Etiler Mesleki ve Teknik Anadolu Lisesi (Etiler Vocational and Technical High School) is an insititution which offers four-year of vocational education and provides high quality technical staff for tourism industry with its 1100 students and 87 personnel . Our institution has been a member of a Network of 19 hospitality and accommodation schools in 15 countries of Europe called CHASE (Consortium of Hospitality & Accommodation Schools of Europe). Since 2004, our school has implemented 14 mobility projects with the EU schools within this network, acting both as a sending and receiving partner. The main purpose of our project is providing our students European internship experience with short&long term mobilities and to provide certification for these mobilities. With the long-term mobilities in our CHASE Network partners’ countries, we aim to help our students to improve their vocational knowledge and skills, enhance their foreign language skills, learn about educational institutions and working conditions in Europe and give them the opportunity to make comparisons to theirs, learn about the EU standards and form the awareness of European citizenship, set career targets and increase their employability. This year, as the result of November 2016 CHASE Network meeting in Tenerife-Spain, Network schools will also focus on 'Awareness of the hazards in food'. With this reference point, we also intend our students to observe the practices in Europe and increase their professional knowledge and skills in this issue. With the short-term mobility activity in Greece, we aim the participants to know more about European tourism companies, become aware of the key skills that internationally recognized in tourism industry, discover the similarities and differences of different cultures and follow the innovations at right time and place. Our mobility activities can be grouped into two categories, short-term and long-term mobility activities. For long-term mobility activities, participants are 16 final year students in 2017-2018 academic year. The mobility will take place at CHASE partner schools and work placements arranged by the partner institutions in 8 different cities of 8 different countries. The destinations for participants are Belgium (2), Italy (2), Hungary (2), Sweden (2), Finland (2), Norway (2), Latvia (2), and Spain (2). Mobility period covers a total of 20 weeks, a 4 week cultural preparation period at the host school followed by a four-month work placement experience at a hotel or restaurant in host country in Europe. The mobility dates are from 19th February to 30th June 2018. For short-term mobility activity, participants are 15 students, who are at 11th grade in 2017-2018 academic year, and 2 teachers who will monitor them. The mobility will be organized by host partner Ipodomi Lifelong Learning Center in Thessalonica-Greece, and work placements will be held in Egnatia Hotel, Egnatia Palace Hotel, Aegon Hotel ve Sofi’s House, between the dates 22nd April and 5th May 2018. Participants for short and long-term mobility will be selected among volunteer students, through assessment criteria (40% disciplinary assessment, %30 language efficiency, %15 ability to adapt and represent % 15 grade point avarage). At the end of the project, it’s expected that participants will: improve language skills; increase motivation to learn a foreign language; gain knowledge, experience and professional skills that they can’t have in their own institution; improve social skills such as team work and ability to cooperate with people from different cultures; develop problem solving and analytical skills; advance in adapting in new environments; have more tolerance towards others values and attitudes; realize their strengths and weaknesses; have more self-confidence; gain awareness in European identity and European issues. With current project, our institution aims to lead the way for internationalisation. We also aim to strengthen the international cooperation, which has been consolidated with ongoing projects for many years, with CHASE Network partners.

<< Objectives >>Main objectives are: 1. A comprehensive understanding of best sustainable practices within culinary and agriculture curriculum to be combiled into a summary report that is used in the development of AgriCulinary training curriculum and supplemental materials. 2. Development of a multidisciplinary Agriculinary training curriculum & materials & to educate teachers for new innovative training unit. 3. Develop and create online publication of the AgriCulinary training and to organize open webinars.<< Implementation >>We implement training & piloting AgriCulinary training program collaboratively at three participating colleges offering local contact lessons, collaborative online lessons, webinars & on-site workshops (sharing & learning local practices). We update AgriCulinary training curriculum, develop training videos & supplemental materials during piloting of training. We develop a summary of best educational practices and produce final version of AgriCulinary training unit to be shared publicly online.<< Results >>Training of teachers, completion of all training materials and disseminate project findings and information via online platforms including; webinars, video and printed content, educational curriculum and training materials for AgriCulinary classes and practical activities. Develop and create www-pages, completion of video summary of the whole project, organize dissemination workshop and final report of the project.

