EuroVeg - European Commission

EuroVeg – Training of European competency in sustainable, healthy and well-balanced nutrition for professional chefs and caterers

ANALYSIS REPORT

Contact: Julia Schneider ([email protected]) VEBU - Vegetarierbund Deutschland e.V., Project Manager EuroVeg

EuroVeg - Analysis Report

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0. Prologue This report is part of the Leonardo project “EuroVeg - Training of European competency in sustainable healthy and well-balanced nutrition for professional chefs and caterers”, which aims to conduct a European curriculum for vegetarian cuisine in vocational cookery education. The EuroVeg project is financed through the Life Long Learning Programme of the European Commission. The Life Long Learning Programme aims at enabling people to take part in stimulating learning experiences, as well as to develop the education and training sector across Europe.1 EuroVeg has a running time of thirty months. This report was drawn up in the project’s initial phase. It describes the criteria and objects that the curriculum of a “vegetarian cuisine” should obtain. This description is based on an examination of current vocational training with regards to its structure and contents. The report was written by the four non-governmental organisations of the involved countries: VEBU (Germany), EVA (Belgium) VGO (Austria) and the NVB (The Netherlands). Each organisation conducted the research in its own country. The general parts of the report were written in collaboration. Sincere thanks are given to the partner schools for their support in writing this report. This project has been funded with the support of the European Commission. This publication, however, reflects the views of the authors only, so that the Commission cannot be held responsible for any use which may be made of the information contained therein. Berlin, 31 December 2012 Nicole van den Bogerd Cielle van Dooren Dr. Olivia Ladinig Julia-Sarah Hennig

1 Cf. http://ec.europa.eu/education/news/news3023_en.htm. Accessed 25/11/2012.


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1. Introduction EuroVeg reacts on the increasing demand for vegetarian cuisine. The relevance of a meat-reduced cuisine is constantly increasing. An actual survey of the leading German specialist magazine “gv-praxis” (8/2010)2 shows that the customer’s wishes are more and more concentrating on a plant based cuisine. Vegetables are part of the three most popular articles of food: 1.) salad (76%), 2.) fresh herbes, 3.) vegetables. With 66% salad is the most popular dishm before Wok-dishes and explicit vegetarian ones. According to an Emnid study done in 2010, 51% of the German population is willing to reduce their meat consumption. The most named reason is individual health (40%), but also animal rights (14%), climate protection (13%) and financial aspects (11%) are reasons for a more and more frequently adopted vegetarian lifestyle.3 That is the reason for a growing demand of skills to prepare balanced meals containing little or no animal products. The traditional vocational chef education and training (VET) in Europe does not yet consider the know-how and the skills of a sustainable and balanced cuisine with low or no content of animal products. The lack of knowledge in this field leads to insufficient skills of chefs and caterers to meet the new needs of their customers. This report provides insights in the current educational systems in Austria, Belgium, Germany and The Netherlands and especially in the training leading to becoming a professional chef, with a special regard to education in sustainable and plant based cuisine. Based on document analyses, semi-structured interviews and quantitative online surveys the following questions will be answered: What are the theoretical criteria of training for vocational chef education in the four countries and how are they conducted in practice? How is a plant-based cuisine integrated into this training and how is it judged depending on predefined assessment criteria? How do teachers and students feel about the current and possible future integration of vegetarian cuisine? Based on the outcome of this report, the EuroVeg partners will conduct a European curriculum with lesson content about a plant-based cuisine. This research will form the basis for appropriate structures and contents of the teaching materials.

2 vgl. F&B Ranking 2009. In: GV-Praxis 08/2010. S. 16ff. 3 Cf. http://albert-schweitzer-stiftung.de/aktuell/emnid-deutsche-wollen-weniger-fleisch-essen (access 13 December 2012).


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2. Research Methods The research was split up into three basic parts: document analysis, data collection, and semi-structured interviews. Below you will find more detailed information about the single methods.

2.1 Document Analysis Before the data collection started, a literature research was conducted. The aim of the literature study was to gain an insight into the current education system in Austria, Belgium, Germany and the Netherlands. Specific research was carried out on the education that leads to a profession in the kitchen, with a strong focus on professional chef education itself. Literature was found on government websites and databases, as well as on the websites of the European Union and the country-specific institutions which are responsible for education. Schools provided their curricula and teaching material and also the possibility to gain an insight into several other materials which can be used. Additionally they were interviewed about all upcoming questions. This literature analysis created the basis for defining the target group for the curriculum and further research.

2.1 Data collection After specifying the target group, all the institutes offering vocational cook education in the four different countries were researched and listed. After gaining the institutions’ general contact information, attempts were made to get in contact through telephone and email with specific persons who are in charge of the cook education at each institute. Personal contact has a positive influence on the response rate and the quality of the answers. Interested and actively involved people are able to give scientific answers or otherwise pass the survey to the right person. Additionally a nationwide impression about the actual interest situation regarding plant-based diet was gained. The list of interested people is essential for the further project development, e. g. for creating a feedback team and promoting the finished teaching material. In order to gain the most possible detailed and scientific insights in a plant-based cuisine in the current vocational chef training, it was decided that the research be conducted through an online survey. Advantages of an online survey are the participants’ ability to answer the questions in their own time, it needs only little time, it incurs only low costs, and it is remarkably easy to spread and to handle, so that many persons can be asked. Due to the document analysis, it was suggested that there are two different topics which have to be evaluated. On the one hand, it is necessary to know as many facts about professional chef


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training as possible. On the other hand, it is necessary to get an impression about how the importance of a plant-based diet as well as the current educational situation of this topic and how its future is assessed. Considering that these are two different parts, two surveys were designed: one only for students and one for administrative persons. This was addressed to mainly one person per institution who is in charge of professional chef training. This has mainly two advantages: Firstly, the teachers are in the best position to provide factual information; therefore this procedure avoids that students who may not know formal details give imprecise answers. Secondly, the students’ appraisal can be compared with the teachers’ factual information and also with their appraisal of the current and a potential future situation.

3. The European Qualification Framework for Lifelong Learning (EQF) Increased global competition on the labour market, high numbers of low-skilled workers and an ageing population mean that vocational education and training (VET) is important for preparing individuals for the labour market and to ensure Europe’s future competitiveness and innovation. For these reasons, the European Commission, EU member states and other countries are working together to improve and strengthen VET across Europe. The Copenhagen Process established in 2002 is the basis for co-operation in VET. Currently there are initiatives under development to enhance the transparency, recognition and quality of competences and qualification. These initiatives are: Europass; European Credit system for VET (ECVET); European Quality Assurance reference Framework for VET (EQAVET) and the European Qualification Framework (EQF). The EuroVeg curriculum is based on standards of the European Qualification Framework for lifelong learning (EQF). EQF is a “Meta-framework”4 that “has been designed to act as a reference for different qualifications systems and frameworks in Europe.”5 It “provides a common reference framework which assists in comparing the national qualifications systems, frameworks and their levels. It serves as a translation device to make qualifications more readable and understandable across different countries and systems in Europe, and thus promote lifelong and life-wide learning, and the mobility of European citizens whether for studying or working abroad.”6 In the context of vocational education and training (VET) systems, ECVET (European Credit System for Vocational Education and Training) aims to better compare the different VET

4 European commission: Explaining the European Qualifications Framework for Lifelong Learning, Luxembourg 2008, 4. Online: http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_en.pdf (access 13 Dec 2012). 5 Ibid. 6 http://ec.europa.eu/eqf/home_en.htm (access 13 Dec 2012).


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systems across Europe and their qualifications and to facilitate the validation, recognition and accumulation of work-related skills and knowledge acquired during a stay in another country or in different situations.7 It is comparable to ECTS (European Credit Transfer System) in university education. In 2008, the European commission and the European Parliament suggested that the different bodies in charge of national and / or sectoral qualification systems and frameworks relate their respective systems to the EQF. Although full implementation of the EQF by the end of 2012 was the aim, this has not been achieved. Once it is, however, all national qualification systems will be linked to the EQF so that it will help individuals, employers as well as education and training providers to be able to compare individual qualifications from different countries as well as different education and training systems.

