At the Lycée Jessé de Forest, we have been working with the five other partners - Galway International Hotel School (GMIT, Galway, Republic of Ireland), OTHER PARTNERS, and Kosovo (associate partner with its own funding to contribute to this partnership) - for several years. Each institution provides various training courses (and thus certification) in hotel and catering that are more or less developed and depend on specific skills and expertise. The proposed partnership will ensure the further development of such courses. As coordinator, we wanted to include institutions from countries that represent a diverse Europe to investigate how to improve social inclusion through culinary education, taking into account the availability and production of healthy meals using local and affordable produce. The institutions are located in peripheral European regions and/or in countries that apply for such partnerships to promote social inclusion and thus employability. Kosovo is an associate partner that is not currently an Erasmus approved country but the Kosovo institution wants to collaborate in the partnership as vocational training in hotel and catering and employability for Kosovo nationals need to be developed. During the planned mobilities (Mobility 1 will take place in France in September 2018 to launch the partnership; Mobilities 2-6 will take place as follow: Ireland October, 2018; Spain February 2018; France April 2019; Macedonia November 2019; Bulgaria, April 2020; Mobility 7 will take place in Ireland in May-June 2020 to review and process further funding applications), the partners will meet to observe, analyse and share with each other on (i) the different training and certification systems (focusing on social inclusion), and (ii) the students and teachers' culinary habits and practices. The partners adopt varied techniques and diverse cultural and linguistic usage. To analyse such diverse data, grounded theory will be adopted. Grounded theory allows to collect, codify, categorise, and link data together. Through such an analysis, a mapping exercise of the different systems - training and certification - will be undertaken. All the data will then be gathered to develop menus targeted to promote healthy culinary habits depending on the budged and produces available to the participants of each partner. The items of the menus will be produced and served to customers (students and teachers in each institution), a feedback session will take place to develop inclusive teaching and learning resources (technical, linguistic, intercultural and management). The data and resources developed will be uploaded for the general and specific public (teachers, researchers, lecturers, students, professionals). In addition, the results of this partnership will be disseminated during seminars/webinars at international conferences (e.g., Franco-Irish Forum for the Culinary Arts, Hospitality, and Tourism 2020 which takes place at the same time as the final mobility in Ireland) to target professionals in the industry (teachers/lecturers and restaurant staff). Publications are also planned in academic journals (e.g., Journal of Tourism, Hospitality and Culinary Arts) and on the Internet to provide access to teaching resources to the wider public (www.pearltrees.com). Finally, this partnership will enable the five partners and the associate partner to develop a sustainable European network to share their practice and reflections on social inclusion in the long term. It will also ensure that the partners gain visibility and raise their profiles through the activities undertaken. Completing this partnership will allow the partners to continue working together in future. The partners are planning on following this partnership with for further funding applications (innovation grant and 'school to school' funding).

"The ""How we teach and learn English"" project has been a response to the needs of the partner schools from Portugal, Spain, Romania, Slovakia and Poland in the field of language education. All the schools are the same vocational type and the students in many cases come from similar backgrounds. The same have also been the problems with motivating students to studying foreign languages. We also thought of students with economic obstacles. This project intended to get them involved in learning at European level. The main objectives of the project were: improving the quality and attractiveness of language education, integration of foreign languages and other subjects with help of modern, digital technology and creating attitude of openness to international cooperation. Approximately 100 students and teachers from five partner schools have been involved directly. The tangible results of the project activities are educational resources for use in lessons of different subjects. The innovative aspect of the project is the use of CLIL method in general education and vocational classes. Teachers involved in the project developed scenarios of such lessons. Development of teaching skills has been our objective as well. Among others, the status of teachers depends on their qualifications, attractive and effective lessons they carry out and ability to communicate with students and teachers from other countries. Activities like blended mobilities and short training programs helped to accomplish the project results. Virtual cooperation in conjunction with real meetings made it possible to achieve the highest quality. The use of modern digital technology and foreign languages improved competences in this area, both among the project participants and other target groups. The European dimension of the project made the achieved results available among a very large number of recipients, and various ways of dissemination of results of the project ensure their durability. All the results are open and allow for the continuation and development of the project activities by the next generation of students."

