
Instituto do Turismo de Portugal
Instituto do Turismo de Portugal
5 Projects, page 1 of 1
assignment_turned_in ProjectPartners:WATTAJOB S.r.l., DIESIS COOP, I.S. Francesco de Gennaro, FUNDACIÓ PRIVADA ESCOLA DE RESTAURACIÓ I HOSTALERIA DE BARCELONA, Instituto do Turismo de PortugalWATTAJOB S.r.l.,DIESIS COOP,I.S. Francesco de Gennaro,FUNDACIÓ PRIVADA ESCOLA DE RESTAURACIÓ I HOSTALERIA DE BARCELONA,Instituto do Turismo de PortugalFunder: European Commission Project Code: 2021-1-ES01-KA220-VET-000029491Funder Contribution: 206,519 EUR<< Background >>Food sustainability is an important issue for the food sector, not only because it’s ethic, fair and appreciate by the customers, also because EU rules are going more and more strict in order to face this challenge. From this point of view, sustainable food businesses have a great economic value and a solid potential of growth. Building a stronger and more equitable food system requires the fresh thinking, talents, and a renewed spirit of entrepreneurship. However, in order to facilitate the creation of future sustainable food production and service entrepreneurs, the young must be made aware and trained about sustainability.With these aims, the education system can develop programs of training in the sustainability field. Tourism and Food sector are strictly linked to the environment, and they are encouraged to make their methods healthier and more environmentally friendly: they need professional profiles that are able to guide them towards this transition.Sustainable food system and VET education innovation can provide high-quality green jobs and permit to create new professional and entrepreneur profiles to fight unemployment and at the same time combat climate change and environmental decline from the food (and in part tourism) industry. The EU can only benefit from such efforts.If we add a specific vocational training module to food related VET programs and curricula, recognizable by the member states, we will promote the knowledge and development of new skills and abilities in the food sector. In this way we can create sustainable green jobs in food businesses, as well as promote the green transition of existing companies and the creation of new ones.This model can lead to improve sustainability awareness of the future professionals of the food system, that will also improve their employability.Before 2020, tourism and food service sector suffered a rapid and somehow chaotic growth that has left its mark on the economy, the society, and the environment of countries as Spain, Portugal and Italy. If the impact on the economy has been particularly positive, with tourism boosting the national GDP growth, on the contrary the society and nature have suffered. On one hand the residents felt the pressure of this “explosion” of tourists with increasing rent prices and a general inflation and competing for space in the big cities such as Barcelona, Rome and Lisbon. On the other hand, the environment has also suffered with the increasingly damaging use of natural resources now needed for all the extra visitors. The post covid19 pandemic recovery of tourism and restaurant service sector must be based on sustainability: increasing the tools at its disposal is essential. Among them, the green skills of its human resources is, probably, the most impressive.At the same time, the Covid19 pandemic has widened the gap between those who have digital skills (or financial means to achieve them) and those who do not. This is especially serious in the poorer areas of Western Europe such as Portugal and southern Italy. Recognizing the need to overcome digital illiteracy that is still prevalent in education and that contributes to social and economic inequality in these areas, the project partners have decided to include the improvement of digital skills between the goals of VET4FOOD, in order to improve the competences of future professionals of the food related sectors and, at the same time, also the digital and professionals skills of teachers, empowering both in the face of the new challenges posed by the pandemic.<< Objectives >>The project has four main objectives:1. to reduce the training gap within food VET schools with regard to food sustainability issues, by improving the competence and skills on food sustainability of teachers and students and their awareness of its importance in the fight against climate change; 2. to improve the quality and efficiency of mainstream vocational and educational training in order to meet the needs of tourism and food related sectors that requires staff capable of correctly taking on food sustainability related issues.3. to impulse the embedding of food sustainability topics in food VET schools curricula, facilitating the implementation of a food sustainability module.4. make VET teachers aware of the importance of increasing student participation using learning methodologies based on experience. Improve their skills in the use of educational entertainment techniques, and their digital competences to stimulate both face-to-face training and training online.<< Implementation >>During the project VET4FOOD, two activities addressed to VET teachers will be implemented:• A first online synchronous training on food sustainability preceded by a Moodle-based asynchronous self-learning. Teachers of the three partner schools will attend this training event as learners who need to acquire the theoretical knowledge necessary to deliver high quality training on food sustainability.