The project was coordinated by Helsinki Culinary School Perho while Helsinki Vocational College and Lapland Tourism College were members of the Finnish Consortium. The project was carried out with the International CHASE Network, which consists of 22 hospitality and catering colleges around Europe. Most of the colleges acted both as a sending and a receiving partner. The Network has been operating for 25 years and represents a wide range of different language and cultural areas. From the gastronomic point of view, the colleges represent traditional European regional gastronomy. One of the strategic choices of the Consortium colleges is internationalization, which is put into practice for example by providing the students with opportunities for on-the-job learning abroad as well as the staff training abroad. These actions support the colleges’ vision and strengthens and promotes sustainable development such as understanding and respecting multiculturalism and diversity. The participants of the project were teachers/on-the-job learning supervisors and primary and upper secondary based students, who study a vocational qualification in the fields of restaurant, bakery or tourism. The two-year project enabled 39 student mobilities of 4-5 months and 5 mobilities of 5 weeks. 7 teachers had a 12-day training and 1 teacher a 5-week training abroad.Work placements abroad enabled different kinds of learning environments and individual learning pathways for students. The staff training focused on strengthening the language skills, international expertise and IT skills. Teachers were trained to use electronic means like Skype, which enabled for example vocational skills demonstration assessment in real-time for students abroad. All the students accomplished from 1 to 3 Vocational Skills Demonstrations. The skills and learning outcomes acquired abroad were validated and recognized as part of the qualification. The project made use of Europass Certificate Supplement, Europass CV and Europass Mobility Document.Sharing ECVET knowledge was the common theme in the CHASE network. The project aimed to develop documents/material in English such as evaluation/assessment forms based on vocational program in hotel, restaurant and catering qualification and its unit of learning outcomes. The material produced in the project describes the validation of the learning outcomes and specifies the assessment targets in on-the-job learning such as the knowledge, the skills and the competence of the student.

Perho Culinary, Tourism and Business College and Helsinki Vocational College have been working on regional cooperation in vocational education and training for 12 years. During this time more than 100 students and 10 teachers have been taking part in student mobilities and staff training abroad. Perho is one of the founding members of the CHASE network, which has been operating for 27 years now. The network comprises 18 vocational schools in 15 European countries and has annually taken new members and countries to develop its activities and disseminate good practices. Foreign partners represent a broad range of languages and cultures and are reliable actors (many of them AEHT members). Gastronomic diversity is well taken into account when establishing the network. The colleges of the network represent traditional regional gastronomy. This gives students and staff a good opportunity to deepen their own gastronomy and customer service expertise. In 2016 Lapland Vocational College REDU joined the National Consortium. REDU has diverse experience in different international networks and is an expert in Ecvet. Internationality, digitality and entrepreneurship are the strategic highlights recorded in the operating plan. The Internationalization strategy is seen as a strengthening of the vision and contributes to the understanding and respect of multiculturalism and diversity. In accordance with the Internationalization Strategy, students' capacity for internationalization and mobility is promoted and the organization's level of expertise is increased. Our mission is to educate qualified and multi-skilled service professionals in a borderless and digitalized learning environment, which also promotes sustainable development, internationality and entrepreneurship. International mobilities are included in the student's Personal Competence Development Plans (HOKS). The iPerho e-learning campus, which is being developed during the project, supports and enables the students' individual learning paths to be realized. All students have a Personal Competence Development Plan (HOKS), which is updated during the studies. A module for international exchange serving students will be built for the campus, where the student receives information about the exchange and where the services are provided digitally, for example chat, blogs and guidance. The module works as a connecting contact platform where students can exchange experiences with each other and receive guidance. The iPerho e-learning campus will provide modules for core subjects, that students can also complete abroad, which speeds up their graduation. The on-the-job learning teacher is pedagogically present at the iPerho e-learning campus, where communication, guidance and evaluation will be documented. The aim of the National Consortium is to produce a common process for the international Personal Competence Development Plan in accordance with the legislation on the reform of vocational education and training. The implementation and evaluation of HOKS will be ensured by Advance Planning Visits. The international network's assessment competence (materials, guidance, evaluation and evaluation documentation) is guided in the directions required by Ecvet and the reform of vocational education, especially taking into account the Learning Agreement for student's personal learning objectives and in particular ensuring their realization. The Consortium works as a mentor for the CHASE network partners, who do not have any experience and knowledge of Ecvet. Perho, Stao and REDU offer 5, 4 and 3 months ErasmusPro long term mobilities for 44 students (restaurant, bakery, tourism and business) in the CHASE network. A long on-the-job learning enables new working methods and raw materials, language and work culture to be learned. What is new in this project is that exchanges are also offered for adult learners / apprentices. The project's reciprocal 5 and 4-month student exchanges are started in all countries simultaneously in two different flows during the academic year. Both flows will be started in the host country by a four-week language and cultural preparation organized by the host institution, after which the host institution will organize a supervised on-the-job learning for students. At the end of the period, the students complete 1-3 professional skills demonstrations. The project makes use of Europass Certificate Supplement, Europass CV and Europass Mobility Document. The project will provide 10 teachers and other staff with a 1 and 3-week mobility period. The digital skills, international competence, linguistic and cultural know-how as well as guidance skills develop through the training abroad. Advance Planning visits are organized to partners, where there is a need to ensure the realization of the student's Personal Competence Development Plan. The CHASE network has a total of 200-300 student and staff mobilities during the academic year.

