"""FutEUre Food"" is an innovative project for pupils from five secondary schools in five different European countries. The age of these pupils is 15-18 years old and they have an affinity with science. Pupils will visit the local university during the exchange, where they will be taught by students and lecturers. At the end of the Science Week they will present what they have learned to primary school pupils, ages 10-12 years, and their teachers. 750 pupils and teachers will be directly involved in this project. FutEUre food addresses a global problem. Humanity can't survive without food. But if we want to sustain ourselves in the near future, we have to deal with food in a different way. This is one of the greatest challenges of our time. To ensure sufficient food for the ever-growing world population, considerable adjustments will be needed. Not only the amount of food is important, but there will definitely be a change in the type of food. This will also bring about cultural changes, because national traditions and customs often have a relationship with food.In addition to the problem of a rapidly growing world population, humanity is also facing the problem of climate change. Global warming alone will have a considerable impact on the cultivation of crops. Which crops can withstand drought or extremely humid conditions? Is it safe to eat genetically modified food? These are just a few examples of issues the current generation and the next will have to deal with when it comes to famine and food security issues. The question is: are today's young people prepared for this? For all those involved in the project there will be an increase in knowledge and skills. For the secondary school pupils the approach of the project promotes the development of general entrepreneurial capacities, including personal qualities and attitudes that are useful in many settings such as willingness to take initiative, self-confidence, the ability to work together and social skills. In addition they will become acquainted with the academic world at the university, learn how to transfer knowledge to younger pupils and they will improve their scientific and linguistic skills. The schools from NL and ES have worked together on an earlier project. The schools from HR, SE and CZ also have experience with strategic partnership, but are new to the relationships with the schools from NL and ES. However, all participating schools are familiar with international exchanges. Each exchange will have its own theme. NL: Protein transitionES: Food, Science & CultureCZ: Water, an essential food nutrientSE: Protecting plants, protecting life HR: Soil preservation and food productionSo each exchange will address a topic of the bigger problem.This project came about through the cooperation between Insula College from the Netherlands and Wageningen University (WUR). WUR has set up an educational programme (Youth Institute). Because we find the link between the secondary schools and the universities so important and valuable in this project, this has become the basis on which the project has been further developed. The Wageningen Youth Institute is part of Wageningen University & Research and the World Food Prize Foundation in the United States. The Youth Institute challenges high school students to look for solutions to one of the biggest challenges we face in the world: “How do we feed the world in 2050 in a fair, sustainable and healthy way when the world population rises to 10 billion? This program fits perfectly with our project futEUre food. Prior to the project, pupils will do preliminary research about the country they will be travelling to. Through eTwinning, information will be exchanged between the different countries about the habits and problems that a country has to deal with in terms of food. This will give pupils a better idea of both the country they will be travelling to and the theme they will be working on. During the exchange week, pupils will research a topic within the week's theme. The results of the research will not only be based on theory, but will also be supported by field research. For example, local companies such as De Sprinkerhoeve in Dordrecht will be visited to investigate the extent to which all the necessary changes will affect them. Cultural and social influences on food in a country will also be addressed. To this end, pupils will test national recipes for future resistance. These recipes will be presented to the other pupils in the school through a food tasting event. All recipes will be bundled in on the website of the project. We want this project to learn the pupils that the future in the field of food will be something that they will personally have to deal with and that will influence everything and everyone. And we want to raise awareness of the importance of cooperation on a European level to ensure that healthy and sufficient food remains available for everyone in the future."