• A second face-to-face training on the use of edutainment approaches to training, focused on experiential learning, also through the use of digital technologies and tools.Other two activities will be addressed to VET students:• A first online short-term exchanges of groups of pupils on food sustainability topics specifically related to nutrition and health (Nutritional sustainability) and to ecological, energetic, water footprint, biodiversity, food waste, etc. (Ecological sustainability).During this first students’ exchange the online training activities will be based on e-learning by doing, web-based edutainment, online team activities, testimonies and interviews with operators of the sustainable food production and/or service.• A second face-to-face short-term exchanges of groups of pupils on food sustainability issues related to the Circular Economy, Alternative production systems, Local Economy (Economic Sustainability) and to food cultural heritage, accessibility and social economy (Social Sustainability). During this second students’ exchange the face-to-face training activities will be based on learning by doing, edutainment activities, simulations and role plays, team activities and visits to operators of the local food and/or tourism industry who have successfully developed sustainable food production and services. In addition to knowledge about food sustainability and soft skills, this second training has the aim of increasing the students' awareness of the positive effects that food sustainability can generate not only in terms of health, climate change and the environment, but also in terms of social and economic benefits and employment improvement.During all these students' addressed activities, the teachers will experiment and put in practice their knowledge on food sustainability and the competences on edutainment methods and tools acquired during the previous trainings. During all activities, the project partners will have the possibility to validate and improve the project results related to both target audiences.<< Results >>The main project results of VET4FOOD Project are:PR1. The design of a Food Sustainability VET Module for use it in mainstream food VET school programs and formal recognition of their learning outcomes. A VET Training Module structured in different Learning Units, list of contents, learning outcomes and corresponding skills and competence. PR2. Food Sustainability VET Teachers’ Training. This Training will contain the training path and the training materials that will be made available to the teachers of the partner schools participating in the blended training experience, structured in:- A downloadable Moodle-based online learning.- PPT downloadable materials with a resume of all the training contents.These materials will be used for the online teachers' self-learning followed by a face-to-face first Joint Staff Training Event. Both trainings will be very important to validate this 2nd PR with teachers, that are its target.PR3. Edutainment techniques and digital tools handbook for VET teachers. This handbook for VET Teachers will be based, from one side, on the most important elements of edutainment and, on the other side, on the most important digital tools for the teaching improvement.The most important techniques of edutainment and experience-based learning that will be included in the handbook for teachers are:- Learning by doing methodology, teaching techniques that boost proactivity and team work- Peer Education and peer assessment- Storytelling techniques - Experiential learning situation creation The most important open sources digital tools that will be included in the handbook for teachers are (between others):- Productivity resources for teachers and students. - Visual content editors that allow teachers to record their computer screen, in addition to editing the resulting video, adding effects, multimedia, titles, notes and transitions to the material. - Creators of e-learning environments and LMS.- Digital tools for the creation of quizzes, tests and gamifications for learning, self-evaluation and evaluation both individually and in groups.The PR3 handbook will be used by teachers to build the PR4 Food Sustainability VET Students Training.PR4. Food Sustainability VET Students Training. It will be based on the PR2 Food Sustainability VET Teachers Training and will be developed by teachers involved in the Food Sustainability VET Teachers Trainings (C1 and C2) on the main topics of food sustainability of four areas:1. Nutritional2. Ecological3. Economic4. SocialThe module will be structured in Learning Units that will contain the following elements:- Detailed description of the contents. - Definition of learning units and outcomes, skills and competences. - Supporting training materials for the training units delivery both in text and in a downloadable Moodle course.- Detailed experience-based training activities for each training units.All the PR will be available in the public section of the project website and on the Erasmus+ Project Results Platform and they will be therefore available for consultation and download by all food education and food related VET schools who want to introduce food sustainability topics within their curricula.