4. The educational systems in the partner countries involved in the EuroVeg Project

4.1 Austria

4.1.1 The Austrian education system - basic facts

The Austrian educational system has four levels: primary, secondary (split into secondary I and secondary II), post-secondary, and tertiary. The division is made according to the ISCED (International Standard Classification System of Education) classification of the UNESCO. All levels (except for the higher education system, which is governed by the Federal Ministry of Science and Research) are funded and supervised by the Federal Ministry for Education, Arts, and Culture8 (BMUKK). The actual administration is done on state level. The legal basis for primary and secondary education in Austria is based on three acts: the first is the School Organisation Act (Schulorganisationsgesetz, SchOG, BGBl. no. 242/1962 as amended) of 19629, which includes the structure of the Austrian school system, general accessibility and exemption from tuition fees and public schools, the structure of curricula, provisions related to school pilot projects and special provisions concerning school organisation. The other act that is important for the Austrian education system is the School Education Act (Schulunterrichtsgesetz, SchUG, BGBl. no. 472/1986 as amended) from 198610. This act regulates instructions and teachings at the schools to which the SchOG applies, and comprises provisions about admission, assessment of pupils, repetition of school grades, cooperation of teaching staff, pupils and legal guardians. The third act is the core curricula for all school types

7 Cf. http://ec.europa.eu/education/lifelong-learning-policy/ecvet_en.htm (access 13 Dec 2012). 8 http://www.bmukk.gv.at/ 9 http://www.ris.bka.gv.at/Ergebnis.wxe?Abfrage=Bundesnormen&Titel=SchOG&VonParagraf=0 10 http://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10009600


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that are issued by the BMUKK. These curricula only serve as frameworks for orientation, and provide plenty of space for the schools to develop their own special focuses and school profiles. The legal basis for the dual system (apprenticeship training) are based on different acts and regulations. For the school-based part, the above-mentioned SchOG, SchUG and the framework curricula apply. The company-based part of the training is regulated by the Vocational Training Act (“Berufsausbildungsgesetz”, BAG, BGBl. no. 142/1969 as amended) from 196911, and is the competency of the Federal Ministry of Economy, Family, and Youth (BMWFJ). Every vocation additionally has collective agreements which are based on both the Austrian Federal Economic Chamber (WKÖ) and the trade unions. These regulations are binding for all companies that would like to employ apprentices. What follows is a short description of the different levels: After some optional years in an elementary school (ISCED 0), pupils attend primary school for 4 years (ISCED 1). It starts at the age of 6, and is part of the 9 year long compulsory education in Austria. After primary school, pupils either attend 4 years of preparatory school for higher education (academic preparatory school, lower level) or 4 years of preparatory school for vocational education (regular secondary school) (ISCED 2). However, at this point the choice of school is not binding to the future career yet. Only after completion of this level, pupils make a more permanent choice whether they would like to pursue an academic career (and attend academic preparatory school, higher level, ending with the qualification to study at a university, ISCED 3A), or a technical / vocational one. In the latter case, which is what 80% of the pupils choose, there are different options, all classified as level secondary II. The first option for vocational training is the classic apprenticeship training, also called the dual system (henceforth apprenticeship, ISCED 3B)12. After a one-year pre-vocational school, the pupils choose their desired vocation (currently there are 240 registered apprenticeship trades), and apply for an apprenticeship position in a licensed training company. Apprenticeships last mostly three years. The company-based training is regulated by the Federal Ministry of Economic Affairs and Labour while pedagogical matters fall into the province of the Federal Ministry of Education, Arts and Culture. This company-based training, which makes up 80% of the apprenticeship period, is complemented by compulsory attendance of a part-time vocational school, providing theoretical basics of the occupation and complementing the company-based training. These part-time vocational schools are organised in different ways: either one day a week over the course of the whole duration of the apprenticeship, blocked for several weeks each year, or seasonal. The curricula of part-time vocational schools for apprentices are framework curricula which define educational objectives, contents and the procedures for the planning and realization of study processes. The apprenticeship ends with an apprenticeship-leave examination (LAP), which is taken in front of independent experts.

11 http://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10006276 12 http://www.bmukk.gv.at/enfr/school/secon/app.xml


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The second option for vocational training are intermediate technical and vocational schools (henceforth VET schools, ISCED 3B). They combine subject-specific skills with general education. Compared to the apprenticeship, they have less practical training, since they only work in companies for a small amount of time, due to the focus of the schools being equally on general education. The Trade, Commerce and Industry Regulation Act (“Gewerbeordnung”)13 and supplementary regulations lay down the general and specialist prerequisites candidates need to fulfil for exercising regulated trades (skilled crafts and other regulated trades) on a self-employed basis. Like the apprenticeship diploma, the VET school certificate offers professional qualification and equals the apprenticeship-leave examination of certain trades. The third option for vocational training is higher technical and vocational colleges (henceforth VET colleges, ISCED 3A/4A). They last 5 years, and the training is highly specialised, with thorough general education. Completion of this type of school awards a general qualification of university entrance (“Matura”) as well as certain VET diploma. The levels going beyond that (ISCED 5/6) are of less importance to this project, and will be skipped, or only mentioned briefly: Post-secondary education comprises educational institutions for nurses and other health professions. Non-university tertiary levels include schools for master craftsmen, foremen and construction trades, midwife colleges, medical-technical colleges, and education in cardio-technical service. The tertiary level consists of universities, universities of applied sciences, or university colleges of teacher education.

13 https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10007517


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Figure 4.1.1. Austrian education system including the ISCED equivalency14

14 http://www.statistik.at/web_en/statistics/education_culture/formal_education/index.html


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4.1.2 The Austrian education system in light of the EQF

In the course of the national consultation process on the EQF (2005/06), it was demanded that an NQF (National Qualification Framework) be set up for Austria. By 2013, the entire Austrian qualification system will be integrated into a classification scheme with eight levels. An interim report is available; however the implementation is still on the way15.

4.1.3 Professional chef education I - Dual System

4.1.3.1 Curriculum The “Verordnung des Bundesministers für wirtschaftliche Angelegenheiten über die Berufsausbildung im Lehrberuf Koch16“ was brought into force atthe conference of the ministers of economics, family matters, and youth. The current version is valid as of 2006 and sets the legal framework concerning formalities and basic contents. The vocational training for becoming a professional chef is officially recognised by the state. There are no specific requirements which have to be fulfilled before applying for a professional chef education, but the frame curriculum is based on the skills and knowledge pupils have after successfully finishing secondary stage I at its easiest level (“Hauptschule”). The training has a total length of three years which includes the part at the professional school and the practical part in the companies. It is up to each school if they want their students to visit school one day a week or for one whole week (5 days) per month. The ministry only designs the framework for the curriculum; each school is allowed to develop the detailed curriculum itself. In total, the school-based chef education spans 1080 hours. The vocation specific lessons are 600 hours, with an additional 40 hours of special areas to choose from.

! Nutrition and food science (“Ernährungslehre und Warenkunde”) 80 This subject deals with the relationship between nutrition and health, biological basics, and the psychological and aesthetic aspects of meal preparation. The curriculum specifies the introduction of different diets, including the vegetarian diet.

! Meal and menu preparation (“Speisen- und Menükunde”) 120 This subject comprises the theoretical pendant to practical cooking, and introduces background knowledge about various dishes, including vegetables and salads. Subjects relevant for vegetarian cuisine (current trends in cooking and international cuisine) can be found here.

! Business organisation and tourism (“Betriebsorganisation und Touristik”) 80 This subject deals with the business aspects of the vocation. Most of the topics covered are equally applicable for vegetarian as well as non-vegetarian cookery.