Agriculture is closely related to nutrition, the environment, and economic well-being as well as central to most global challenges and solutions. The greatest challenges of the present age such as demographic change and ecosystem change, including the phenomenon of climate change, all of which have many implications for wider society. Therefore sustainable agricultural practices will be pivotal to meeting the increasing demand for food as the global population grows while addressing the need to manage natural resources. (Gavin Whitmore, 2015)However, sustainability means 'meeting the needs of the present generation without compromising the ability of future generations to meet their own needs' (Bruntland Commission, 1987).So it is clear that agriculture cannot be just about production, it must go hand in hand with economic prosperity and the social wellbeing of rural areas and help preserve natural resources such as land, water, and biodiversity whereas it faces urban expansion, industrialisation, and a changing climate. The reason why the ARCH (Agriculture and Global Challenges) project was prepared is that sustainable agriculture is essential for food production and our quality of life: today, tomorrow and for the future. The objectives of the ARCH project are to reduce school drop-outs, differentiate the teaching content and methodology as well as increase the European dimension at school. And these objectives are adapted to the project content.Pupils need to be made more responsible for their own learning as well as their own future. And also teachers have to be more effective and need to update teaching content and diversify their methodology so that pupils may be more actively involved in the learning process, hoping to further their motivation to learn. Adaptation to pupils’ needs, strengthening individualised teaching methods and providing support for pupils at risk help overcome barriers created by the education and training system, and can thus contribute to limiting the repetition of school years. Five schools made a strategic partnership in which the coordination of the project is undertaken by the Czech school (Agriculture Academy and Grammar school Horice - secondary school and a higher vocational school) and other partner schools are from Spain (IES VIRGEN DE LA CABEZA), Portugal (Agrupamento de Escolas de Vilela), Greece (1st EPAL MOUZAKIOU) and Italy (Liceo Scientifico Statale Alessandro Volta). The duration of the project is two years and there will be five planned learning, teaching, and training activities during five short-term exchanges. Each of them will follow the subtopic which is closely connected with the school or region of the host school.PRODUCTION - 2 partner schools: Ecological Agriculture and Health - Spain, Global Food Supply Through Sustainable Agricultural Systems - Czech RepublicECONOMIC PROSPERITY and SOCIAL WELLBEING of RURAL AREAS - 1 partner school: Our Land, Our Life - GreecePROTECTION of NATURAL RESOURCES - 2 partner schools: Agriculture, Water, and Soil - use and preserve! - Portugal, Agriculture, Use of Pesticides /Chemical vs. Biological/ - ItalyThe activities of the project will be carried out using CLIL methodology and as a research method - case study methodology and digital tools for communication among project partners and with other target groups such as pupils, families, public authorities, private companies, and also other school staff. All outputs and results collected by pupils and teachers will be gathered in presentations and disseminated on the eTwinningTwinSpae, in posters e.g. at schools and appropriate public places.Tangible project results will be CLIL materials on sustainable agriculture aspects related to major fields of study of each partner participating in the project and after each short-term exchange, a presentation based on the given subtopic will be prepared. Non-tangible results of the project will be that both pupils and teachers will use a foreign /English/ language in reality and pupils will have a special occasion to use their digital abilities as tutors for their teachers and hopefully will change the negative attitude of teachers to IT technology.Potential long-term benefits are linked with the use of CLIL methodology in classes, use of digital devices as well as improvement collegiality and interdisciplinarity among all participants.Therefore the ARCH project is a good example of the confluence between scientific knowledge and local reality.

In regards to education, the European Union promotes mobility, multiculturalism, and equal education for all. In line with these objectives, the Center has planned significant changes for the purpose of strengthening cooperations between European academic institutions. The ¨European Dimension of Education¨ agenda includes efforts to enhance the quality of education about Europe, to improve language teaching and training, and to promote the mobility of teachers and students. Within schools, the ¨European Dimension¨ must be understood not as an educational curriculum requirement, but as a foundation upon which all students may learn to appreciate the social life and cultural heritage of our communities. Similarly, modern advancements in technology has led to many changes in teaching methods and fostered a deeper understanding of personal relationships and social interactions in Europe and the world. In European society, language teaching has become a necessity as it facilitates communication among all members of the greater European community. Therefore, these two areas - the importance of intercultural communication and the reality of rapidly developing technology, necessitate the development of both digital and communicative competence on the part of European students. It is with the aforementioned needs in mind that these five European centers propose collaboration with a shared method and objective - that of enhancing public awareness of the European identity of our students. To do this, we have created a common, digital workspace named, like our project, Trilinguablog. This workspace operates in three languages and showcases the plans of European study. This gateway has addressed needs of each individual student situation as well as the shared needs of our common Europe. The novel aspect of the project is mainly its promotion of the European intercultural coexistence outside the classroom, in a real context, between centers, in order to educate students in a multicultural society. Teachers used and will still be useful the work created by other centers in their classes (either in a foreign language or from another discipline) and thus we are all closer, creating an innovative teaching method that combines direct work between different centers. It was necessary, therefore, to combine these centers. Cities are cultural references - Bordeaux and Vienna, and the more rural, such as Marmolejo ( in Spain ), Saint -Joseph (Reunion in France ) and Michalovce ( Slovakia ). All share a common reality and we are all Europe. The project has produced results that have being based on innovative new methods of work, in terms of learning opportunities, exchange of teaching practices, complementary projects undertaken , technical development , access to information and recognition of the learned results. The methodology employed is meant to awaken in students a spontaneous and sincere taste for the study of foreign languages as their primary means of accessing different cultures and societies. The development of work which brings students into the history and democratic functioning of the European Union as well as education regarding life in other European centers was the ideal way to make the students think about the customs, history and culture of other counties in order to identify and respect them, thus enforcing how contact with other cultures contributes to the development of personality. We want our students to understand that European linguistic and sociocultural diversity is the better common heritage of our society.