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:Πανεπιστήμιο Κρήτης – Τμήμα Βιολογίας, Instituto do Turismo de Portugal, ROC Mondriaan, Verslo ir svetingumo profesinės karjeros centras, Danmar Computers LLC +2 partnersΠανεπιστήμιο Κρήτης – Τμήμα Βιολογίας,Instituto do Turismo de Portugal,ROC Mondriaan,Verslo ir svetingumo profesinės karjeros centras,Danmar Computers LLC,MARKEUT SKILLS SOCIEDAD LIMITADA,KOLEZ INTERNATIONALFunder: European Commission Project Code: 2022-1-LT01-KA220-VET-000085675Funder Contribution: 250,000 EUR<< Objectives >>The project aims to promote education on sustainability in the VET sector in order to develop sustainability competence of HORECA employees. Successful implementation of the project will identify the requirements for sustainability competence and highlight what skills HORECA employees need, in order to properly apply the relevant sustainable actions. This will allow the creation of appropriate teaching/learning content on sustainability topics in accordance with HORECA sector.<< Implementation >>A survey of HORECA representatives and VET staff will be carried out to gather relevant information.The analysis of the results will lead to the establishment of Guidelines for Sustainability. All the information gathered will help to develop the content of the teaching/learning material. Sustainability-related materials will be created and hosted online publicly as OERs.<< Results >>The project will result in 1.Guidelines for Sustainability as a Competence in HORECA, providing a common ground and guidance to everyone in the HORECA sector and VET teachers advancing a definition of what sustainability as a competence entails. 2.Online Aim2Sustain learning space on sustainability in HORECA related topics hosting Open Educational Resources, that might be integrated in different subjects promoting interdisciplinary approach.3. Transnational dissemination conference.
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:Coventry University, University of Southampton, Universidade Lusofon, BU, Ringkøbing-Skjern Kommune +3 partnersCoventry University,University of Southampton,Universidade Lusofon,BU,Ringkøbing-Skjern Kommune,Instituto do Turismo de Portugal,Bournemouth Borough Council,Ringkøbing Fjord TurismeFunder: European Commission Project Code: 2017-1-DK01-KA202-034262Funder Contribution: 198,389 EURProject “Professional SMEs in tourism – transnational development of skills acquisition” has focus on motivating tourist SME’s to upgrade their skills - in particular, digital marketing skills. It is a common observation in the three participating countries, England, Portugal and Denmark that small tourist SME’s has little motivation to acquire further skills. The consequence is that a poor levels of technology adoption among small tourism businesses is a barrier to growth - not only for the individual business but also for the wider tourism destinations of which small businesses comprise the main product. To address this need, tourism SME's require a clear road map for ‘Digital Transformation’ which will provide them with a framework for improving their adoption and usage of technology. The project will develop a “digital competence ladder” by which the SME’s can measure their own skills level and compare it with both local competition as well as transnationally, by answering a questionnaire that is coupled to the “Ladder”. The ladder will be developed and tested by the universities in cooperation with the local partner Destination Management Organisations (DMO) in the three countries. Upon final development of the ladder and questionnaire it will be utilised on a national level. Results will be analysed and barriers and needs for the target group will be identified. Test courses will be developed and tested, and the skill level improvement documented. The project will be disseminated by several media's using the competences of the participating DMO’s. Universities will public academic papers and also participate in meetings, where SME’s meet. The project will sustain by embedding the results in local VET-schools curriculum as well as in a portal we will develop with case studies and links to relevant educational offers. However, the main sustainability impact - we believe - will be a continuous movement of increasing awareness of the benefits of lifelong learning by the SME’s.