! Practical work (“Praktische Arbeit”) 320

15 http://www.oead.at/index.php?id=4219&L=1 16 http://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10007617 (accessed 26.12.2012)


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This subject is the core of the school-based cookery lessons: The preparation and cooking of different dishes including vegetables and salads. Here also other practical matters like shopping and the preparation and design of menus are taught.

! Optional exercises (“Unverbindliche Übungen”). 40 These lessons are optional, and can be attended in addition to the mandatory lessons. A selection of courses are offered, for example bartending, creative cooking, or beer culture, to name a few.

4.1.3.2 Materials There are no mandatory teaching materials, and schools are free to choose from the wide selection of teaching materials available. In many schools, scripts are designed by the teachers, and these are used additionally to the books chosen by individual teachers or the school. Depending on the books’ topics, various ways to work with grains, vegetables and legumes are presented. An analysis of the material suggests that the teaching materials, which count as standard, do not consider many of the staples from the modern vegetarian cuisine. The most common books are from the publisher Trauner Verlag17.

4.1.3.3 Plant-based Curriculum As can be seen in the frame curriculum, an education institution is obliged to teach theoretical as well as practical aspects with regard to plant-based fare. However, neither concrete hours nor contents are specified, and it is up to the individual institution and teachers to decide what is important. In addition to the school, it depends in large parts on the responsible person that works with the apprentice at the company, where 80% of the time of the apprenticeship is spent.

4.1.3.4 Survey design and results For many questions we offered ranking scales, which were always presented with the following categories:

! not at all ! to a small extent ! to a considerable extent ! to a strong extent ! to a very strong extent

4.1.3.4.1 Participants and cultural catchment

The survey was sent to all 12 schools offering vocational education for apprentice cooks in Austria. We received answers from 7 (58%). Each of the nine states of Austria has one vocational education school for cook apprentices, except Lower Austria which has 3, and Tyrol which has 2. Lower Austria is the largest state in terms of area, so it makes sense that more 17 Cf. http://www.trauner.at/buchliste.aspx?kat=143.


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schools are located there. The reason for two schools in the relatively small state of Tyrol is not clear. A likely explanation is that Tyrol is the state with the highest emergence of tourism. The schools often teach multiple vocations, and have between 180 and 1450 (average = 440, SD = 415) pupils in total graduating each year. Between 100 and 1100 (average = 293, SD = 332) apprentice cooks graduate each year. From the people who filled out the survey, 44% were directors or vice-directors, 56% were teachers who are responsible for the cookery education. 4.1.3.4.2 State of the art: structural education facts In only one of the schools is one allowed to do the practical part of the apprenticeship in a vegan company, 4 schools allow it in vegetarian companies (57%), and in 29% of the schools it is required to complete the practical parts in companies that do not allow any dietary restrictions. In all but one school all students are obliged to taste meat and fish dishes. Over 70% of the schools indicate that they explicitly teach vegetarian cuisine (meaning it significantly goes beyond the preparation of vegetarian dishes used simply as side dishes or salads) in different places of the curriculum: On average (minimum - maximum), this amount of hours are spent on the subject: - 6 (5-15) in “nutrition and food science” - 4 (2-10) in “meal and menu preparation” - 1 (0-4) in “business organisation and tourism” - 18 (6-30) in “practical work”. The majority of the schools (4 out of 5) indicate that the lessons are an equal mix of theoretical and practical instructions. Additionally to those lessons that deal explicitly with vegetarian cuisine, there further are lessons that deal with the preparation of vegetable matter as side dishes and salads. On average (minimum - maximum), this amount of hours are spent on the subject: - 5 (0-10) in “nutrition and food science” - 6 (3-10) in “meal and menu preparation” - 2 (0-5) in “business organisation and tourism” - 16 (10-24) in “practical work” The majority of the schools reports that the lessons are structured equally with regards to practice and theoryl. For those 30% of the schools that indicated that they do not teach lessons explicitly dealing with plant-based cuisine, the following hours are spent on the preparation of vegetable manner as side dishes or salads: On average (minimum - maximum), this amount of hours are spent on the subject: - 9.5 (4-15) hours are spent on the subject in “nutrition and food science”


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- 4 (2-10) in “meal and menu preparation” - 0 in “business organisation and tourism” - 13 (6-20) in “practical work” Again, the majority of the schools reported that the lessons are structured equally with regards to practice and theory. 4.1.3.4.3 Detailed education contents specific to vegetarian cooking Most schools introduce the most common vegetarian ingredients (tofu, legumes, some more unusual grain products, plant milk, plant-based binders and alternatives to gelatine) both theoretically as well as practically, or at least theoretically (tempeh, quinoa). Many less common products like TVP and tahini, both staples in modern vegetarian cuisine, are hardly mentioned at all. For some products like seitan, amaranth, avocado, hummus, nutbutters, and plant-based cheese, the picture variITaries, with some schools using them in theoretical as well as practical lessons, whereas other schools not mentioning them at all. The topics “vegetarianism” and “veganism” are being covered to a moderate to strong degree in 71% of the schools. The environmental implications range from strongly to very strongly (43% each), the mentioning of fair-trade issues range from rarely to very strongly, with 43% reporting it to be covered strongly, advantages and disadvantages of organic and conventional foods are being covered strongly (86%) to very strongly, and the implications of animal products are being covered very strongly without exception (100%). For general cooking lessons, books and scripts (100 and 71% respectively) are used. No usage is made of online presence, e-learning software, or others. The scripts are primarily compiled by the teachers in charge; the books are mostly the textbooks from the publisher Trauner Verlag. For cooking lessons dealing particularly with vegetarian cuisine, the same books and scripts are used (71% each). In one of the schools, online presence is used, and the other means are again not utilized. 4.1.3.4.3 Perspectives In reply to the question whether the respondent perceives the subject of vegetarianism to have increased in the public discourse within the last 10 years, no one answered with “not at all”, 14% with “minimally”, 43% with “moderately”, 14% with “strongly” and 29% with “very strongly”. A very similar pattern emerged with regard to the question of whether the subject of vegetarian cooking has increased in the student discourse. Amongst the most important subjects related to vegetarian cooking to be covered in lessons, the following were mentioned:

! 86% animal protection and choice of ingredients ! 86% sustainability and choice of ingredients ! 71% recipes


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! 57% communication- and marketing strategies ! 60% marketing potentials of vegetarian dishes ! 42% Eco-Labeling ! 42% plant-based community catering ! 42% national and international opportunities for further education

The preferred teaching methods are clearly guest lectures (100%), internet presence (57%), teaching handbooks, animated videos, and workshops (42% each). Over 70% of the surveyed responded to the question of whether they think that vegetarian cookery should play a more important role in the chef education with “strongly”. None of the respondents can imagine the introduction of a purely vegetarian chef education. The main obstacles would be “not enough demand from the student’s side”, “no established legal framework”, “no qualified teachers”, and “not enough companies for the apprentices to cover the practical part of the apprenticeship”. However, 57% are in favour of offering a 100-hour long module that deals explicitly with vegetarian cookery. And the vast majority (86%) of the surveyed can imagine offering 40-hour long optional exercises on the subject. For both options, the most important arrangements to be made would be financial and staff resources, the official and legal certification of the module, as well as teaching materials.

