Context/background of the project;The basic context of this project is based upon tourism as an industry in many countries in the world is industry which provides a lot of jobs for young people and has serious impact on the economy. In Macedonia the participation of tourism is rather with modest influence on GDP (approx . 2%) but huge potential to impact the economy of the country in near future. Lots of effective measures were lately undertaken in order to attract foreign tourists, but at the same time the quality of restaurant services remained same as before. All relevant analysis of the country (latest Labor Market analysis of Employment Service Agency) showed that there is a STRONG NEED to improve the knowledge, skills especially of the human resources in the hospitality sector. Problem of each country involved in the project: young people unfortunately don't stay too long in the hospitality jobs, they mostly see this as a temporary jobs and less as a possibility for career. With this project we are promoting awareness among young population for upgrading their skills as cooks or waiters.General objectives are aimed to:- improve the employability of unemployed young people on the job market at hospitality sector - to strengthen key competences in VET curricula and providing more effective opportunities to acquire or develop those skills through I-VET and C-VET with relevant competencies and valuable knowledge, skills and attitudes for the labor market of tourism - to enhance the access to training and qualifications for all through C-VET, in a life-long learning perspective, especially by raising awareness on the cook and waiter careers in Europe - to improve transparency and recognition of skills and qualifications, by comparing different European training curricula and developing two new courses, both with traditional and online structure;- to develop innovative training curricula, for these two professions based on the extensive research, practice and on job training training and prepare policy recommendation for hospitality sector- to disseminate project results and outputs to the wide range of beneficiaries such: schools, VET centers, training centers, chambers, employers in the field of hospitality, policy makers in the sector etc.Number and profile of participating organisations;Three partner organizations are participating in the project implementation Training Center CES- Macedonia, INSIGNARE - Associacao de Ensino e Formacao, European Grants International Academy Srls Unipersonale. Each organization with significant background in the field of vocational training. Description of undertaken main activities;Partnership agreements were prepared and signed. Project core team/coordinators was established. Modes and channel of partner communication were established. Detailed Action plan of activities, estimation of the resources and Evaluation strategy were developed and adopted. Procedures, criteria and methodologies for main activities were adopted.Plan for dissemination and monitoring were prepared and realized. Four intellectual outputs were delivered and printed. Three blended mobility tranings were realized.In continuing control of the schedule of the project activities was undertaken. In continuing control of the costs was undertaken. Quality control checks for the activities performed was undertaken. Results and impact attained;With prepared and delivered four intellectual outputs, realized three blended mobility for learners, with high quality trainings and two multiplier events we attended the following impact: - Increased skills and knowledge of participants (unemployed cooks and waiters)- Raised awareness for the profession cook/waiter and to reduce the unemployment among young population- Prepared recommendations for decreasing the gap between real needs and demands of the employers in hospitality sector and the labour market offer- Developed new effective and practically oriented models of guidebooks/trainings in the hospitality sector based on the assessment and research in each country Longer-term benefitsAfter the completion of the project, out target group is more attractive for the employers. The increased employability skills are integral to workplace competency, and,as such, they should further to be considered in the design, customization, delivery and assessment of vocational education and training programs in an integrated and holistic way. Project innovations regarding the outputs/trainings can also, impact systems or policies dealing with development of HR in hospitality sector. State Authorities responsible for HR in tourism-have the possibility to incorporate different models in the system of the countries based on the results and activities of the project..

