The Youth4food project departed from a need Gaziantep, Dénia, Parma, Östersund and Bergen had to inform youth about the career opportunities in the food sector. The main objective of the project has been to identify ways to increase the number of young people who make Vocational Educational Training (VET) in the food value chain their first choice of education. The project had 18 partners and more than 102 people have travelled between the cities. 5 university trainees have been involved. There have been 5 transnational meetings on VET food related topics. The project has completed the planned activities, but the beauty of the projects lies in all the collaboration and plans that have been initiated during this project and that will carry on now the project is completed. In an exchange project you don’t know what kind of new skills, knowledge and contacts that will lead to something else. You can plan activities, but you can never plan the outcome and the positive things that is happens when people meet. Dissemination of results: booklet, report, videos, presentationsSeveral films have been produced, including a series called ‘You+ng heroes’. A booklet about young food creatives in the participating cities has been completed. The report “The future of Europe’s kitchens-recruitment and skills matching” is made. The project has a logo, webpage, Facebook page, YouTube channel, and is found on Instagram and Twitter. A part about Swedish Cuisine is included in the book “Cuisine Cultures in The World” by the Turkish lecturer and author Ceyhun UÇUK. Steps are taken to make the book a national textbook in curriculum for Gastronomy Education. The project has been communicated on several platforms, UNESCO Creative City Network, European, regional and local settings. The project was selected as a best practice for the 2030.LAB call promoted by UNESCO and was presented during the UCCN Annual Conference held in Krakow and Katowice in 2018. A publication regarding the 2030.LAB is distributed to the 180 Creative Cities. In October, 2019 the project was presented in UNESCO headquarter, Paris, on World cities day.Impact: Stronger bonds and collaboration beyond the formal project The project has contributed to stronger bonds locally within and between the participating cities. Participating schools have gained new contacts for international cooperation. They wish to continue their cooperation through exchange, work training and other Erasmus+ programs. Businesses are more aware of and ask for international opportunities. The participating universities have taken the first steps towards a joint master program within gastronomy. Impact: communication of results and influence on policy The challenge of recruiting young people to the food value chain is complex and is not solved in two years, however the project has made a significant contribution and paved the way for more cooperation. The recruitment issues are addressed at the national level in Norway. Results from the project have been communicated to the Norwegian Ministry of Agriculture and food, as input for an event addressing recruitment for food related VET the Ministry will have during the green week in Berlin in January 2020. Best practices on how to work with recruitment have been registered in the project. Some suggestions for recruitment strategies are: 1) communicate future possibilities after attending VET; 2) improve the information given in schools; 3) use the internet as a tool to inform and create excitement around cooking; 4) get chefs and VET students and teachers to visit lower secondary schools and5) communicate more of the positive sides of the profession, such as the social aspects.VET students and teachersThrough exchange visits students have learned the elements of a restaurant and different cooking techniques. They have learned that food is so much more than the kitchen. Food is culture, traditions, regional gastronomies, local territory and products. The students that visited Gaziantep learned that stereotypes of cities and people are not true. Students cooperated and communicated across cultures. Interaction and culture exchange can inspire to entrepreneurship and innovation. Students can bring with them this knowledge to their future professions. The exchanges have increased the students’ knowledge of the agriculture sector in the different countries. They have seen the importance of local production and local farmers, and increased their understanding of the connection between local production and local gastronomy. The students are familiarized sustainable goals, UNESCO, Erasmus and the different cities in the project. Through their travels and the experience of training in a different country the young people have had the joy of mastering a new situation, to understand their own potential and hence their self-confidence has grown. The young people felt like ambassadors for their UNESCO city. They felt part of something bigger.

The MISO project addressed important and lasting trends in the academic world that revolve around the question of how knowledge about STEM could be used to increase the attractiveness of science for students in school and in general. In this context the title MISO (Motion in the Science Ocean) was used as a metaphor for the energy and motivation students, teachers and schools in general needed to navigate the ocean of mathematics, information technology, science and engineering to meet these challenges. The project partners tried to enable learners in school and beyond and tried to give them strategies to achieve better overall performance in the natural sciences. They tried to look at the natural sciences from a perspective that is closer to real life and also applied to everyday life. With the help of experiments specifically designed to activate students they could develop a feeling that they - as the younger generation - were urgently needed to save this world from a possible ecological catastrophe. Six different countries from very different regions of Europe were involved in the project. This was done to ensure that a. the goals of the project could be examined in every corner of the European continent and b. that dífferent ideas from all those regions could be appreciated in the project. The project was also intended to promote integrative teaching and learning in order to make science more attractive particularly for women and disadvantaged schoolchildren. In this context, innovative teaching and learning activities such as experiments in groups, interviews and outdoor activities were developed, tested in practice and evaluated. The project was therefore not only aimed at teachers who were shown new approaches to teaching the natural sciences. Also, the connection between the MINT disciplines and the world of work helped the student participants to make decisions about a job career in a scientific discipline. Another aspect of the project was the social approach. Sciences were not only seen as theoretical formulas or theoretical scientific knowledge, but as academic disciplines which include ethical, social and economic issues. These aspects were continuously reflected in the activities throughout the project. Debates, conducting and reading surveys, listening to experts and looking at the connection between science and the daily lives were therefore particularly important activities and goals of the project. The key question that needed to be considered in the context of this project was whether Europe was going to be successful in the transition, i.e. presenting itself to the world as a union of innovative, inclusive and reflective societies, as proposed in the priorities for strategies for Horizon 2020. This question was treated in an interdisciplinary approach in order to relate the international project to the social issues raised above. The participants dealt with the topics of STEM by carrying out experiments and surveys themselves, planned and gave lessons and presentations to others, developed games and evaluated statistics. Stakeholders and scientific institutes were visited and existing technology and science resources were used. Some students even presented the project and its objectives at an international conference in Turkey. International meetings with all partners were the focal points when the results of the activities in the time between the meetings were exchanged, compiled, and reflected within the project. Various everyday topics were brought into line with the priorities of the great challenges described by responsible research and innovation (RRI): Safe, clean and efficient energy, environment and climate, health and sport, food security, sustainable agriculture, green transport, water and sustainability. The project was aimed at building bridges between science and society. The use of ICT and English as the language of communication ensured the improvement of these skills in all participanting schools and institutions. E-Twinning and a project website were the platform for communicating and tracking the project. The project aimed at reaching school communities as well as local and international target groups. At school level, all participants (teachers, staff, families) were informed about the goals of the project and worked on the activities. Local authorities in the education sector as well as peer schools were invited to participate in the activities. The methods used in the meetings were task-based activities, collaborative learning, interdisciplinary approach and problem solving. It also included reflection on how science affects society. In order to reflect the results of the activities carried out, a website was set up where all topics and activities were published. A logo was developed to ensure that there a strong identification with the project could develop in all the schools.