4.1.4 Professional chef education II - Service schools and colleges

Besides the dual system, the chef education can be completed in the course of intermediate and higher schools and colleges (“Fachschulen” and H(B)LAs) at different types of schools. The first two have a focus on service industries management: the “Fachschule für wirtschaftliche Berufe” offering intermediate, and the “HBLA für wirtschaftliche Berufe” offering higher education, henceforth called service school and service college, respectively. Most of the time, intermediate schools and higher colleges offering vocational education share the same infrastructure, together with many of the lessons. Even though these schools and colleges offer the degree of becoming a chef, the main emphasis of these types of schools and colleges lies mainly on general education, as well as specific education about management, business and organisation, as well as on foreign languages, nutrition and business management, business organization and industrial management, human ecology, social services and health care and cultural tourism. The vast majority of people who complete these types of schools do not work as chefs afterwards. Contrary to the framework curriculum of the dual system, the intermediate and higher schools and colleges specify their frame curriculum in hours per week. Since there are approximately 36 weeks per school year, the following numbers can be multiplied by 36 to obtain full comparability to the dual education. However, for the sake of precision, the numbers here were reported in hours per week as specified in the framework curriculum.


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The survey was sent to all 119 intermediate and higher technical and vocational schools and colleges that were assumed to offer chef education. We received answers from 42 which is a return rate of 36%. The majority of the completed responses came from one of the schools focussing on service industries management vocational training (88%), and only a handful of the responses came from one of the school types focussing on tourism (see next section). The surveys for these types of schools were designed in a way to allow for answering questions for multiple types of schools within one survey. As described above, very often one institution hosts multiple types of related yet distinct schools, and large parts of the curriculum are shared.

4.1.4.1 Service schools and colleges - general curriculum

4.1.4.1.1. Service schools

Service schools require pupils to take 105 hours per week over the course of 3 years. Lessons contain general education, spanning languages, politics, arts, IT, and many more. 19 of the 105 hours are dedicated to ‘nutrition, gastronomy, and hotel sector’.

! Nutrition (“Ernährung”) 3 ! Kitchen and service (“Küche und Service”) 14 ! Business organisation (“Betriebsorganisation”) 2

Further, each student has to choose from 6-9 hours per week from a core area of focus (“Ausbildungsschwerpunkt”), and 0-3 hours per week from seminars (for a total of 9 hours). Popular core areas of focus and topics for seminars are - Second language - IT support - Health and social issues - Arts and creative work In total, 4 full weeks of internship have to be completed during the 3 years of the education.

4.1.4.1.2. Service colleges

Service colleges require the completion of 175 hours per week, over the course of 5 years. . Lessons contain general education, from science to languages to politics to arts to IT. 20 of the 175 hours are dedicated to “nutrition, gastronomy, and hotel sector”.

! Nutrition (“Ernährung”) 4 ! Kitchen and service (“Küche und Service”) 14 ! Business organisation (“Betriebsorganisation”) 2

Further, each student has to choose from 8-16 hours per week from a core area of focus (“Ausbildungsschwerpunkt”), and 0-8 hours per week from seminars (for a total of 16 hours).


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Popular core areas of focus and topics for seminars are - International communication in economics - Cultural tourism - IT and media - Arts and creative work In total, 12 full weeks of internship have to be completed during the 5 years of the education.

4.1.4.2 Vegetarian curriculum for school and college combined There is no space in the framework curriculum that explicitly mentions vegetarian cookery. However, all sectors (nutrition, kitchen and service, and business organisation) would allow the incorporation of plant-based subjects. The framework curriculum of the subject “nutrition”, for example, specifies the inclusion of “alternative diets”, ”current trends”, as well as “diets of different target groups”. Besides others, the learning outcomes are: - to reflect on nutrition, develop health-enhancing behaviour, and take responsibility for health - to be familiar with current diets and forms of nutrition, and develop appropriate menu plans - to be aware about the sustainability with regards to global resources and principles of ethics The framework curriculum of the subject “kitchen and service” specifies, amongst others, the preparation of dishes, and includes “current trends”, “whole foods diets”, and international cuisine, and it mentions the “interaction with guests from different target groups”, as well as the “design of alternative menus”. The framework curriculum of the subject “business organisation” deals mostly with organisational issues, and is equally applicable to regular cooking as well as vegetarian cooking.

4.1.4.3 Survey We received 23 completed surveys, with data for 35 individual schools. In the following we analyse the first part of the data (participants and cultural catchment) individually for each school type, and the second part (detailed education contents specific to plant-based cooking as well as perspectives) combined for the institutions that host multiple school types.

4.1.4.3.1 Service college - participants, cultural catchment and structural education facts

20 of the schools are service colleges. About 85% were the heads of department (“Fachvorstand / Fachvorständin”), the rest were teachers involved in the vocational chef education. The schools often teach multiple vocations, and have between 26 and 250 (average


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= 93, SD = 46) pupils in total graduating each year. Between 1 and 150 (average = 73, SD = 40) apprentice cooks graduate each year. 55% of the schools indicate that students are allowed to do the practical parts in vegetarian companies, 10% allow practical parts in vegan companies. In 35% of the schools it is required to complete the practical parts in companies that do not have any dietary restrictions. In 80% of the schools students are obliged to taste meat and fish dishes. Over 70% of the schools indicate that they explicitly teach vegetarian cuisine (meaning it significantly goes beyond the preparation of plant-based dishes used simply as side dishes or salads). On average (minimum - maximum), this amount of hours are spent on the subject: - 5 (2-10) in “nutrition” - 12 (5-30) in “kitchen and service” - 3 (0-20) in “business organisation” - 3 (0-20) “key area of training” - 1 (0-5) in seminars In the majority of the schools (71%) these lessons are an equal mix of theoretical and practical instructions, the remainder only teach them on a practical level. Additionally to those lessons that deal explicitly with vegetarian cuisine, there are further lessons that deal with the preparation of vegetable matter as side dishes and salads. On average (minimum - maximum), this amount of hours are spent on the subject: - 7 (0-20) in “nutrition” - 21 (0-100) in “kitchen and service” - 1 (0-5) in “business organisation” 50% of the schools teach vegetarian cuisine mainly practical, 14% mainly theoretical, and the rest covers both. For those schools which indicate that they do not teach lessons explicitly dealing with vegetarian cuisine, the following hours are spent on the preparation of vegetable manner as side dishes or salads: On average (minimum - maximum), this amount of hours are spent on the subject: - 11 (2-30) in “nutrition” - 30 (4-80) in “kitchen and service” - 2 (0-4) in “business organisation”. 60% of the schools cover the subjects both in theory and practice, the rest only in practice.

4.1.4.3.2 Service school - participants and cultural catchment N = 15

8 schools report that the data is the same as for the service colleges. The following paragraph deals with the remaining 7.


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About 87% of the respondents were heads of department (“Fachvorstand / Fachvorständin”), the rest were teachers involved in the vocational chef education. The schools often teach multiple vocations, and have between 20 and 250 (average = 92, SD = 54) pupils in total graduating each year. Between 1 and 150 (average = 64, SD = 45) apprentice cooks graduate each year. 57% of the schools indicate that they explicitly teach vegetarian cuisine (meaning it significantly goes beyond the preparation of vegetarian dishes used simply as side dishes or salads). On average (minimum - maximum), this amount of hours are spent on the subject: - 7 (2-20) in “nutrition” - 10 (5-12) in “kitchen and service” - 0 (0-1) in “business organisation” - 1 (0-6) in “key area of training” - 0 in seminars 50% focus these lessons both on theory as well practice, the rest deal with them primarily on a practical level. In addition to those lessons that deal explicitly with vegetarian cuisine, there are further lessons that deal with the preparation of vegetable matter as side dishes and salads. On average (minimum - maximum), this amount of hours are spent on the subject: - 9 (0-30) in “nutrition” - 17 (0-50) in “kitchen and service” - 0 (0-1) in “business organisation” 50% of the schools teach vegetarian cuisine mainly in practice, 50% cover both theory and practice. For those schools which indicate that they do not teach lessons explicitly dealing with vegetarian cuisine, the following hours are spent on the preparation of vegetable manner as side dishes or salads: - 6 (5-6) in “nutrition” - 13 (4-30) in “kitchen and service” - 2 (0-3) in “business organisation” 60% of the schools cover the subjects both in theory and practice, the rest only in practice.

