTescaperoom - pop-up escape room for civic education in VET (guide and tutorial and material list)The methodological approach as concern the pedagogical approach is based upon subject orientation, activity orientation, resource orientation and empowerment, interactive methods in teaching, adapting and piloting, target-group orientated, low-threshold and tailor-made tool. The methodological approach as concerns the pedagogical staff is based upon a needs analysis. This will be updated at the start of the project in order to identify the focus for the LTTA and to identify the main challenges and thematic areas for the workshops with the VET participants. The train-the-trainer courses will be tailored to the target group as concerns content and training format.The project will lead to the staff along with the whole organisation of the partners being sensitized and activated to address the issues of hate speech and cyber bullying in VET. Concerning the impact on the society at large, the project contributes to a more respectful conduct among each other, a more positive climate and coexistence.

"<< Background >>RE-MAIN project partners have arrived at the conclusion that digital transition has determined (and made it possible) that industrial plants of all kinds need to implement several changes to survive in the medium and long term, among which remote maintenance of the equipment is a major one. Thus, the application of the principles of the so-called Industry 4.0 is a strategic tool that increases the competitiveness of companies and, to an increasing extent, determines their very survival in a context of highly competitive markets.Part of this digital transformation implies the need for technicians to be able to carry out remote monitoring and maintenance with adequate safety guarantees for industrial installations, as well as to be able to remotely interact with other technicians located in other parts of Europe or the world. The main advantages of having remote control of production processes are: 1.Immediate and efficient responseThe need for highly specialised technicians to repair industrial installations and the remote control of production systems allows for immediate responses.2.Reduced time and costsIncidents and anomalies can be resolved quickly, minimising production downtime without the need for costly travel and subsistence. Downtime increases losses to the company, decreasing its productivity and causing supply problems for its customers.3.Operational improvements to the facilityRemote updating of the software makes it possible to improve and upgrade the operational aspects of the installations. This enables a swift reaction to market needs.4.Increase in the operational efficiency of the companyManaging the acquisition, supervision and diagnosis of data remotely, guarantees meeting the demand and making immediate changes. This translates into increased efficiency and productivity for the company. It also enables production to be flexible and scalable, depending on the needs of the market at any given time.5.Reduced environmental impactThe environmental cost is reduced both by avoiding unnecessary journeys by technicians to the installation, and by reducing unscheduled production downtime, which causes avoidable energy costsTo date, existing training programmes in the field of industrial plant maintenance have been characterised by an eminently classroom-based approach. Although this kind of maintenance is still necessary to some extent, the reality is that the industrial sector is rapidly shifting towards models of remote maintenance thanks to the aforementioned new technologies. The advent of the information society, improved telecommunications and the wide possibilities opened up by digital technologies have made it possible to move away from the conventional reaction-based, on-site maintenance model to new approaches based on remote, early warning and prevention.In this context, the entities participating in the project have detected a growing and increasingly pressing need for personnel trained in this new trend of the sector, which is not being adequately addressed at the European level. In the Study for the Detection of New Training Needs carried out by CRN Leganés, as well as in ""From jobs to superjobs"" (Volini et al 2019), it is pointed out that the emerging employment will prioritise workers with analytical and problem-solving skills, efficient in teamwork in a framework of open relationships, with a mastery of advanced technological tools and the ability to translate experience into innovation.The RE-MAIN project provides students with the knowledge and competences necessary to install and implement tools, both software and hardware, to create the necessary infrastructure to remotely access the controlling equipment to be able to monitor and maintain the automated industrial models installed in the different training centres of the partners. The project therefore contributes to filling existing gaps in training, to guarantee a successful entry into the labour market.<< Objectives >>As previously noted, the project is addressing fundamental new changes in the delivery of training for industrial maintenance personnel, offering them a set of skills that are crucial for the development of a career in the modern industrial sector.In particular, RE-MAIN is intended to address a clear lack of skills in relation to remote maintenance of industrial installations and, more concretely, to provide training in variable monitoring, secure remote connection (cybersecurity), remote corrective maintenance, remote update of programs/functionalities and remote acquisition of data and parameters, especially for the unemployed, people with disabilities or other vulnerable groups.Based on the abovementioned and taking into consideration the needs of the sector, the general objectives of the project are: • To connect students with the tools, competences and current opportunities in the sector. • To design and implement a pilot course that takes into consideration the set of skills that companies currently demand. • To create and lay the foundations for the sustainability of the course through initiatives of other training entities in Europe.On the other hand, the project will also contribute to the improvement of the competences of the participating organisations, which will have the opportunity to cooperate with counterparts at European level and to acquire new and better methodologies, approaches or know-how. The project