"General objectives : The project was focused on Quality Assurance and validation of Learning Outcomes in the framework of EQF en ECVET. Teachers played an important role in this process of describing Learning Outcomes for students. We had good experiences with our partners in Italy (Istituto di Istruzione Stanga Cremona) for Lifesciences, in Germany (Eduard Maurer Oberstufenzentrum Henningsdorf) for Engineering and Denmark (Techcollege in Aalborg) for Media Design.We also increased the number of mobilities of students throughout Europe and beyond. Our goal was to create more awareness of globalisation and its impact on our daily life and awareness of the European values, to make them realize that a good cooperation between the member states was (and still is) crucial for the economic development in Europe. The impact was shown through international projects within the school (s.a. Day of European Citizenship, Day of World Citizenship, Day of the Refugees). More specific: 1. The teachers made arrangements with partner institutes abroad for the description of Learning outcomes, in relation to the Dutch qualification framework which is mandatory in the national educational system for VET in the Netherlands. They compared curricula and exchanged information. We had good experiences in Germany, Italy and Denmark, although only the description direcly related to the coretasks and workprocess was accepted as a learning outcome.2. Activities of teachers and staff training in structured courses and jobshadowing supporting their professional development and their language skills. Guest lectures by teachers at partner schools abroad for exchanging knowledge and good practices. 3. We had an expansion of the number of mobilities in Europe and beyond of several educational institutes within Friesland College by adapting the curriculum and redesigning the time period of the workplacements in order to enable students to do an internship abroad. 4. Level 2 students from Facility Services with a low social background have participated in a three-week placement on Malta. That was a life changing experience for them. It strenghtened their selfesteem and had a positive impact on the employability and transition to the labour market in the region.5. We kept the quality of workplacements at a high level by cooperating with solid and well-known training companies and through our network of educational partners abroad. The placement coordinators and teachers described the content, monitoring, recognition and evaluation in the Placement Agreement of Friesland College. Validation of the experiences abroad remained the responsibility of the exam committee within the educational institutes. 6. There has been a special focus on subjects as Quality assurance, social inclusion of our level 2 students, sustainable energy, social entrepreneurship, watertechnology and Healthy Ageing.7. We made a start with international mobilities within the theme of Leeuwarden Capital of Culture 2018 in combination with Malta Valletta 2018We offered challenging education to our students, improving their flexibility, independancy and self confidence.The mobility also had a high impact on the personal and professional development of our teachers and staff members, They worked in a different context, out of their comfort zone and they improved their knowledge of foreign cultures and languages. Some of them had a better understanding of the advantages of a European cooperation. Others were rather sceptic about the possibilities of exchanging curricula and information because of the differences in educational systems in the European countries, being a national responsibility. Exchange of knowledge and good practices and the comparison of curricula had a positive and enriching impact on Friesland College and its partners abroad. New methods were explored and shared. Our international partners were very impressed by our method of Practice oriented education within the field of work. Validation of Learning outcomes was an issue as the Dutch regulations set by the government and the inspection did not allow many detours in the description of the tasks and work processes within the Dutch Qualification Framework. The experience abroad offered more perspective on the labour market in the region. The methods and activities developed in Friesland College are described in the Policy Document for Internationalisation 2015 - 2018 ( see enclosure).The impact of international exposure can be found in the ""Trendrapportage 2016"" (see enclosure)."

Private enterprises make substantial use of projects to manage internal innovation, development projects and external work for clients. Established, larger companies often use a formal project management methodology. In contrast, SMEs are rarely able to employ dedicated project managers, find formal project methodologies, such as Prince2, too sophisticated, too costly and too time intensive for their needs. Cost, time overruns and the ineffective execution of projects have a significant impact on the performance of SMEs. A PricewaterhouseCoopers study of 10,640 projects from 200 companies found that only 2.5% of the companies successfully completed 100% of their projects. With micro and small enterprises accounting for 98.8% of all enterprises and employing 50% of the workforce in the EU28, the ineffective execution of projects is impacting negatively not only the performance of their company, but also on national and European economic performance. The project aimed to contribute to improving the performance of micro and small enterprises at both a national and European level. Partners brought together two different bodies of knowledge (i.e. Project Management and gamification) and synthesised a new micro-lite Project Management methodology using the IPEC project cycle: Initiate, Plan, Execute and Close. By adopting best Project Management practices, ‘state of the art’ gamification technology and the latest blended learning techniques and practices, partners aimed to ‘exemplar’ this project that can act as a ‘demonstrator’ project for future VET products utilising gamification. The project involved participants from the target group: new business start-ups and small enterprises trading for less than three years and set up by Generation Y individuals. They implemented the micro-lite Project Management methodology in their business as part of the piloting phase. They were supported by IPEC Coaches from each project partner trained to deliver on-line business coaching and to facilitate execution of results-driven business projects. Project-IPEC results (the app) tried to stimulate a national and European debate with VET and SME policy makers regarding the wider use of gamification, on-line business coaching and the micro-lite Project Management methodology as a mechanism for improving the performance of Europe’s SMEs. Partners published a policy paper called, ‘The Wider Use of ICT, Gamification and Micro-lite Project Management within VET’. The paper was presented at a series of national seminars and a final conference at ITT. The project aimed to demonstrate the potential impact on economic performance and job creation resulting from the adoption and widening of the project up to and beyond 2020.