"The context of the actionTourism as an industry in many countries in the world provides a large number of jobs for young people and has a serious impact on the economy. In Macedonia, tourism has a modest impact on GDP (about 2%), but huge potential to affect the country's economy in the near future. In recent times, very effective measures have been taken to improve the situation and attract more foreign tourists (subsidiaries, free tourist zones, etc.), but at the same time the quality of the restaurant services has remained the same as before. This leads us to the quality of vocational education and training training. All relevant country analyzes (the latest Labor Market Analysis of the Employment Agency) have shown that there is a strong need to improve knowledge, skills, especially human resources in the tourism sector.GOALSWith this project we aim:1. Improve the employability of students with less opportunity to gain access to the labor market.2. Strengthen key competencies in VET curricula in the hospitality industry and provide more effective opportunities for acquiring or developing those skills through I-VET and C-VET.3. Improve the access to training and the acquisition of qualifications for all, through C-VET, towards lifelong learning.4. Improve the transparency of skills and qualifications for cooks and pastry chefs, carrying out a dual approach to training relating to the online and traditional structure;What do we want to do?1. guidebook for the profession pastry chefs 2. guidebook for the profession cooks 3. Document with recommendations to improve existing cookbook and pastry chefs profiles in each partner country.Target group of 30 candidates for cooks and 30 for pastry chefs (10 participants from each country, gender balanced, coming from areas with tourist potential and having less access to opportunities for modern training. The tasks and responsibilities for realization of the activities of the project ""GOOD FOOD IS GOOD MOOD ""will be distributed among partner organizations in the following way:Groups of activities1. Preparation of intellectual outputs2. Continuous training3. Promotion and dissemination of the projectImpactThe project will be implemented in three regions of the partner countries of Macedonia, Portugal and Italy, which face a higher unemployment rate among the young population. Local tourism development strategies can not be realized without having skilled workers. It was the starting point for our decision to choose participants from these regions of the 3 countries. Affiliate organizations are able to recruit unemployed people from those territorial areas and improve their competence in expert profiles for chefs and pastry chefs. Improved skills in these educational areas give hope that project participants, both cooks and pastry chefs, will easily engage in the labor market, find jobs and plan a long-term career in those professions. The design of the project allows all partner organizations to gain new quality in their work and approach to solving the unemployment problem, which gives added value and knowledge with an international background. The experience acquired through this project makes the partner organizations more prepared to offer quality service for training unemployed, which will be more competent in their field of activity. The working placement of the participants we offer in a real context is the starting point for an impact on the reduction of unemployment at the local level."

"Our project aimed to reduce violence and bullying in our schools by creating opportunities for social interaction and inter cultural dialogue among the young people from partner countries. On account of all these, the students were engaged in researching and collecting material to be exchanged&analyzed. The assertion of our own cultural identity in respect of each, is extremely important especially in era where the phenomena of globalization is leading our younger generations almost to forget about their past origins and to level cultures. It is also very important to stress that the project activities were aimed at promoting and enhancing positive behaviors while preventing the negative ones. This is an age in which bullying and violence are becoming an increasingly urging problem, to be solved both at school and outside it. That’s why, at the heart of the project, there were the following fundamental points:-The continuous evaluation of both the recovery of the cultural characteristics of each participant country through its traditional arts&the interference due to globalization-The promotion of basic skills, ICT skills and foreign language skills-The idea of the school as a place of excellence in constructively learning&participating in civic life -In a way,voilence is affected by poverty and social exclusion so that our Project had a positive approach on this case-The desire to collaborate with local&regional institutions.-We gave big importance of prevention of early school leaving and increase of university students so we studied on the case by the teachers connecting with our project’s activities.Activities aimed promoting and enhancing positive behaviors while preventing negative ones. We were aiming to involve about 900 pupils, some of whom have special needs, in our project.Our project had four partners from four different countries.We included and impacted students, teachers, families, member of the associations, and other stakeholders.Schools had common tasks , specific tasks in the project and different sub-topics for each project meeting. Coordinator school had one sub-topic but partner schools has two sub-topics. Every school worked on sub-topics beforehand in means of organising activities in the schools. The meetings were arranged an international athmosphere for the activites were to be done by participation of pupils and teachers. After the meeting, dissemination activities took place in every school. So the schedule was beginning of the project, prepareation for the meetings, joining the meetings, dissemination of the meetings, ending the project and last; doing extra durable works to provide long lasting dissemination.Countries and sub-topics/ dates of the meetings and Learning/Teaching/Training Activities were defined as below;1 FRANCE (coordinator)-The main task was to ensure effective communication between the partners and to promote and observe the development of the project-First project meeting in February 2015Topic: A choir, traditional games&costumes-Respecting another person's point of view-the basis for communication TURKEY :-Second project meeting in June 2015Topic: ” Traditional arts “ Product: An album with students' products like Ebru, collage, drawings, etc.Topic: “We have respect for others&respect for ourselves”; ROMANIA-Third project meeting in October 2015-Second (C2) Learning/Teaching/Trainig Activities in March 2016 -Topic: Literature, collage, drawings&masks PORTUGAL-Fourth project meeting in June 2016-Secong (C1) Learning/Teaching/Trainig Activities in April 2015 -Topic: A theatre play about violence at school-“Supporting&promoting desirable behaviors&attitudes among students”On the other hand two teachers from every school took the responsibility of study and produce intellectual outputs ""SHORT STORIES OF NATIONS PROMOTING TOLERANCE"" The book was created consist of the stories which were occured during the project between pupils and teachers and also families. The study as done by teachers who were from every partner school. The book was pressed and was put into the library of the schools.OVERCOMING THE RISKS OF EARLY SCHOOL LEAVERS AND IMPROVING BASIC SKILLS : A Methodology book was created consist of the quidelines.At the end we achieved;-Preventing students from violence and bullying-Improving of key-competences, including basic skills and transversal skills particularly entrepreneurship, languages and digital skills -Preveting early school leavers and social exclusion-Developing knowledge among students and teachers of the diversity of European cultures and languages and its value-European countries were learned-Pupil`s social and artistic skills were developed-Preventing youth violence-Inter cultural dialogue between different counties will be increased-Increasing the ability to solve conflicts harmoniously through dialogue"

"The ""GOOD food, BETTER health"" project, therefore, aimed at building a European partnership between schools in the food and wine sector (Italy, Poland, Portugal, Czech Republic) to encourage the development of virtuous processes of exchange and comparison in support of transmission and conservation of the European gastronomic tradition and the sustainable culture of food, starting from the founding teaching of the first and most important European medical institution, the Antica Scuola Medica Salernitana, and from the motto ""Let food be your medicine"" (Hippocrates) .The project established an exchange aimed at pursuing the following development objectives:• strengthened the ability of schools to be carriers of healthy and balanced eating patterns;• enhanced the common European gastronomic heritage, the variety and quality of European agricultural and “agri-food” products;• supported the use of sustainable approaches in the kitchen that are aimed at reducing food waste;• to support the mixing of different culinary traditions and the reciprocal transmission of knowledge. The achievement of these objectives also passed through the strengthening of the skills and knowledge of the school staff involved directly and indirectly in the project activities.At the same time, the project and the planned activities ensured the achievement of objectives concerning the students' professional and personal development and, specifically, the strengthening of personal, civic and social, linguistic and digital, as well as professional skills and knowledge.The project included 4 mobility activities, 2 of which were carried out in person and another two in online mode, due to the Covid -19 pandemic starting from March 2020. The in-person mobility took place in each of the schools partners and were aimed at encouraging exchange and collaboration between students on the analysed topics. Each activity involved 8 students and 2 accompanying persons for each of the foreign schools on the move. Exchange activities between students represented the culmination of research actionsand creation of materials carried out individually by each of the partner schools for the entire duration of the project. The activities carried out also allowed the realization of some tangible results: - research on the main factors underlying wrong food choices and food waste;- analysis of the survey conducted in each partner school; - presentations of local products and typical recipes of each area; - creation of a padlet regarding agricultural products and their division into groups of colours associated with nutritional characteristics; DOP, IGP and TSG branded products; good practices of reuse of waste in the kitchen; - creation of a shared recipe book to enhance the characteristics of local products and different culinary traditions."

The partnership involved initial 5 institutions from 5 European countries and it was the result of a common work based on the SWOT analysis of the partners’ needs. The distribution of tasks was a common agreement based on the experience and willingness of the partners to share their knowledge/ experience and to get actively involved in new things.After Italian partner dropped off the project partners decided to have 2 Transnational Meeting (Romania - October 2017 and in June 2019) and 3 Short-term exchanges of groups of pupils (Portugal-February 2018, Hungary-April 2018,Turkey-October 2018). ^2 students and 34 teachers participated directly at the mobilities.The activities carried out have offered the opportunity to students to:•create new innovative products: creating flashcards and thematic puzzles•develop their inter and intra personal skills: creating handmade bookmarks, attending lessons, presenting the products,participating to workshops, being part of the play during the Forum Theater activity•develop their ICT skills: using the project webpages (common site - http://understanding.ro, Facebook group -https://www.facebook.com/groups/1450645268303998/), creating the photo album of the project, presentations (topic “My country, my city, my school”), the logo of the project, digital photos, the calendar of the project, common movie (“Tolerance through my eyes”), the e-book (with the scenarios from the Forum Theater activity)•activate their civic duty of getting to know the lifestyle of other European communities•participate at sports competitions: playing board games, participating at outdoor and indoor activitiesOur project was designed to involve more students than teachers, thus these four activities have provided maximum benefit to the students. The teachers involved in the project have offered guidance and help whenever necessary; they have boost students’ confidence to trust themselves more and to dare to present their own ideas to the peers.In order to better implement the project, the partners agreed to divide the tasks at a national level, too, by sharing the responsibilities. Therefore, each partner was responsible to set up a project team for the implementation, dissemination, monitoring-evaluation and budget control of the project. These teams have as a main role to ensure the project develops in optimal conditions and are formed by coordinators, legal representatives, language teachers, IT teachers and accountants. In order to ensure the success of the project, each partner holds the responsibility to set up project clubs that organize activities for the students directly involved in the project, but also for anyone interested to join it.The project activities carried out at a national and international level aimed to encourage the school community to be more tolerant and understanding.