contributes to the improvement of competences of teachers and other external agents as well as companies. In this sense, as digital technologies change at such a rapid pace, teachers are often unable to keep up to date with the latest developments. For this reason, the RE-MAIN project, on behalf of its partner FESTO, envisages to provide teachers with regular training sessions, aimed both at the efficient use of the models and at ensuring the appropriate technical support for them. In this sense, the project also foresees the development of a set of ""guidelines for educators"" containing all the relevant information for the proper delivery of the pilot course, so that educators can maximise the usefulness of the materials developed, during the project or after its completion. This toolkit will be prepared prior to the delivery of the pilot course and will be appropriately fine-tuned after the evaluation of this pilot course, so it is intended to be a tool under continuous improvement.<< Implementation >>Project actions will produce the following results, aimed at the achievement of the planned objectives:Result 1: RE-MAIN eBook The first output to be produced will consist of an eBook that will provide an overview of the state-of-the-art situation of relevant topics in participating countries consisting of four different chapters, one chapter per participating partner, compiled in pdf, epub format and freely provided to the authorities and all interested stakeholders and target groups.This eBook will include literature, publications, methodology and tools overview about common practices in remote maintenance conducted in the participating partner countries. To increase the visibility of project results, this eBook will be published and promoted through publishing platforms such as Leanpub and relevant portals as eTwinning, School Education Gateway and similar platforms.The objectives of this project result are to deliver necessarily information fundament to design and creation of the intended trainings und to raise the awareness of the significance of remote maintenance as part of digital transformation.Result 2: RE-MAIN Transnational training programmeThis second project result will take into consideration the information extracted from the above-mentioned eBook to develop a highly specialised training programme, oriented towards the current and future employability of its participants. All partners will collaborate in its development, which will be led by MTU. In this sense, FESTO will provide valuable information to guide the planned training modules, according to its experience in the sector. The training programme will be available for unlimited time on the open training platform iMooX, facilitated by the associated partner Technical University of Graz.After its design, RE-MAIN envisages the pilot implementation of the training programme, applying the laboratory equipment developed by FESTO in accordance with the contents of the training. Although each centre is responsible for one module, its students will have access to all the modules developed by the rest of the centres through remote connection systems.Result 3: RE-MAIN technical guidelinesIn contrast to result 2, in this third result, the project will focus on the educators' perspective. Firstly, the pilot implementation of the courses will be evaluated by the beneficiaries, who will assess their experience and participate in in-depth interviews in the participating countries. The results obtained will be used to fine-tune and improve the training contents developed and the implementation of the courses.The partner responsible for this result, ENAIP, will develop a detailed guide for educators, which will contain technical and theoretical aspects of the programme as well as good practices for the implementation of the course. This guide will be available before the pilot implementation and will be updated according to the experience gathered.In terms of communication, the project foresees the creation of a website and a promotional video. In addition, it intends to have a presence in the media and to carry out dissemination actions on social networks.At the management level, an efficient internal coordination and communication system will be maintained, and adequate monitoring of the project will be carried out in order to comply with the programme regulations and to ensure the overall smooth running of the project.Finally, the multiplier events will take place during the last three months of the project (between August and October 2024), with 20 expected attendants each one and will aim to present all the results of the project and facilitate their transfer to other interested entities.<< Results >>The RE-MAIN will jointly develop three main project results:1. RE-MAIN eBook, that will provide an overview of the state-of-the-art situation of relevant topics in participating countries consisting of four different chapters, one chapter per participating partner, compiled in pdf, epub format and freely provided to the authorities and all interested stakeholders and target groups.2. RE-MAIN Transnational Training Programme, aimed at industry VET students, characterized by its transnationality, practicality, actuality, employability and the active participation and interaction of its final beneficiaries and stakeholders since its inception. The Training Programme will be tested by the implementation of 4 pilot training courses where 80 VET students will be trained in its different modules that make it up. 3. RE-MAIN Guidelines for educators: A handbook for educators that will include recommendations and tools on “how to implement the different modules of the training programme”, as well as guidelines for the follow-up and tutorship of the students participating in the programme. The handbook will include recommendations, tools, examples, tips and links co-related to the different modules to be taught and developed, including the profile of the trainers needed. It will be edited online, in order to easily update and improve it with new contents (tips, tools, links to downloadable gadgets).In addition, RE-MAIN project shall also work on the communication activities (website, promotional video, social networks, media relations and participation in events), organise 5 multiplier events (one per country + one final event organised by FESTO with a focus on establishing links with the industrial environment), and produce all relevant documents for the correct management of the project."