The project idea came from analysis of the situation regarding the intercultural competences (IC) which in today's reality are a major key competence. The importance of IC has been recognised by EC and educational entities but it is still not yet prevalent or even common for every country to include intercultural education into every educational path. The extent to which the competence development is included in VET varies from country to country but interculturality has never been a major concern in vocational education. Instead, professional skills have always been regarded as being of the most importance. Consequently, there are many VET trainers who are experts in their field but when it comes to knowledge or experience in delivering their classes to learners from diverse cultural backgrounds, they have a real deficit detrimental to the content and delivery of their teaching. Taking into account the mobility of workers not only between EU countries, but especially from non-EU countries, VET Trainers need to be aware of intercultural differences and to be able to deal with various cultures every day. In view of this situation, the main objective of the project was to develop and increase intercultural competences of VET Trainers' dealing with diverse learners in Germany, Italy, Poland, Bulgaria, Ireland and Netherlands. The partnership consisted of organisations working in VET education area and dealing with diverse learners: assist (coordinator), Danmar Computers, Diciannove, ITT, IBI, CKE and RUNI. Each member in the consortium organizes VET courses and in addition, Danmar has IT expertise sufficient for development of digital part of the intellectual outputs. The target group of the project were VET Trainers working with diverse learners from different cultural backgrounds, staff of VET providers which deal with diverse learners and public officials responsible for VET management and policy-making at the level of VET education. The project directly involved over 2000 participants. The main undertaken activities in the project included work on the main results, meaning that the activities included searching for tools, preparing database, work on content, digitalizing the materials and their extensive testing and improving. Important activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included Multiplier Events. The results of the project include tangible results which are two main intellectual outputs: 1) Open Online Catalogue of Intercultural Tools implemented as an on-line application available as OER consisting of three parts: - database of intercultural tools (collection of tools developed within previous various initiatives and projects as OERs and that relate to intercultural education), - training materials about culture in the form of e-learning, - guide on how to develop simulations for intercultural training.2) Guidelines for Practical Application of Intercultural Aspects in VET Context. Besides intellectual outputs, the project created dissemination materials (website, social channels, leaflets, newsletters, articles, presentations) and working materials including plans and very important intangible results. Those are: increased intercultural competence and through that, vocational skills of VET trainers, increased awareness of VET trainers but also other stakeholders about existence of various tools they didn’t know before, opportunity of being involved into European project which brought new knowledge and experiences for target groups, stakeholders, participating organisations and participants. Other intangible results are: stronger cooperation networks of those who worked on the results or participated in various activities of the project. In case of VET providers, they gained useful and innovative tools that they could include into own educational offer. The impact of the project exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, VET trainers, operators in the field of VET education. The most important is that all who participated in activities or at least heard about its results, have better awareness about intercultural issues and available tools that can help in rising intercultural skills. Moreover the usage of the Catalogue itself helps in increasing ICT skills. In addition, the open character of the Catalogue (possibility of adding new tools) assures its self-expandability which might bring benefits to interested groups of users in the long-term.