4.1.4.3.3. Service schools and colleges combined - detailed education contents specific to vegetarian cooking N = 23

Most schools introduce the most common vegetarian ingredients like tofu, some more unusual grain products, avocado, plant milk, and alternatives to gelatine both theoretically and practically, or at least theoretically (plant-based cheese alternatives). Many less common products like tempeh, TVP, seitan, and tahini are hardly mentioned at all, or only theoretically. For some products like hummus, nut butters, plant-based binders) the picture is variITaried, and some schools use them theoretically as well as practically, whereas other schools do not mention it at all.


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The topics “vegetarianism” and “veganism”’ are covered to 44% to a strong extent (ranging from hardly to very strongly). The environmental implications are covered strongly (52%) ranging from very strongly to moderately (21% each), the mentioning of fair-trade issues are covered very strongly in 48%, advantages and disadvantages of organic and conventional foods are covered strongly in 57% of the schools, and the connection between health and the consumption of animal products very strongly by 48%. For general cooking lessons, books and scripts (91 and 78% respectively) are used. Little use is made of online presence, and e-learning software. The scripts are primarily compiled by the teachers in charge; the books are mostly the textbooks from the publisher Trauner Verlag. A very similar picture exists with regard to the vegetarian cooking lessons. In reply to the question of whether the respondent perceives the subject of vegetarianism to have increased in the public discourse within the last 10 years, no one answered with “not at all” or “minimally”. 17% answered with “moderately”, 61% with “strongly”, and 17% with “very strongly”. A very similar pattern emerged with regard to the question of whether the subject of vegetarian cooking has increased in the student discourse.

4.1.4.3.4. Service schools and colleges combined - perspectives N = 23

Amongst the most important subjects related to vegetarian cooking to be covered in lessons, the following were mentioned:

! 100% sustainability and choice of ingredients ! 87% recipes ! 74% animal protection and choice of ingredients ! 60% Eco-Labeling ! 57% vegetarian community catering

All suggested teaching methods were seen as interesting, with guest lectures and workshops (57% and 70% respectively) on top of the list. Over 52% of the surveyed responded to the question of whether they think that vegetarian cookery should play a more important role in the chef education with “moderately”, 22% with “strongly”, and 9% each with “not at all”, “rarely” and “very strongly”. Only one of the respondents could imagine the introduction of a purely vegetarian chef education. The main obstacles would be “not enough demand from the student’s side”, “no established legal framework”, “no qualified teachers”, and “not enough companies for the apprentices to cover the practical part of the apprenticeship”. However, 25% are in favour of offering a “key area of training”, about 300-450 hours, that deals explicitly with vegetarian cookery. 74% can imagine offering seminars (about 100-250 hours). And the vast majority (91%) of the surveyed can imagine offering optional exercises (40-80 hours).


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4.1.5 Professional chef education III - Tourism schools and colleges

A last way to become a chef in Austria is to attend one of two tourism schools: the “Hotelfachschule” offering intermediate education, and the “HBLA Tourismus” offering higher education, henceforth called “tourism school” and “tourism college”, respectively. However it is very unlikely that someone graduating from one of these school types really goes on to vecoming a chef. Only eight of the schools that responded are having this second focus.(four tourism schools and four tourism colleges). Due to the small sample, we will combine the data of the two school types, and only look at some selected points.

4.1.5.1 General curriculum Tourism colleges require pupils to take 175 hours per week over the course of the 5 years. Lessons contain general knowledge, but also a considerable amount of specialised knowledge on the subjects of tourism, marketing, and travel industry. From the 175 hours, 24 are dedicated to “nutrition, gastronomy, and hotel sector”. The majority of those 24 hours are spent on “cooking and kitchen organisation” (“Küchenorganisation und Kochen”). Again, each student has to choose from 8-17 hours per week from a core area of focus (“Ausbildungsschwerpunkt”), and 0-9 hours per week from seminars (for a total of 17 hours). Details in the curriculum are very similar to the one for the service colleges (see section 4.1.4.). Tourism schools require students to take 105 hours per week over the course of 3 years, and 22 of those hours are dedicated to “nutrition and gastronomy”. The details of the curriculum are very similar to the curriculum of the tourism colleges.

4.1.5.2. Survey results 75% of the schools indicate that they explicitly teach vegetarian cooking. The majority of those lessons are practical in the subject “kitchen organisation and cooking”. In reply to the question of whether the respondent perceives the subject of vegetarianism to have increased in the public discourse within the last 10 years, 30% perceive it as strongly, and 40% as moderately. 60% perceive that the subject increased strongly in the discourse of the students. As the most important subjects related to vegetarian cooking to be covered in lessons were mentioned:

! 100% sustainability and choice of ingredients ! 80% recipes ! 80% animal protection and choice of ingredients ! 60% Eco-Labeling ! 57% vegetarian community catering


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All respondents thought animations and videos would be useful to teach those subjects, followed by handbooks for students, internet presence, and guest lectures. 40% of those surveyed responded to the question of whether they think that vegetarian cookery should play a more important role in the chef education with “strongly”, 40% with “moderately” and 9% each with “not at all”, “rarely” and “very strongly”. Only one of the respondents can imagine the introduction of a purely vegetarian chef education. The main obstacles would be “not enough demand from the student’s side”, “no established legal framework”, “no qualified teachers”, and “not enough companies for the apprentices to cover the practical part of the apprenticeship”. However, 40% are in favour of offering a “key area of training”, about 300-450 hours, that deals explicitly with vegetarian cookery. 100% can imagine offering seminars (about 100-250 hours). And 80% of the surveyed can imagine offering optional exercises (40-80 hours).

4.1.6 Additional qualifications

4.1.6.1. WIFI qualifications for chefs

As a chef in Austria, one can choose to get additional qualifications. It is required that the person is already a chef, and has additional work experience of 2-4 years minimum. These qualifications are certified and accredited from the BMWFJ, and obtained at the WIFI (“Wirtschaftsförderungsinstitut”), which is a unit of the chamber of commerce. Examples for additional qualifications for chefs are diet chef, patisserie, or sommelier. As an example, the qualification to be a diet chef takes roughly 100 hours, and can be done in almost every state of Austria. No course about vegetarian cookery is currently available.

4.1.6.2. Subsidized courses for apprentices

Companies can send their apprentices to complete courses that are certified and subsidized by the chamber of commerce. These courses are very short (1-2 days on average). Examples of courses are “wine and cheese”, “beer”, or “vegetable carving”. No course about vegetarian cookery is currently available.

4.1.7. Conclusion for Austria

4.1.7.1 Conclusions and implications - dual education In general, the responses from teachers and directors of schools dealing with apprentices were very positive. Even though the core curricula is rather vague about the subject of vegetarian cuisine and its related topics, the majority of schools teach at least some hours explicitly on that subject, both in theoretical as well as in practical lessons. However, only the most common vegetarian ingredients are covered, and other ingredients that are essential in modern plant-


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based cuisine are not mentioned at all. The teachers do not use teaching material, or only use their own scripts. No usage is made of online presence or e-learning software, most likely because none is available for use. An overwhelming 70% of the respondents are strongly in favour of vegetarian cuisine playing a more important role in the chef education. Three most popular topics to be covered would be animal protection, sustainability, and recipes. Provided that financial, legal, and qualification issues are settled, an almost 60% of the surveyed are in favour of offering a 100-hour long module that deals explicitly with vegetarian cuisine. Almost 90% are in favour of offering 40-hour long optional exercises on the subject. The responses strongly suggest that different modes of vegetarian education would be interesting and could be implemented for vocational education institutions for apprentices. The easiest would be optional exercises of 40-hours, where every student can choose to participate or not. It still has to be determined how the 100-hour curriculum can be implemented. Further, there is definitely room for improvement of the lessons on vegetarian cookery in the regular curriculum, and the survey shows that it is often due to a lack of available teaching material that vegetarian cuisine is not taught as well as it could be.