<< Background >>The issues of adult education, levelling deficits, and proper functioning in society have always been taken into account by both the project leader, AWSB and partners in everyday activities, both educational and research. We live in a world of communication, faster and more efficient, key skills are necessary to function properly, including reading, but most of all understanding what is being read. Meanwhile, the percentage of people experiencing secondary or functional illiteracy is incredibly high - research, or rather extrapolations, show that it may affect up to several dozen percent of the population in developed countries - the results should be approached with caution, as different studies make different assumptions as to what illiteracy is. functional, using texts of varying degrees of difficulty, so that in one test a person could be classified as understanding the text being read, and in another, more difficult, not. The study of readership seems a bit more objective - according to the National Library, only 39% of Poles read at least one book a year in 2019 ... Undoubtedly, this situation is alarming, and one of the reasons for this is that the potential reader is afraid that he will not understand books, so he doesn't even try to start reading. Meanwhile, thanks to the Internet, we are flooded with information, often untrue, people who are untrained in the critical analysis of information sources, i.e. for example comparing them with scientific or popular science studies, are at risk of uncritically accepting even the most fantastic inventions as facts. The consequences can be serious - to today, as many as 50% of people aged 60 have not been vaccinated against COVID-19 in Poland - despite the fact that they had the opportunity. We can safely assume that some of them believed in conspiracy theories about vaccine chips, that they had not been investigated, etc .; the effect is that they are not vaccinated, thus posing a threat not only to themselves but also to the other people.Reading comprehension is a key competence in modern society. Without it, functioning is difficult, it can even be dangerous - misunderstanding, for example, a contract with a bank often leads to financial problems, as a result of misunderstanding the provisions, people fall into debt spirals, losing their savings or life's wealth. Failure to understand an official letter from an official institution may bring us problems with the law. And the failure to understand the manual and the resulting improper operation of the device may even endanger the health or life of the user ...Taking all this into account, we decided to join the Erasmus + activities and support our potential, skills and creativity in the work on reducing the phenomenon of secondary and functional illiteracy. We will create solutions that can be used not only in the countries where the project partners come from, but throughout the EU and beyond, thanks to the fact that all educational and methodological materials will also be developed in English.<< Objectives >>The main result of the project activities will be the development and testing of methodology and educational materials addressed to people suffering from secondary or functional illiteracy. Their use by educators will allow for more attractive and more effective classes, which will improve the quality of adult education.The materials developed by us will be included in the process of educating the staff of institutions participating in the project and added to the pedagogical studies program at AWSB. They will become a tool used in everyday work with people experiencing educational deficits.The activities in the project itself will become an opportunity to establish new and deepen existing contacts between partners, enabling the free flow of ideas, experiences and ideas. Thanks to joint work, the synergy effect will be achieved, creative solutions and adaptations of solutions already used by individual partners will be possible. International cooperation will contribute to closer cooperation within the EU and at the transatlantic level, thanks to the participation of a partner from the USA.The specific effects of educational activities with the use of the materials and methodologies developed in the project will contribute to reducing the occurrence of secondary and functional illiteracy in the population of adult Europeans. Thanks to the internet platform enabling the exchange of opinions and experiences of educators using materials and methodology, it will be possible to develop these tools, improve them and modernize them even after the end of the project - users will be able to modify or develop educational tools on their own, e.g. by creating new comics with characters (human -instruction and human-paragraph), translate, thanks to an open license, materials from English into languages of other countries that did not participate directly in the project.The free flow of ideas, unrestricted research and the search for creative solutions are values that are highly valued in Europe; our project will be their implementation in practice. And its effects, in the long term, will contribute to increasing the level of adult education, which will lead to an improvement in the quality of life and well-being of European citizens.