The project was focused on enhancing mobility of students and professionals in order to enlarge their knowledge, their personal and professional skills and competences. We aimed at reinforcing the European idendity and values and maintaining/ improving the quality of education and work placements abroad. Other goals were : broadening the scope of branches and implementing EQF and ECVET tools for studying abroad. More specifically: 1. the quality of workplacements. A higher quality standard has been reached by using solid and well renouned training companies, by using intermediate organisations in the host country, a the network of educational partners abroad and by using the European instruments for the agreements on content, monitoring, validation, and evaluation. 2. the number of mobilities of students and professional has increased. More educational units within Friesland College have chosen for placements abroad. Some of educations adapted the curriculum and redesigned the time period of the work placements in order to enable students to do their placement abroad for a longer period. (3 - 5 months) 3. the focus was mainly on subjects as hotel management, healthy food and sustainable energy. The other subjects s.a. , watertechnology, social entrepreneurship, healthy Ageing will be dealt with in the next calls. 4. The use of the ECVET Learning Agreement enabled students to do a part of their education at one of our colleague-institute abroad wiht a description of acquired knowledge, skills and competences. Curriculum exchange within the EQF framework took place. 5. our level 2 students, (social enclusion group) have succesfully participated in this project with their placement on Malta. . They have strenghten their personal and professional competences. They enhanced their employability and transition to the regional labour market. 6. There was an increased activity of school staff training in structured courses supporting their professional development and their language skills. More teachers have participated in guestlecturing at a partner school abroad. In general : This mobility project had a hugh impact on the personal and professional development of students and teachers by working in a different context, using different methods and foreign languages. They have a better understanding of the advantages of a European cooperation.Exchange of knowledge and good practices and the comparison of curricula had a positive and enriching impact on Friesland College and its partners abroad. New methods were explored and shared.This project has already given an impulse to new KA2 partnership projects.

"Our institute has been in partnership with the vocational training school in Aschaffenburg since 2003 and we got in touch with the Irish Institute of Technology in Tralee 9 years ago, where we established contact with the Hotel-Tourism and Culinary Department. Since that time, several students of ours completed their summer work practice at Irish and German catering companies organized by the international coordinators of the partner institutes. Besides, they were our partners in our 2-year-long Erasmus+ KA1 students' and professionals' mobility project, 2015-2017, under the name of MENU (D&D). In our Catering for Health Environment an Future (CHEF) project, we continued our vocational mobility programs on more specific fields and investigated the healthy ways, methods and techniques of cooking, also observed the most modern equipments that facilitate the production of healthy food. We fulfilled our aim, that is we focused on the needs of guests with special diet, because we do believe that the art of cheffing has to focus on health in the kitchen and beyond. In other words, saving our health and environment goes together and we learned how to pay attention to the handling of kitchen waste and foster environment protection. The number of our mobilities and the participants went according to our plans. Where student mobility is concerned, 12 students and 2 accompanying teachers went on vocational practice to Ireland in the first semester of the school year 2018/2019, and another 12 apprentices and 2 accompanying professionals, went to Germany in the first semester of 2019/2020. In both cases, the duration of their vocational practice was 24 days: 15 days at designated companies, 3 theoretical days at partner schools, also they took part on language lessons. In regards to professional mobility, 4 teachers and trainers working in VET, took part in job shadowing in Ireland and another 4 in Germany. The length of their stay was 6 days in the spring semesters. In the selection of our students, we paid close attention to those who were disadvantaged in some way. We applied three approaches in our student-centered pedagogical methodology: -In the ""back"", the kitchen area, the chef apprentices met the standards of healthy cooking, focused on special diets and learned to handle kitchen waste. -In the ""front"", the serving area, the members of our service team could prepare healthy drinks for guests with special diet. and could learn how to suggest healthy drink to a given menu. Also they met the protocol in the cuisine of the given countries. -In the computer labs of the partner institutes trainee students had to find similarities and contrasts between the different vocational systems and prepared Power Point Presentations about their healthy and environment friendly attitude at their companies. During their project work with IKT tools they also could highlight their economic and social situation and future perspectives. We had the opportunity to examine the diet of each country and eating habits, with having a closer look at food preparation and serving techniques. Participants observed that most ingredients were organic bought at local farms and markets. Our trainee cooks prepared healthy dishes and could have a closer look into the widespread ""locavore"" idea. Based on the experience of the mobilities, now participants are able to handle kitchen waste in more efficient ways. Apprentices in service can build up a menu with healthy food and drinks and are able to give information about allergens in foreign languages. We could reach our primary aims: improved the participants’ vocational skills, foreign language knowledge and intercultural competence. Our students could acquire ""good practices"" applied in catering in different types of drinking and eating facilities. The knowledge they gained is spread among their school mates and built into our curriculum in various ways, such as by demonstrations, presentations, yet most of all with the tutoring help of the teachers and students who took part in the programme. Our long term aim is being fulfilled, that is after having a widespread dissemination of the results of the project, we keep maintaining our work relationship with our partners. This way the professional competence of our teachers is up to date and they are able to teach students in a way that the knowledge of the future workforce will meet the requirements of the labour market. In the long run, we do believe that the knowledge of our staff and students helps them improve the level of service for guests with special diet. Our trainee students help to improve our regions' appreciation with their high level skills as qualified service team members and can help our economic situation get better in the near future. Moreover, after the Covid 19 situation, our experienced professional workers will help to re-build health tourism in our area, even reduce unemployment offering EU standards in Hungarian cuisine."