4.1.7.2 Conclusions and implications - schools and colleges Again, the responses from teachers and area heads of the schools and colleges were quite positive. The core curricula again is rather vague about the subject of vegetarian cuisine and its related topics, the majority of schools teach at least some hours explicitly on that subject, both in theoretical as well as in practical lessons. However, only the most common vegetarian ingredients are covered, and other ingredients that are essential in modern plant-based cuisine are not mentioned at all. The teachers do not use teaching material, or only use their own scripts. No usage is made of online presence or e-learning software, most likely because none is available for use. 50% of the respondents are moderately in favour of vegetarian cuisine playing a more important role in the training of chefs, 22% are strongly in favour, and the rest varied in their responses. Three most popular topics to be covered would be sustainability, recipes and animal protection. Provided that financial, legal, and qualification issues are settled, one school is in favour of introducing a purely vegetarian cookery education. 25% of the surveyed are in favour of offering a 300-450 hour long “key area of training” explicitly dealing with that subject, 74% can imagine a 100-250 hour long seminar, and almost everyone surveyed (91% can imagine offering optional exercises (40-80 hours). From the responses it is clear that different modes of vegetarian education would be interesting and could be implemented in intermediate and higher schools and colleges for service industries management. The easiest way would be optional exercises, where every student can choose to participate or not, followed by intensive training in the “key areas of training” that every student has to choose from, or from seminars. Further, there is definitely room for improvement of the lessons on vegetarian cookery in the regular curriculum, and the survey shows that it is often due to a lack of available teaching material that vegetarian cuisine is not taught as well as it could be.


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4.1.7.3. Conclusions and implications - Additional qualifications There is definitely room for establishing courses on vegetarian cookery in cooperation with the Austrian chamber of commerce. On one hand, 100-hour long courses for accomplished chefs could be designed; on the other hand, 2-day courses for apprentices can be established.


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4.2 Belgium Although Belgium has a federal government and although Belgium is a federal state where a certain level of national unity should exist, in reality the situation is quite different. There are differences between the Flemish part (Flanders), the French part (Wallonia) and the German speaking part of Belgium. In the Application Form for the project, only the Flemish part is considered. This is not surprising. When we speak about vocational chef education, the Belgian network (called AEHT) invites all schools from Belgium to their meetings, but only the Flemish schools take part. Apparently the Walloon schools cooperate with schools in France rather than with schools in Flanders. EVA (NGO partner in this project) also focuses on Flanders and Brussels thus far. For all these reasons, in this project we will only focus on the Flemish part of Belgium and Brussels. We recommend involving Wallonia at the same time as France in the future.

4.2.1 The educational system in Belgium – basic facts

The Ministry of Education explains the structure of Flemish Education as follows:18 Flemish initial education is divided into three levels: elementary education, secondary education and higher education. In addition, there is also continuing education.

18 Source: http://www.ond.vlaanderen.be/onderwijsstatistieken/2011-2012/VONC_2011-2012


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The educational institutions in Flemish educations are:19

Mainly, the Flemish Ministry of Education and Training is the responsible ministry for the education policy in Flanders. However, the Federal authorities hold the powers:

! to determine the start and the end of compulsory education ! to establish the minimum conditions for obtaining a diploma ! to determine educations staff pensions

Flanders’ elementary and secondary education system has been organised into three distinct, main educational networks (“onderwijsnetten”):20

1. Vrij Gesubsidieerd Onderwijs (VGO): Free Subsidized Education 2. Gemeenschapsonderwijs (GO!): Education of the Flemish Community 3. Officieel Gesubsidieerd Onderwijs: Subsidized Education (Provincial or Communal)

19 Source: http://www.ond.vlaanderen.be/onderwijsstatistieken/2011-2012/VONC_2011-2012 20 Source: http://nl.wikipedia.org/wiki/Onderwijsnet


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Schools are always part of one of the Educational Networks. VGO is the largest Educational Network. Each Educational Network has pedagogical advisors. They compose a board of advisors consisting of managers and teachers. This board formulates the curriculum of an education, which they provide to the Ministry of Education. The Ministry of Education has to agree upon a provided curriculum and after that its task is to inspect whether the curriculum agreed upon has been fulfilled by a school. In the end, all Educational Networks will have almost the same final results for their education. The way to get to the final results might differ per Educational Network.21 Schools decide autonomously on their educational methods, curriculums, timetables and the recruitment of their personnel. But the schools usually copy the curriculums that were provided by their Educational Network and agreed upon by the Ministry of Education.22 The government ensures the quality of education by imposing conditions to be met by the schools in order for them to become accredited and receive financial support. 23 The system of quality control and promotion by the government is built on 3 pillars:

1. The curriculum entity: Final objectives are minimum goals which the government considers necessary and achievable for a particular group of pupils.

2. The inspectorate: The educational inspectorate of the Flemish Ministry of Education and Training acts as a professional body of external supervision by assessing the implementation of these final objectives.

3. Educational guidance: Each educational network has its own educational guidance service (Pedagogische Begeleidingsdienst - PBD), which ensures professional internal support to schools and centres. Educational guidance also has an important role in the establishment of new curricula and supports their implementation.

Continuing education/Adult Education Flanders offers 3 levels of adult education.24 3 Levels:

! Adult Basic Education (by adult basic education centres) ! Secondary Adult Education (by Adult education centres; “Centra voor Volwassenen

Onderwijs/CVO”)

21 Source: interview with partnerschool KTA Wemmel 22 Source: http://www.ond.vlaanderen.be/infolijn/faq/leerplannen/ 23 Source: http://www.ond.vlaanderen.be/kwalificatiestructuur/european-qualifications-framework/koppelingsrapport-vks-eqf/ 24 Source: http://www.ond.vlaanderen.be/leren/


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! Higher Vocational Education (by Adult education centres; “Centra voor Volwassenen Onderwijs/ CVO”)

Adult basic education offers courses at primary-education level and at the level of the first stage of secondary education. Secondary adult education comprises all courses of study organised at full-time secondary-education level other than the first stage. At secondary level, there are 31 areas of study, available in linear and/or modular form. However, all programmes will have to become modular by 1 September 2012, at the latest, so that a student can combine his own study range and determine his own time span. Higher Vocational Education (HBO5) comprises vocationally-oriented training programmes organised at higher-education level which do not lead to a Bachelor’s or Master’s degree. With HBO5 Flanders wants to anticipate the needs of people who are not interested in a bachelor degree, but who would like to obtain a recognized specialised professional qualification at a higher education level through a shorter or part-time programme, immediately after secondary education or later on, during their professional career. These Education Centres are also part of one of the Education Networks as mentioned before and the responsible ministry is the Ministry of Education and Training. Adult Education is separate from the initial education. It offers the possibility to achieve an official diploma, reference or certificate of qualification. Adults with a minimum age of 18 years and adolescents who have completed full-time compulsory education may apply. Adult Training Besides adult education there are several possibilities for adult training.25 Possibilities for adult training:

! Open University ! Evening and distance training by Universities and Higher Vocational Education ! Syntra (Flemish Agency for entrepreneur training and other trainings) ! VDAB (The Flemish Public Employment and Vocational Training Service’s) ! SoCius (Point of support for social - cultural adult work)

Syntra West is one of the partners in this project. For this reason we discuss SYNTRA in further detail. The Flemish Agency for Entrepreneurial Training – SYNTRA Vlaanderen (Vlaams Agentschap voor Ondernemingsvorming) is the agency of the Flemish government that ensures and promotes qualitative, innovative and labour market-oriented competence development of youngsters and adults with the aim of more and better entrepreneurship in Flanders. This is achieved by a demand-oriented offering of training and education, an online knowledge centre,