<< Implementation >>The following activities will be implemented during the project:1.Meetings with partners, both face-to-face and on-line, during which the substantive content of the project will be developed (educational materials for adults suffering from secondary or functional illiteracy and the methodology of using these materials in the educational process for educators)2. Preparation and launch of an internet platform for end users and educators using the tools developed in the project. The platform will have 5 language versions (English, Czech, German, Italian and Polish), a user-friendly layout and an intuitive interface, so that it can be used by people who cannot cope with complex texts.3.One-day conference disseminating the project results - organized in Poland, with the participation of project partners, addressed to stakeholders (educational institutions, local authorities, non-governmental organizations dealing with adult education)<< Results >>1. Development of educational materials for people suffering from functional or secondary illiteracy, using comics / short picture stories. The protagonists will be man-instruction and man-paragraph. The materials will be prepared in English, Czech, German, Polish and Italian in such a way that it is possible to easily translate them and possible adaptation to the realities of a given country / ethnic group. 2. Developing the methodology of courses / training for people experiencing problems with reading and writing at the level required for efficient functioning in the modern world (secondary and functional illiteracy) with the use of previously developed teaching materials. 3. Creation of an international internet platform containing didactic and methodological materials, with the possibility of developing them, adapting to the specifics of a given community, etc. (eg enabling to enter texts in a given language in the appropriate places in comics). It will not only be the basis for e-learning, but also a forum for the exchange of experiences of educators working with people suffering from secondary and functional illiteracy. Thanks to the interactivity of the tools and the sharing of experiences, teaching materials will be able to develop and evolve also after the end of the project - thanks to the contribution of users. 4. Conference disseminating the project results - will be organized in Poland, it will be attended by representatives of project partners and stakeholders - people from institutions and organizations dealing with adult education as well as representatives of local authorities and the media, so that the maximum dissemination of the project results is ensured. The long-term effect of the project will be an increase in social awareness of the seriousness of the problem of secondary and functional illiteracy. The developed materials and methodology will contribute to making the educational offer for adults more attractive and modernized, thus fitting into the concept of lifelong education and increasing the level of education, and thus the quality of social life.

<< Objectives >>Digital transformation is taking place in elderly care as in most other sectors. As a consequence, professional caregivers need sound basic digital competence as well as job-related digital competence. DiMiCare addresses this skills challenge and seeks to create a new digital mind-set of care assistants and home helpers by providing low-threshold VET offers for learning about care-related technologies and how to use them efficiently for different aspects of care work.<< Implementation >>The DiMiCare consortium of partners from AT, IT, DK and NL, led by die Berater, pursues its objectives by- Analysing the potential of technological tools in care and ensuing training needs of caregivers- Producing an awareness-raising publication- Developing and testing a training format and a set of self-learning tools- Launching a wide communication strategy to promote the project and the issue of technology in care- Applying professional project management<< Results >>DiMiCare develops 3 key results:o DiMiCare Groundwork Paper analysing technologies and their potentials for care, training needs and existing offers o Modular DiMiCare Training Course for care professionals which can be integrated in IVET and CVETo Set of DiMiCare Micro-Learning Units, a multimedia learning offer which will be online, short and simple to allow for individual learning at the workplace

<< Background >>Creating an inclusive learning environment. The needs of our school, the objectives and the methodology of the project was briefly explained in a letter and distributed by different International communication channels. Interested partners could react within the week. More partners than the ones included reacted. The multiple reactions is due to the fact that Europe is a diverse society. Diversity is increasing, and the European Union wants to stress the importance of diversity and inclusion in our workplaces and in the society throughout the whole European Union. In vocational training for adult education throughout Europe, diversity is highly present when intersectional approached. They are the future professionals of those workplaces, they have to be able to adequately and ethically deal with diversity issues. Yet this intersectional approach is present in the target groups of our partners. There is experience from working with newcomers, non-native speakers, to persons with disabilities. This variety in target groups and the best practices explored by the different partners, will guide us towards the intersectional approach of diversity and the design of a diversity sensitive curriculum. Sharing of best practices is needed and because of the difference of target groups this will be eye-opening. The common problem is that a qualitative approach of evaluating the goals of our chosen subject is absent in the context of vocational education. We will use a guideline tested within bachelor and master degree, to reach a diversity sensitive