BACKGROUNDDue to new competence based learning in curriculum we in Helmi put an effort to work-based learning and eLearning in order to improve learning, completion and employment of students. In these learning models the role of guidance is essential. In the model of this project we utilise also the perspectives of students and companies, because then the perspective of customer guides the planning and enables to create an qualitative customer oriented educational service product.AIMSThe wide aims of this project are- to improve the learning outcomes of work-placement by utilizing eLearning platform as learning and guiding environment- to increase co-operation of schools and companies by offering companies a tool with possibility to familiarise student to the company before the work-placement and help companies to improve company’s familiarizing material more learning friendlyThe concrete aims of the project are1) to create a eLearning platform (tentatively Moodle used by Helmi), a. where student planning for work placement abroad can familiarize beforehand to relevant vocational skills demonstration material, to work placement abroad in general, to practical matters of work placement company and to receive personal guidance during work-placement period 24/7.b. In the same platform work placement instructor can meet the student and guiding teacher beforehand and create company’s familiarizing material (e.g. videos, interviews) to eLearning platform in co-operation with teacher and student.c. Teacher can produce material to eLearning platform, guide student in work placement tasks and support work place instructor 24/7.2) to plan and build to eLearning platform a pedagogical guidance model which supports the work placement abroad, including e.g. material production, guidance, evaluation and collecting feedback.NUMBER OF PARTICIPANTS AND THEIR PROFILETo this project participate the following foreign companies and schools:Scancoming Spain, ESP; Fasada Incoming, ESP; Laventeli, FRA; Scancoming London, GB; Banbury Museum, GB; Koning Willem I College, NL; Collegi Badalones, ESP; RWS, DE. To activities participate 60 1-3. class travel&tourism and business students and 20 teachers and eLearning experts. MAIN ACTIVITIESIn the beginning of the project all the project members fill an questionnaire where we try to map the present state of guidance and expectations to improve them. In autumn 2016 we plan and create an eLearning platform and content to it (general practices in work-placement abroad, vocational skills demonstration, eLearning guidance model (24/7), familiarizing material of companies). During their work-placement, guidance of the student will be done by job instructor of the company and guiding teacher who will visit student once and guide her in other times by eLearning platform 24/7. During visits to partner companies and schools guiding teachers discuss with job instructors and person in charge of partner school about the state of familiarising students to company’s customs and success of guidance and plans to improve them. After first year of the project, summary meeting will take place, where we evaluate the results of Questionnaire 1-2 and the results of discussions with partner companies and schools, and make the plan for 2. year of the project (improvement). After second year, in the end of project in final summary meeting, we evaluate the results of all questionnaires and discussions and the fulfillments of aims of the project.RESULTS AND IMPACTS:A) Students: During two years 60 students will perfom work-placment abroad in professional and innovative company. The skills of student improve significantly, because with the help of eLearning platform: she has familiarized to work-placement company before work-placement, she has been able to ensure learning objectives while working and she has had chance to receive guidance 24/7.B) Partner companies: They have received concrete help, equipment and benefit with the help of eLearning and guidance model showing how to familiarize students to company. The guiding skills and eLearning skills of job instructor have improved. Commitment to co-operation strengthens.C) Partner schools: They will receive a tested eLearning platform model and pedagogical guidance model, which they can utilize with their students’ work-placement periods. Commitment to co-operation strengthens.D) Guiding teachers: With the improvement of guiding and eLearning platform using skills professional identity strengthens. Substance skills improve when discussion with company’s job instructor is possible 24/7.E) Helmi: Helmi has an learning improving eLearning platform and 24/7 guidance model, which can be used in all guidance and share know-how to other schools and companiesAs a longer term benefit reciprocal cooperation between foreign companies and schools and Finnish schools improves education to be more business oriented and qualitative.