25 Source: http://www.ond.vlaanderen.be/leren/


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several partnerships, actions towards specific target groups, a pilot role within the Objective 2 programme of the European Social Fund, European projects, quality assurance, evaluation, etc. The Ministry of Labour is responsible for the training policy of the 5 SYNTRAs in Flanders. SYNTRA also composes a board of advisors (called ‘sector committee’) that formulates a curriculum for training and provides this to the Ministry of Labour.26 Adult education/training confers various types of proofs of study:

! A modular certificate (deelcertificaat) ratifies one course module ! A certificate (certificaat) ratifies one entire course ! A special certificate (getuigschrift) ratifies the course ‘business administration’ within the

area of study ‘commerce’ ! A diploma

4.2.2 The Belgian educational system and the EQF

On the internet site of the Ministry of Education one can find the report: “Referencing of the Flemish Qualifications Framework to the European Qualifications Framework”27. Apparently the report has to be considered as an evolving document that will be regularly updated to remain consistent with the actual situation in Flanders. It is written in a way that means one can always find the latest version of the report in this section. At this stage the latest version of the report dates from July 2011. At that stage, the Flemish Qualifications Framework (FQF) existed and was approved, but it had not been applied in practice so far. Nevertheless some initiatives have started to prepare the actual implementation of the framework. General Comparison The report shows us the comparison of the FQF and the EQF. According to the report (page 35): “The similarity between the EQF and Flemish Qualifications Frameworks is very clear. Both frameworks consist of 8 level descriptors, containing elements of knowledge, skills and competences. A detailed comparison […] will show however that there are also a number of differences. Since both frameworks were developed during the same period, the Flemish Qualifications Framework took into account the structure of the EQF, without necessarily aiming at the same structure and subdivision.”

26 Source: interview with Syntra West 27 Source: http://www.ond.vlaanderen.be/kwalificatiestructuur/european-qualifications-framework/koppelingsrapport-vks-eqf/


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(Page 49): “The Flemish qualifications framework is an instrument to determine the qualifications an individual can acquire and to align the learning outcomes concerned. The EQF on the other hand has to be considered as a “meta-framework”, intended to function as a translation device to allow comparisons between frameworks.” In the basic principles that are the fundamentals of each framework, we see a number of similarities:

! Both frameworks are based on the concept of learning outcomes. ! Each framework has a hierarchical structure meaning that each level builds upon the

underlying level. ! Both frameworks are comprehensive, incorporating qualifications from all kinds of

learning experiences, whether acquired through formal, non-formal or informal processes, or through general education, VET or higher education programmes.

! In both frameworks, the statements that define the levels are completely neutral in terms of field(s) of learning.

As stated above, both frameworks are based on the concept of learning outcomes. They both make use of eight level descriptors to describe qualifications and the relation between them. Each level descriptor is based on several descriptor elements that contain aspects of knowledge, skills, responsibility and autonomy. The way these descriptor elements are composed and defined, however, is different between both frameworks. The FQF makes use of five descriptor elements: knowledge, skills, context, autonomy and responsibility. The EQF only use three descriptor elements: knowledge, skills and competence. Similarities and differences in the way these elements have to be interpreted are shown below.


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Credit systems Higher education in Flanders has been using the European Credit Transfer System (ECTS) for quite a while now. This system for credit accumulation starts from learning outcomes. Credits in higher education give an indication of the effort or amount of work (workload) that a student has to deliver to acquire learning results. The workload is the time that the student has taken to execute all learning activities such as attending courses and seminars, completing practice and projects, self-studying and exams that are necessary to acquire and demonstrate the achievement of learning outcomes. The workload of one academic year is set at 60 ECTS credits. 60 credits correspond with 1500 to 1800 hours of workload. Learning outcomes that have been acquired previously can, after a successful assessment or validation of the learning outcomes, lead to an acquisition of the corresponding credits.


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Credits are referred to in Flanders as “study points”, while students who successfully complete a course or modules are awarded a credit certificate. No credit systems have been developed for compulsory education in Flanders. Currently, no intentions are identified that would lead to such a system in the near future. At the end of 2006 the European Commission elaborated a proposition regarding a European Credit System for Vocational Education and Training (ECVET). This system is also based on learning outcomes and facilitates the validation of results of non-formal and informal learning. Member states are free to introduce this system or not. The European Commission recommends that the member states to implement it by 2012. Flanders is closely following the European evolutions in this regard, but has not undertaken formal initiatives to implement the system. A consultation amongst Flemish stakeholders (advisory and consultative bodies such as VLOR and SERV, training providers, representatives of the profit sector, representatives of the social profit sector and NVAO) regarding ECVET in 2007 showed that most of the consulted organisations found that the system had potential, but remained much too vague and unclear and needed further elaboration.

4.2.3 Professional chef education

Based on the described education structure of Flanders, there are three ways to join a professional chef education:

1. Secondary education 2. Adult Secondary Education 3. Syntra trainings

1. Secondary Education Full-time secondary education is subdivided into 3 stages (graden) of two grades (leerjaren) each. The first stage has a common education form for all pupils (A grades), except for those preparing for vocational education (B grades):

! In 1st grade A and 1st grade B, one differentiates between the core curriculum and an optional part.

! Aside from the core curriculum, pupils in 2nd grade A also follow basic optional subjects and an optional part.

! In the pre-vocational year there are, aside from the core curriculum, occupational fields and an optional part.

The second and third stages offer four types of education all further subdivided into areas of study within which pupils can choose a specific course of study:

! General Secondary Education, (Algemeen Secundair Onderwijs - ASO) aims at a broad theoretical education and prepares pupils for higher education;


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! Technical Secondary Education, (Technisch Secundair Onderwijs - TSO) mainly focuses on general and technical-theoretical subjects combined with practical lessons and prepares pupils for a future career or for higher (technical) education;

! Artistic Secondary Education, (Kunstsecundair Onderwijs - KSO) combines a general and broad education with active artistic practice and prepares pupils for a future career or for higher (artistic) education;

! Vocational Secondary Education, (Beroepssecundair Onderwijs - BSO) teaches pupils specific vocational skills in combination with a general education, oriented towards a future career. Transition to higher education is possible but rather rare.

A diploma of secondary education may be conferred at the end of the 3rd stage of ASO, TSO, KSO and the 3rd grade of the 3rd stage of BSO organised as a specialisation year. At the end of the other stages certificates (getuigschriften) may be issued. Both Technical Secondary Education (TSO) and especially Vocational Secondary Education (BSO) offer educations within the field of study of ‘food’ that are aimed at cooking: 28

! Assistent voedingsindustrie - Se-n-Se TSO ! Bakkerijtechnieken - Se-n-Se TSO ! Banketaannemer-traiteur - 7de leerjaar BSO ! Banketbakkerij-chocoladebewerking - 7de leerjaar BSO ! Brood en banket - 2de en 3de graad TSO ! Brood- en banketbakkerij - 2de graad BSO ! Brood- en banketbakkerij en confiserie - 3de graad BSO ! Butler-Intendant - Se-n-Se TSO ! Dieetbakkerij - 7de leerjaar BSO ! Gemeenschapsrestauratie - 7de leerjaar BSO ! Grootkeuken - 3de graad BSO ! Hospitality - 3de graad TSO ! Hotel - 2de en 3de graad TSO ! Hotelbeheer - Se-n-Se TSO ! Hotelonthaal - 7de leerjaar BSO ! Restaurant en keuken - 2de en 3de graad BSO ! Restaurantbedrijf en drankenkennis - 7de leerjaar BSO ! Slagerij en verkoopsklare gerechten - 3de graad BSO ! Slagerij en vleeswaren - 2de en 3de graad TSO ! Slagerij en vleeswarenbereiding - 2de graad BSO ! Slagerij-fijnkosttraiteur - 7de leerjaar BSO ! Specialiteitenrestaurant - 7de leerjaar BSO ! Vleeswarentechnieken - Se-n-Se TSO ! Voedingstechnieken - 2de en 3de graad TSO ! Wereldgastronomie - 7de leerjaar BSO