curriculum. The needs of the target groups: The target groups are different for each partner, although within the intersectional approach to diversity as social identity is defined by different aspects, such as gender, social class, ..., they are not. In second change adult education more social deprived persons, different ethnic groups, non-native speakers, newcomers are present in classes. By improving the goals towards a diversity sensitive curriculum we reach the following for our target groups: * mastering general skills and attitudes related to diversity, consider issues form a variety of perspectives, reflect on their own social and cultural identity * by making use of the diverse group composition you create fruitful learning moments for diversity * An inclusive learning environment is crucial to feel confident and unthreatened to learn and develop fully. The student feels at home and are at ease to come up with new and alternative perspectives and experiences.Implementing sustainability in cooking and catering vocational adult trainingThe needs of the partnerships: The farmer to fork strategy is a European strategy that has regional implementations. The key elements of this strategy is similar for all our partners: The call for shorter supply chains have intensified during the current pandemic outbreak. Consumers should be empowered to choose sustainable food and all actors in the food chain should see this as their responsibility and opportunity. It has also made us acutely aware of the interrelations between our health, ecosystems, supply chains, consumption patterns and planetary boundaries. In cooking and catering departments the need to incorporate this shorter supply chain-visions is necessary and socially and economically needed. Each partner is on a different level of implementing this view, but all are aware of the need of this priority. By collaborating by peer assessment with an auditing instrument, a high level of implementation will be reached. The need of the target groups: EU: It is an opportunity to improve lifestyles, health, and the environment. The creation of a favourable food environment that makes it easier to choose healthy and sustainable diets will benefit consumers’ health and quality of life. For all target groups this is a personal need, and they are ready for the cooking trend of the future. Cook Local, live healthy.<< Objectives >>The European context (the Regional context will be explained underneath):1. Creating an inclusive environment in cooking and catering vocational adult trainingDiversity is gaining in Europe. The European commission focusses on the importance of diversity and inclusion in our workplaces and in the society throughout the whole European Union by actions as the Diversity Month. If we want employers who are able to adequately and ethically deal with diversity issues, we have to create an inclusive environment in our education system. In our context we see diversity in an intersectional approach. Intersectionality means that somebody's social identity is not perceived in terms of just one aspect of it (such as gender, social class, religion, ethnicity, sexuality) but that these aspects together shape somebody's perceived and experienced social identity. All these different aspects coexist, mutually reinforce each other and decide the unique social location that an individual occupies. The broader social environment also influences the way a person experiences his or her specific social location in society. It is not possible to provide diversity sensitive teaching and learning without addressing this complex relation between social identities and the organizational and societal context. (Radstake, 2021)2. Implementing sustainability in cooking and catering vocational adult trainingThe Farm to Fork Strategy is at the heart of the Green Deal. It addresses comprehensively the challenges of sustainable food systems and recognizes the inextricable links between healthy people, healthy societies and a healthy planet. The strategy is also central to the Commission’s agenda to achieve the United Nations’ Sustainable Development Goals (SDGs). All citizens and operators across value chains, in the EU and elsewhere, should benefit from a just transition, especially in the aftermath of the COVID-19 pandemic and the economic downturn. A shift to a sustainable food system can bring environmental, health and social benefits, offer economic gains and ensure that the recovery from the crisis puts us onto a sustainable path. If we want the Farm to Fork strategy to be successful, the catering and cooking education has to be involved, so the strategy will be adapted in future catering businesses. The concrete objectives: Objective 1: creating an inclusive learning environment in Cooking and Catering vocational adult trainingstudents learn about diversitystudents learn in diversityteaching and learning take place in an inclusive learning environment. Therefore, improving diversity sensitive teaching regards the following categories and is framed in a quality plan and rolled out:* strategy, policy and rationale* exit qualifications and learning goals* content* assessment tasks* teaching and learning arrangements* inclusive environment* teacher competencesObjective 2: Implementing sustainability in cooking and catering vocational adult trainingStudents learn about sustainabilityStudents learn in a sustainability-conscious environmentTeaching and learning take place in a sustainability-conscious environment.Therefore, improving sustainability regards the following categories and is framed in a quality plan and rolled out:* vision and policy* expertise* educational goals and methodology* education contents* result assessment3. Validating both instruments for us in vocational education, to measure sustainability and diversity sensitive curriculum on all levels of an organization.4. From the result of the measurements, proven best practices will be described in a handbook with best practices. Two handbooks, one with the validated instruments and one with the proven best practices will be written.