In 2015 world leaders agreed to 17 goals for a better world by 2030. To deliver the Global Goals in this short time the UN secretary- general Antonio Guterres called on all sectors of society for a decade of action. Schools play a central role in making the SDGs more popular and we have to help students act not only on a local but also on a European and global level because pressing issues like for example climate change transcend country borders and affect us all. It is not enough to teach about the SDGs. As global problems will only be solved when working together, in our project we want to learn from and talk with different businesses, politicians and organizations. We, five schools from Czech Republic, Finnland, Germany, Italy and Spain, want to implement the Sustainable Development Goals in our school life and make European teenagers aware of them. We want to teach them why they are important and give the subject the attention it deserves.The students aged 15 to 18 will find out what is being done in their communities already and how they can get active themselves. They will communicate their newly acquired knowledge to their peers by means of several media catered (especially) for teenagers like for example Instagram or podcasts or in other words: becoming ambassadors. Our project consists of 5 student mobilities - each one having a different focus and concentrating on different Sustainable Development Goals.During the mobilities the students will take part in workshops, meet experts to learn about the SDGs and work in international groups on the different products. Later the students will multiply the results at their schools. That way in the course of the project work, the students will acquire basic skills for participation in society and in the global context and media literacy.Furthermore, we will include a teacher training at the beginning of the project which will equip teachers with background knowledge about social media and podcasting. The results, Instagram and podcasts, are expected to be plurilingual. The students will practice their foreign language skills, can help each other and will experience that speaking many different languages is part of European identity. At the end of the project students present their results in a variety of contexts such as their own school, school open days, other schools, including primary schools in their areas and local events so that many can profit. Also we plan to present all the material in a digital exhibition at school or in the town hall to which we will invite representatives of organisations, local politicians, students and teachers. Furthermore, the project results will be disseminated in the local and regional press, on social media such as Twitter, Instagram or Facebook and in teacher training courses so that other educational institutions can also benefit from them. Through eTwinning the results of the project will be permanently available.All the activities carried out will eventually help to sensitize students, parents & teachers to the topic of climate change and will lead to a revision of our school concepts attaching more importance to climate change and the global goals. In summary, the project “#globalgoalsambassadors - European teenagers fighting for a better future” provides an innovative educational offer that builds on the SDGs as a conceptual context for learning in order to enable students to develop 21st century skills and to apply them in a real world context to make our planet a better place.

CONTEXT/BACKGROUND: The development of technology causes that the future society and labour market in Europe are changing very fast. Because of the globalization, employees of the future will work in a more diverse environment. Looking at these trends, 21st Century skills are gaining in importance. With the Skills Agenda (2016) the European Commission invites stakeholders to work together to: Improve the quality and relevance of skills formation - Make skills more visible and comparable - Improve skills intelligence and information. Critical thinking, entrepreneurship, problem solving or digital competences are just some of the competences enshrined. In the changing labour market, VET organisations need to have attention for the 21st century skills to prepare students for the future. Research shows the implementation of the 21st century skills in VET is not sufficient within the Business educational programmes. Occupations in the Business sector are changing (think of e-commerce/e-services) and organisations need to develop modern and future-oriented Business educational programmes. To be able to do this it is necessary to find out the real competence needs that companies sets to to future work. OBJECTIVE: With the results of this project partners have the overall desire to improve the employability of VET students in the Business sector or as entrepreneurs in Europe. Therefore, the project has the objective to develop future-oriented and innovative modules for business educational VET programmes. PARTICIPANTS: In this project 6 partners work together to achive the common objective of the project: 5 VET organisations and 1 company in the business sector. Partners have promised to stimulate the exchange of/between teachers who want to develop international education and teaching with others from abroad. Together they will stimulate the use of new technical development in learning and teaching. After research the partners concluded it is important to investigate the 21st century skills employees need in the Business sector so that future-oriented innovative modules can be developed in VET. Additionally, teachers of the VET organisations need skills (mainly digital and communication) and tools to design and teach the modules. The close collaboration between teachers, students and companies in this project is very unique. ACTIVITIES AND RESULTS European framework of 21st century skills for the business sector: VET organisations, students and companies create a common understanding for which 21st skills employees of the future need in the Business sector. Beside that they will also create a common understanding for which 21st skills teachers in business educational VET programmes need to be able to prepare students successfully for their future. A European Framework with competences will be developed. Blended learning modules and OER: With the help of the mentioned framework, teachers and other professionals teachers are able to design future-oriented innovative modules. The modules will be based on blended learning and it will be possible to integrate them into the VET qualification standard, they will be available in a free open education resource (OER - e.g. Moodle). Teacher training activities and programme: With the help of the mentioned framework, teachers will be trained to develop their skills so that they will be able to design and teach the modules as a part of their programme. A custom made teacher training programme will be developed and executed. METHODOLOGY In this project the participants will work project-based, structured towards the formulated objectives and results. The project period will be divided in consecutive phases (preparation, exploration, training part 1, development, training part 2, testing and adjusting, evaluation and disseminatio). Every phase knows it's own activities and results. IMPACT AND LONGER TERM BENEFIT The project will have a positive impact on the participating organisations and their teachers/professionals and VET students. The employability of VET students in the Business sector or as entrepreneurs in Europe will be improved. The results will have posItive impact on companies in the business sector and policy makers (ministries of educations) too. Companies will be supported in communicating their needs and describe and compare key competences and related skills, in the (future) work area and practical learning settings environments. They will be able to find future proof employers. The results will have an impact on national policy makers of the partner countries, integration of the framework and modules into the local qualification standards is a desired impact and will be explored.