How to excel in sustainability and diversity within 16+y. vocational education. Quality management on sustainability and diversity within cooking and catering education program.

<< Background >>In summary, the project addresses the critical need for vocational education systems to adapt to Europe's increasing diversity and the global shift towards sustainability. It aims to create an environment that is not only inclusive and sensitive to the varied backgrounds of its learners but also committed to instilling sustainable practices and considerations into the curriculum. This to make sure students in cooking and catering define the industry of the future for cooking and catering towards inclusion and sustainability. This project enabled learners, staff and stakeholders to master general skills and attitudes related to diversity, such as considering issues from multiple perspectives and reflecting on their own social and cultural identities. Through best practices learning opportunities were created that emphasizes diversity and inclusion. The cooking and catering department incorporated sustainable practices into their curriculum, reflecting a shift towards healthier lifestyles and environmental conservation. By using a qualitative measurement tool and peer evaluation as a methodology ensured a high level of implementation of sustainable and inclusion practices.<< Objectives >>The final objectives of the project are to:1. Create an inclusive environment in cooking and catering vocational 16+ education by improving diversity sensitive teaching and learning.2. Implement sustainability in cooking and catering vocational 16+ education to create a sustainable and conscious environment. (SHE= Sustainability Higher Education).3. Validate the SHE-instrument, a sustainable higher education instrument for vocational education and training.4. Describe the methodology of validation and changes and results into a handbook.Describe the best proven practices into a handbook.<< Implementation >>The PDCA (Plan – Do- Check -Act) must be gone through several times to ensure quality assurance. We did organize TPM’s (Transnational Project Meetings) to validate the measurement instrument. We completed a 5-step validation for the measurement tool to be certain we ensured the quality process. We discussed the structure of the handbooks during a TPM and an organized a needed brainstorm on the content of each topic. All partners reviewed the handbooks. The LTTA’s (Learning, teaching and training activities) were necessary for a training to understand the measuring instrument and guide the instrument. During an LTTA we learned how a PDCA quality process works and how to analyze priorities in the development of action plans. We trained the methodology of a peer evaluation and this quality cycle, and the materials needed to prepare and evaluate a peer evaluation. The peer evaluation itself in the different organizations and the report on the conclusions of this peer assessment was also during a LTTA. Each organization organized an event to share the measurement tool, the methodology to determine and roll out priority processes, the methodology of peer evaluation. Other VET (Vocational Education and Training) schools can adopt this ready-to-use material.<< Results >>We developed and validated a measurement tool on SDG’s (Sustainable Development Goals) for VET education. We described the validation process so Vet schools can use this methodology for the validation of other instruments. We described the whole quality process from prioritizing the conclusions of the measurement tool, to set best practices and roll them out by an action plan based on the PDCA principles. In the handbook we described the methodology of peer evaluation. The preparation of a peer evaluation by all partners, the organization of a peer evaluation and the writing of the report. For all described processes we made checklists and templates available.