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:The Rural Hub CLG, Instituto do Turismo de Portugal, UM, INFODEF, FUNDATIA CENTRUL EDUCATIONAL SPEKTRUM +3 partnersThe Rural Hub CLG,Instituto do Turismo de Portugal,UM,INFODEF,FUNDATIA CENTRUL EDUCATIONAL SPEKTRUM,MINDSHIFT TALENT ADVISORY LDA,CENTRE FOR ADVANCEMENT OF RESEARCH AND DEVELOPMENT IN EDUCATIONAL TECHNOLOGY LTD-CARDET,Comunidade Intermunicipal da Beira BaixaFunder: European Commission Project Code: 2021-1-PT01-KA220-VET-000032948Funder Contribution: 248,171 EUR<< Background >>Due to COVID 19 epidemic, tourism industry has been hit extremely hard as restrictions to international travel have caused a decline of the tourism economy at least between 45 and 70% (OCDE). While this can be seen as unprecedented economic crisis of our era, especially to countries that rely on tourism as a drive for economic development, it also represents an opportunity to shift tendencies and to strength economic resilience, especially in local areas.“Blue Tourism” refers to all tourism activities developed around any watercourse (rivers, lakes, seas). If in one hand, tourism is highly dependent on the natural ecosystems to attract visitors, on the other hand, it produces critical environmental and social impacts on natural resources and local communities. The Blue Economy concept must go beyond seeing the water economy only as a mechanism for economic growth, it must improve human wellbeing, social equity and reduce environmental risks and ecological disasters.Sustainable tourism must make appropriate use of environmental resources, respect the socio-cultural authenticity of communities and ensure that economic activities are viable in the long term. It also requires the informed participation of stakeholders, constant monitoring of its impacts, maintaining a high level of satisfaction among tourists (UNMTO).The “BLUE TOURISM – Build a network of local advisors to put small tourism providers in watercourse regions on a more sustainable path” project represents an opportunity to rethink tourism as a whole, by shifting more decisively from over tourism models to existing sustainable tourism models. In this context, watercourses are the common link between the eight countries – Portugal, Spain, Slovenia, Romania and Ireland – that integrate the project consortium. The BLUE TOURISM consortium aims at contributing to local sustainable tourism development through the capacity building of small tourism providers.<< Objectives >>The aim is to equip a network of future local advisors with the necessary competences so they can support and advice small tourism providers in watercourse regions to be more sustainable and competitive, with a strategic focus on: 1. Sustainable Tourism and SDGs; 2 Ethics and Social Responsibility; 3. Natural and Cultural Heritage; 4. Competitiveness and Sustainable Local Business Development; 5. Innovation and Digital Transformation; 6. Networking and Local Partnerships. 7. Branding and Digital Marketing; 8. Internationalisation Strategy.<< Implementation >>To achieve this goal, the BLUE TOURISM consortium will:1. develop one methodological framework.2. map eight case studies and eight best practices ofsustainable tourism initiatives in watercourse regions.3. design and produce one a training curriculum in eight competence areas, referencing a new competence model for the profile of the sustainable tourism advisor/provider. This curriculum will comprise an explicit set of learning outcomes aligned with EU frameworks (EQF, ECVET and EQAVET).4. develop a package with a set of tailored e-learning training materials to equip and enhance the BLUE TOURISM advisor green skills.5. deliver a training pilot addressed to train 70 new sustainable tourism advisors and 35 small tourism providers in watercourse regions.6. design and develop an digital portal (in OER format) providing instant and free access to the full suite of learning resources produced.7. produce 14 into-action videos, a set of inspirational and awareness raising short presenting the target groups experience in the project and to also promote these local regions as environmental sustainability promoters and sustainable touristic destinations.<< Results >>During the project life-cycle, partners are expecting to develop the following project results:Result 1 - BLUE TOURISM e-portfolio: methodological framework to map sustainable tourism initiatives in watercourse regions to be used as case studies, strategies and best practices examples in the development of the BLUE TOURISM training curriculum. This conceptual framework will be designed and presented as an interactive e-portfolio (electronic portfolio). Result 2 - BLUE TOURISM advisor profile and resources package: a blended learning training curriculum, mainly addressed at small tourism providers, on sustainable tourism and local development, oriented to promote the sustainable and efficient use of natural, cultural, and economic resources in watercourse regions.Result 3 - BLUE TOURISM digital space and into-action videos: a multilingual digital space as a single window offering open and instant access to the BLUE TOURISM learning materials and into-action a set of inspirational and awareness raising short films emerging from the different implementation phases of the project (reflections, lessons learned, local activities and specific projects, workshops, etc.).
