FAIRCHAIN addresses the growing need for a significant transformation of current food systems by developing competitive intermediate food chain alternatives adapted to small and mid-sized actors. FAIRCHAIN specifically aims to: -Foster the emergence of innovative intermediate food value chains that support the scaling-up of small and mid-sized actors facing unsustainable conventional dominant agri-food system. This requires to specific technological, organisational and social innovations as well as regulatory and policy adaptations to widely deliver food in a fair and sustainable way. -Inspire and encourage larger actors to down-scale conventional food value chains and better address the growing need of consumers to consume local high quality and safe products. The emergence of intermediate food value chains should put pressure on dominant actors, forcing them to align with best practices in terms of offering opportunities to local suppliers and ensuring an equitable distribution of costs and benefits. The main goal of FAIRCHAIN is to test, pilot and demonstrate recently developed technological, organisational and social innovations, realising a shift up to TRL7 and enabling small and mid-sized actors to scale-up and expand the production of affordable nutritious food in competitive intermediate food value chains. FAIRCHAIN will address the dairy and fruit&vegetable sectors, which hold a strategic economic position in Europe. Both are prone to integrate a large variety of innovations, correspond to an increasing consumer demand for nutritious and healthy food and need to meet the challenge of sustainably delivering perishable commodities to consumers. FAIRCHAIN will consider the entire value chain. More focus is given to postharvest steps rather than the production step in itself because the power imbalances created in market relationships are mainly attributed to the increasing concentration in the processing and retail sectors in conventional food supply chains

The Nouvelle Aquitaine region is the largest agricultural region in Europe and ranks first in France in terms of agricultural added value. It is also the world leader for appellation wines (Bordeaux, Cognac et Armagnac) and the first in France for quality/or certified origin products. The Nouvelle Aquitaine region also has the largest planted forest area in Europe - the Landes forestIn this context, a wide range of higher education programmes are offered by Bordeaux Sciences Agro (Post-Graduate diploma in Agronomy) and 8 vocational and technical agricultural schools (technician diploma in Agriculture - BTSA) in the field of life sciences. The consortium was initiated by the regional authority in charge of agricultural education. The vocational schools and Bordeaux Sciences Agro joined in order to improve the European mobility of their students in the framework of 2 to 12 month work placements which are part of the curricula, as well as through academic periods abroad.The consortium partners wish to offer their students another cultural and vocational experience in Europe and encourage the acquisition of transversal skills such as autonomy, adaptability as well as language skills, for an easier professional inclusion on the work market.This consortium aims at building closer links between higher education stakeholders and European partners, whether companies or universities, through a regional approach proposing a much better visibility, by offering a wide range of curricula at different levels and in different fields of the green sector.

CHANGE THE IMAGE OF THE BAT AND TAKE ACTION FOR THE PRESERVATION!The image of the bat can be favourable or suspicious depending on the country. Victim of prejudice, it is sometimes associated with the myth of vampires who have ability to morph into animals, including bats. For example, it inspired characters such as Dracula the vampire. It also refers to ghosts, death and disease. Because of its strange appearance and nightlife, this flying mammal is often persecuted by humans.Bats play an important role in the ecosystem balance by contributing to the regulation of insect populations. Unfortunately, in cultivated or inhabited areas undergoing deforestation, many species of bats are gone. Some, fortunately, are impacted by restoration plans or enjoy a protected status, particularly in France (Ministerial Decree of 17 April 1981).The project objective is to educate students and the wider public to protect endangered species, including bats. The project will involve students aged 14-18 years in three schools in France, Romania and Turkey. Various activities will be implemented: work on cultural representation of the bat in the three countries , population census (number and species), knowledge about bats , exhibitions and creating a spectacle with circus arts : scriptwriting , directing, creating sets, costumes and music and the performing achievement in different representations (one will be adapted to an audience of visually impaired) . Project activities will be mostly integrated into the regular activities of schools and programs include courses that take the project as support learning. This project will implement competencies in communication skills, languages, biology, physics, information and communication technologies (ICT) and in sport. This innovative interdisciplinary learning will increase the motivation of students and teaching teams and will then , through dissemination actions (exhibitions and artistic performances ) raise public (teaching staff and non-teaching institutions , other students participating establishments not directly to the project , parents and the general public) to preserve biodiversity through the example of the protection of bats. At the end of the project, cooperation activities will be continued and the partners will collaborate on other projects.

The objectives of this programme involved cross-cultural competency and the study of the role of pets in European countries.The project allowed the learners to develop an interest in mobility beyond an interest in the countries themselves. Indeed, the chosen target countries Finland and Belgium enabled the learners to open up to cultural differences; this project was all the more relevant under the current international circumstances and the living together issues, which created a dynamic in the participant group.On the professional side, learners realised how diverse production, selling and keeping of pets / animals are. The sharing of these experiences allowed them to put things into perspective compared to their personal knowledge which they figured as universal. Regulation and society aspects made an impression on them.13 individual work placements helped the participants to confront with varied cultural approach of pets: pet selling in Belgium proved to be more diverse than first thought of; the reptile sector appears to be flourishing now after the booming of the bird sector. In Finland, our students discovered other ways of training dogs and the development of tourist activities related to mushing. Practical training, selling and breeding activities were very interesting for our participants.89 mobility activities in a VET (vocational education and training) school enabled to define the regulation aspects and the different types of training and courses proposed. Another enriching step was the variety of experienced situations: mock selling role play, dog training, feeding and care and welfare; also the discovery of rare reptiles and parrots species. All the participants were in their second or final year of a 3-year course in Animal Management and are trained to work in fields like breeding, selling or dog training. The validation of the Europass certificate enhanced the students’ personal commitment and was recognised as such by the students.If some teachers did take part in the supervision of the different work placements, staff mobility could not take place because we realise now we were too ambitious regarding this element at the time of project writing.To conclude, this mobility project gives an international dimension and culture to our school which is spread by and among the students themselves. Also our network of foreign partners has increased and other teachers felt an interest in their students’ mobility and got involved in the project. This analysis encourages us to work on to find new partners and continue with these project partners. The opening of a bi-lingual class is at the moment set aside; however the teaching of Spanish as an optional language has been spread to selling training courses and HND (higher education). Doubtlessly, this Erasmus + programme inspired some greater enthusiasm for international mobility within our school. The most important difficulty to deal with was the international circumstances. The successive terrorist attacks in Europe impeded or stopped our students from taking part in a mobility project but also their parents from letting their children going abroad, including Belgium.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.