<< Implementation >>Meetings1. Kick off meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Bruges, BelgiumGoals: fine-tuning of the overall project, making overall agreements, the fulfilment of all administrative obligations associated with the start-up, setting up the collaborative space and a project plan including time- and budget management. 2. Mid-term meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Koksijde, BelgiumGoals: a mid-term evaluation of the project and joint reflection on what we have learned so far. The evaluation of the methodologies, preparing the progress report, preparing the product report.3. Final meetingWho: The responsible for katholiek onderwijs in charge of quality care, from each participant the selected person in charge of quality care, the selected person in charge of curriculum and the selected teacher.Place: Bruges, BelgiumGoals: Making up the end evaluation of the project and joint reflection on what we have learned, preparing the final report of the project, listing up the lessons learned in a final document. Preparing the final product, preparing the webinar and the promotion of the webinar and the product.Trainings1. Training methodology AISHE, training methodology diversity sensitive curriculum, training peer evaluation methodology, training methodology of validating instruments for vocational education.Training 2 - 5 Peer evaluations CVO SVG - peer evaluation ENAIP - peer evaluation Valencia Culinary Centre - peer evaluation MirasMultiplier events: 4 timesObjective: reach out to responsible for quality management, deans and teachers concerning diversity sensitive curricula and sustainable sensitive curricula. Improve integral quality management in Vocational education by using validated instruments to prove your progress towards a sustainable and diversity sensitive curriculum. Best practices that have proven to guarantee progress are given. Target groups: Teachers and responsible quality management in vocational education that want to work with validated instruments and high level quality care and want to reach sustainable progress in diversity and sustainability.<< Results >>Handbook Report of guidelines with best practices to progress sustainability and diversity worked in vocational education.Target groups: Schools for vocational education with low skilled students, who want to improve sustainability into their organization and have a diversity sensitive curriculum. This implies that students learn about diversity and sustainability, students learn in diversity and sustainability and teaching and learning takes place in an inclusive and sustainable learning environment. Elements of innovation.The best practices that proved to be positive in the project and within the context of vocational training to low skilled students will be described.Expected impact: European policy and national policies focus on improving sustainability and diversity sensitivity within society. A lot of text and examples are distributed, but no report that really guides vocational education in the implementing process, offers them all templates needed and proven best practices. This report responds to a great need to channel energy in the right direction rather than setting up yet another project, which turns out not to be sustainably anchored. Transferability. The topics we focus on are hot topics internationally. The guidelines do not focus on the cook and catering education program. The guidelines will describe the implementation of vocational training in general. The best practices on policy, strategy, teaching and learning arrangements, teaching competences are transferable to all kinds of vocational education.Handbook: How to implement a quality framework to measure your evolution in sustainability and diversity in higher education in to vocational education program.Target groups: Schools for vocational education with low skilled students, who want to improve sustainability into their organization and have a diversity sensitive curriculum in a qualitative validated manner. Schools for vocational education interested in a qualitative and validated instrument to measure their progress in implementing sustainability and diversity. Who wants to be sure the implementations are sustainable in a long term. Elements of innovation. No instruments to measure are already validated in a vocational education context. We want to give guidelines to other organizations how to start and process the use of these instruments within a context of vocational education. Expected impact: We want a survey usable in vocational training in general that measures the presence of sustainability and diversity at various levels at one point in time, a process with the goals to be achieved, and where a subsequent snapshot proves whether the goals to be achieved were effectively achieved. European policy and national policies focus on improving sustainability and diversity sensitivity within society. Transferability. The topics we focus on are hot topics internationally. The validation of the instruments for vocational education programs will take place in the 1 year program cook and catering, but the validation will be able to be generalized across all vocational programs.