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:Groupement d'Intérêt Public Formation Continue et Insertion Professionnelle Académie d'Aix-Marseille, Rectorat Aix-Marseille, Instituto do Turismo de Portugal, DEPARTAMENT D'EDUCACIÓ- GENERALITAT DE CATALUNYA, INS Escola d'Hoteleria i Turisme de Barcelona +3 partnersGroupement d'Intérêt Public Formation Continue et Insertion Professionnelle Académie d'Aix-Marseille,Rectorat Aix-Marseille,Instituto do Turismo de Portugal,DEPARTAMENT D'EDUCACIÓ- GENERALITAT DE CATALUNYA,INS Escola d'Hoteleria i Turisme de Barcelona,ISTITUTO D'ISTRUZIONE SUPERIORE A CECCHI,USR PIEMONTE MIUR,Lycée Polyvalent de SadaFunder: European Commission Project Code: 2018-1-FR01-KA202-048134Funder Contribution: 200,947 EURMORE 4 Europe (new name of RECOGMOB 4) objective is to implement recognized mobility for level 4 EQF, using hospitality and catering experimentation. Recognized mobility must be distinguished from traditional mobility: - by its objective of preparing unit of learning outcomes abroad; linguistic and / or cultural objective is not the first even if it remains. - by using the principles of ECVET, i.e. transfer, recognition and accumulation of learning outcomes. - through the use of ECVET tools for recognized mobility, memorandum of understanding, learning agreement and the personal transcript of record. The project involves joint work between two groups of partners, competent bodies for certification and vocational schools. The former has to set up the regulatory framework to make possible recognition and accumulation of units prepared abroad. The latter is in charge of experimentation with the development of learning agreements between school partners within the memorandum of understanding (MoU); schools will have to support learners during mobility with pedagogical axe and assess learners' learning outcomes, reporting and transferring personal transcript of learners’ record.The project methodology has 3 key points along 2 years: - Preparation of mobility with setting up a memorandum of understanding, drafting learning agreements, selection of learners who will benefit from mobility, preparing the departure of learners. This will be the first year of the project. - Mobility itself by learners with varied modalities and timing tested during the project: academic mobility (at the school), internship (in company) or associating the two; Mobility of 6 to 8 continuous weeks or shorter or discontinuous, mobility. - Improvement of mobility for level 4 EQF based on the lessons learned. The aim is to set up a strong and clear methodology for schools wishing to implement recognized mobility with operational tools, advice and alerts, in order to develop keys to the success of such mobility. There are right now seven partners from France, Spain, Italy and Portugal. They belong to territories with various sizes and skills in terms of training and certification: Académie d’Aix-Marseille for France, Catalonia for Spain, Piemont for Italy and Portugal. Each partner is either a certification authority (Rectorat d'Aix-Marseille, Generalitat de Catalunya, USR Piemont and Turismo de Portugal) or a hotel school (Marseille, Barcelona, Mondovi, Setubal).A peculiarity is to be noted for Portugal: Turismo de Portugal is the only partner, the hotel school of Setubal acting under its tutelage. These partners all have strong experience of partnerships and / or collaborations in transnational projects. The whole project is carried by the GIP (educational interest group) of Marseille which deposits and coordinates it. The experimentation concerns level 4 of the European qualification framework. If level 5, corresponding to older learners most of whom are majors, has already been the subject of European mobility projects, Level 4 still suffers from a lack of experimentation, particularly related to the constraints specific to a range of learners who are mostly minors, in the phase of personal construction, and of a rather limited level of autonomy. Experimentation is taking place in the hotel and catering sector very mobility friendly, this facilitates the involvement of actors.The result of the project, the guidelines for recognised mobility, have been available to the target public by numerical and paper way of communication and was disseminated in several seminars.The expected impacts first affect the project partners who will develop new skills in the field of driving and accompanying the mobility of learners. But beyond the partners, the objective is to convince vocational schools and colleges to move from classical mobility to recognized mobility by showing the benefits for all stakeholders.The long-term benefit is clearly to make European professionalism a reality making learners able to fit into any type of company in their sector in Europe. The development of a European citizenship is also a powerful benefit of mobility paths.
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