Due to COVID-19 pandemy at the beginning of 2020 vocational education and training (VET) had to be transformed and moved from classrooms and workshops into digital learning environment. EU research indicates there is a considerable lack of digital and pedagogical competencies for distance teaching among teachers. Furthermore, when it comes to planning, implementation, monitoring and evaluating, there are some obvious discrepancies between traditional classes and distance learning. Especially in VET problems seem to be even more evident, as a distant high quality teaching in this field is much more demanding than teaching theoretical contents. VET must be supported by all tools necessary for overcoming challenges and motivating students to be able to keep learning in the context of uncertainty, stressful labour market anticipations and other economic and social consequences of the pandemic. The DIGIHiQVET project aims to an innovative and systematic approach to search for suitable solutions with an emphasis on teaching various practical contents in a variety of educational situations, which are appropriate for distance learning.In the project DIGIHiQVET we strive to develop, implement and evaluate a free access, innovative and high quality online training for practical classes E-teaching. The training will help the teachers in their professional development as they will be able to use the acquired knowledge, skills and competencies at their work as teachers of practical classes. Furthermore, they will upgrade their digital, innovative pedagogical competencies, and cooperative and innovative practices to develop new methods of distance teaching.The aim of DIGIHiQVET project is an empowerment of teachers and mentors of practical classes for the implementation of high quality educational situations referring to practical contents in the digital environment as a response to COVID-19 pandemy and all future challenges which might render live classes impossible. The project's objectives:-Upgrading of pedagogical and digital knowledge, skills and competencies of teachers and mentors in VET and qualifying them for the appropriate pedagogical implementation of the adequate educational situations of practical contents in distance learning, so that they will be equally efficient and of comparable quality to traditional performance in workshops.-Boosting of non-formal, professional distance education of teachers and mentors, which is accessible anywhere and anytime.-Improving distance education with an emphasis on practical classes for all students, including those with learning difficulties or students from socially disadvantaged groups.-Higher degree of practical classes flexibility and their successful inclusion in the forms of distance learning, combined classes or use for the period of teacher's replacement.-The primary target group of the DIGIHiQVET project is the teachers of practical contents and mentors in the field of VET, whereas the second target group consists of school leaderships, politicians, employers, practical classes organizers, other teachers and adult educators. Directs beneficiaries of the project are participating students involved in the VET processes, other students and adults included in lifelong learning.There are 5 partners from 5 different EU countries, among which there are 3 secondary level VET schools: BC Naklo as a project applicant, SOŠ Pruské from Slovakia, IES Virgen de la Cabeza from Spain; and two professional partners – ShipCon, an enterprise working in the field of VET and project application/implementation from Cyprus, and BETI – an institute in the field of educational technologies from Lithuania. It is a two-level structured project of intelectual outputs and cross-over activities: project management, monitoring and evaluation, and dissemination..Project outputs:O1: STATE OF THE ART ANALYSIS of the existing tools, environments and applications for the practical distance teaching with the CASE STUDIES of good practices O2: The CURRICULUM OF WEB TRAINING »E-practical classes« and the preparation of professional modules knowledge cataloguesO3 E-MATERIALS DEVELOPMENT and the ESTABLISHMENT OF WEB TRAINING - »E-practical classes«O4 SAMPLE E-LESSON PLANS, their e-implementation and practical evaluationThe most important impact of the DIGIHiQVET project will be the improvement of digital and pedagogical competencies of teachers and mentors, increased self-esteem of teaching staff, greater readiness for international cooperation and project work… Students shall acquire equal vocational competencies and skills, irrespective of form and implementation of practical classes and improve their digital competencies. Materials in the projects will be developed in EN, SL, SK, ES, EL, LT and will be accessible on the web, namely on the website of the project functioning as an educational p