<< 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.