Project Participants

• Participants were able to contribute to their personal, cultural and professional development. They also had the opportunity to work with colleagues from different countries, exchange information and develop different perspectives.

• They had the chance to learn about different practices and methods, with an intercultural understanding.

• They had the opportunity to learn new languages and cultures, and to introduce their own language and culture.

• They had the opportunity to see closely how disadvantaged groups, especially deaf and hard-of-hearing people, are supported within European culture.

• More than 200 people took part in our activities and multiplier events.

 

Participating Institutions

• International cooperation among our participating institutions increased, both in quality and quantity.

• Their professionalism and institutional capacity improved, adding value to their regions and countries.

• They gained knowledge, skills and experience they can draw on for similar work in the future.

• They built close networks with professional associations, higher education unions, the business world and other stakeholders.

• More than 20 institutions took part in our project, its activities and its events, at national and international level.

 

National and International Level

• We contributed to the diversification of vocational training areas for deaf and hard-of-hearing people, at national and international level.

• We presented and encouraged good practices for including sign language in vocational education.

• We supported the use of technology and the development of digital skills in vocational education.

• We contributed to the social and educational value of Europe's cultural heritage in gastronomy.

• We contributed to the integration of digital education materials, both vertically and horizontally, into existing education systems.

• We contributed to the development of inclusive and accessible vocational education policies and systems.

• Our project contributed to the competitiveness of EU countries in the food and beverage, and tourism sectors.

• Our project helped carry the visibility of Europe's services for people with disabilities onto the international stage.

• We hope this will contribute, over time, to more deaf cooks finding employment across Europe.

• In the long run, we hope to see this approach expanded to other professions, such as pastry, accommodation services, and beauty and hair care.

 

End Users of the Distance Education System

• Individuals without a profession who wanted to learn cooking gained access to free, online educational materials.

• Chefs who were already working but struggled to develop their skills because of irregular working hours gained access to educational materials, independent of time and place.

• Cooks from different countries, deaf and hearing alike, gained a shared platform for educational materials that supported their personal and professional development.

• Deaf chefs found new opportunities in line with their professional career plans and goals.

• They had the chance to learn a language they didn't know before, and to improve the languages they already knew.

• Our project improved their digital skills.

• More than 100 people from each partner country successfully completed the curriculum we prepared.

• In addition, the sign language content and the culinary terminology dictionary we developed within the project contributed to the language development of the deaf community, and in turn to their professional and social integration.