28 Source: http://www.ond.vlaanderen.be/onderwijsaanbod/so/richtingen.asp?studie=029&vorm=&graad=


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Whereas TSO offers mainly theoretical education with some practical parts, BSO offers mainly practical education. BSO takes 6 years to complete. Students can apply for a 7th year (7 de leerjaar), called ‘specialisation year’. A diploma of a 7th year BSO is equal to a diploma of TSO. 29 Schools do not necessarily offer all types of education, but may offer a part of the education. 2. Adult Secondary Education (by Adult Education Centres) As mentioned before, adults with a minimum age of 18 years and adolescents who have completed full-time compulsory education may apply for Adult Secondary Education. From 1 September 2012 on, Adult Secondary Education is supposed to be modular. As in Secondary Education, Adult Secondary Education contains the field of study of ‘food’. Within this field there are the following types of education that are aimed at cooking (, the number of hours it takes to complete the education varies depending on the type of education):

Adult Secondary Educations within the field of study of ‘food’30

ambachtelijk brood- en banketbakker (Secundair)

ambachtelijk chocoladebewerker (Secundair)

ambachtelijk ijsbereider (Secundair)

ambachtelijk slager (Secundair)

bakkersgast (Secundair)

banketbakker (Secundair)

bereider consumptie-ijs tearoomspec. (Secundair)

bierkenner (Secundair)

brood en banket (Secundair)

broodbakker (Secundair)

confiseur-chocoladebewerker (Secundair)

culinair traiteurslager (Secundair)

grootkeukenhulpkok (Secundair)

29 Source: interview with KTA Wemmel 30 Source: http://www.ond.vlaanderen.be/onderwijsaanbod/volwassen/richtingen


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grootkeukenkok (Secundair)

grootkeukenmedewerker (Secundair)

grootkeukenverantwoordelijke (Secundair)

hotel (Secundair)

hotelbedrijf (Secundair)

hotelonthaal (Secundair)

hulpkelner (Secundair)

hulpkok (Secundair)

kelner (Secundair)

kelner banketdienst (Secundair)

kelner brasserie taverne bistro (Secundair)

keukenverantwoordelijke (Secundair)

kok (cook) (Secundair)

medewerker brasserie taverne bistro (Secundair)

slager (Secundair)

slagerij en vleeswaren (Secundair)

slagersgast (Secundair)

spekslager (Secundair)

traiteur-banketaannemer (Secundair)

traiteur-delicatessenslager (Secundair)

traiteurkok (Secundair)

uitsnijder - uitbener (Secundair)

verantwoordelijke brasserie taverne bist (Secundair)

verkoper in de slagerij (Secundair)

wijnkenner (Secundair)

zaalverantwoordelijke (Secundair)


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Again as in secondary education, Adult Education Centres do not necessarily offer all types of education mentioned above. They may offer a part of the education. 3. SYNTRA Trainings As mentioned before, the Flemish Agency for Entrepreneurial Training – SYNTRA Vlaanderen (Vlaams Agentschap voor Ondernemingsvorming) is the agency of the Flemish government that ensures and promotes qualitative, innovative and labour market-oriented competence development of young people and adults with the aim of more and better entrepreneurship in Flanders. Within the field “Food Trainings’, SYNTRA offers the following trainings:

! Long Term Certified Trainings " Restaurateur - Caterer

#Modular: 1 or 2 sessions/week #1 year training: 3 full days/week

" Sommelier – Wine Merchant #Modular: 1 session/week during 3 years

" Diet Cook, Communitykitchenmanager, Chocolatier, Baker, Butcher, Winegrower, Zythologist, Icemaker, Cheesemaker, Hotelmanager, Hygienemanager

! Short Term Non-Certified Trainings, over 60 different trainings each year:

" Vegetarian cooking: #6 short modules, total of 13 sessions:

! Products, basic cooking, whole grains, vegetable proteins, seasonal vegetables, herbs and spices.

" Barista, Tea-sommelier, Mixologist, Artisan Brewer, Desserts, Breakfast, Lunch, Fish Filleting, Olive Oil, HACCP, Sugar Substitutes, Preservation Techniques, Sauces, Macarons, …

4.2.4 Survey Results

4.2.4.1 Admins - participants This survey has been sent to 29 secondary schools that offer the field of study of ‘food’, 29 Adult Education Centres that offer the field of study of ‘food’ and all (5) SYNTRAs. Of these 63 schools, 42 persons responded. Of 42 responses, 17 responses were complete, 35 were incomplete. We do not know exactly why the main part of the surveys wasn’t completed. One school responded that they do not offer vegetarian education at the moment. This school felt that almost all responses would be filled out negatively by them and considered that this


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wouldn’t be an advantage for the project. Therefore the school only filled out the first couple of questions. One school gave us a reason for not filling out the survey at all. Since they do not offer vegetarian education, they did not see a reason for filling out the survey. In this report, we will only take the completed surveys into account for the results that were filled out by 17 different persons of 14 different schools. One school filled out the survey 4 times by different persons (for different types of educations?). Of the completed surveys, 11 are filled out by secondary schools, 5 by Adult Education Centres and 1 by a SYNTRA (SYNTRA West). When discussing the results below, we will use the word ‘schools’, but we will have to keep in mind that one school filled out the survey 4 times. Some schools have only one single education programme for cooking. Others have different kinds of education (as mentioned in paragraph.4.2.3). Most of the completed responses came from secondary schools that offer BSO ‘restaurant and kitchen - 2nd and 3rd grade’, TSO ‘hotel - 2nd and 3rd grade’ or (and) ‘BSO specialties restaurant- 7th year’. For the Adult Education Centres, the main type of education that is taught by the schools that completed the survey is ‘cookery’. Most of the people that filled out the survey are teachers. Others are advisors or coordinators. The amount of students that graduate each year per institute for all education referring to cooking is strongly diverging and ranges from 5 to 3.000 a year. But 16 out of 17 schools have 100 or less graduates per year, of which 7 schools have 20 graduates or less per year For many questions we offered ranking scales, which were always presented with the following categories:

! not at all ! to a small extent ! to a considerable extent ! to a strong extent ! to a very strong extent.

4.2.4.2 Admins - state of the art: structural education facts 29% of the schools responded that they have a specific, separate module for vegetarian education. 71% of the schools do not have this specific module. 70% have vegetarian education as a specific topic, integrated in the general cooking education. This is mainly offered by a combination of theory and practice (47%). Some offer this mainly by theory (12%) and some mainly by practice (18%). On average schools spend 20 hours on this specific, integrated topic. However, it should be noted that this high average is given by the fact that 2 schools offer many hours (120 and 160) of vegetarian education which considerably raises the average. 66% of the


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schools spend 10 hours or less on vegetarian education as a specific topic, integrated in the general cooking education. The median is 6 hours. Besides vegetarian education as a specific topic, schools can also integrate vegetarianism as a usual topic while going over other topics, like dairy or legumes. 53% of the schools responded that they integrate vegetarianism this way, 47% responded that they do not. There are 2 schools - both Adult Education Centres- that do not have any vegetarian education at all during their general educations. We asked the schools about the division of vegetarian education per year. The average results of this question are rather difficult to interpret, because they are a mixture of different kind of school types. Some schools (adult education) offer education of 1 of 2 years, only for teaching vegetarian cooking, with many hours. This has a huge impact on the average of hours per year. In general we can conclude that either there is a focus on vegetarian education in the first two years because of some types of education for adults that only last 1 or 2 years. Or there is a focus on year (5), 6 and 7 for secondary schools. With an exception of one secondary school offering 170 hours during year 5, 6 and 7, the other schools offer between 3 and 24 hours of vegetarian education during those years. The total amount of vegetarian education per school differs from nothing to 170 hours. 50% of the schools spend 10 hours or less on vegetarian education. The hours of vegetarian education are mostly taught by ‘a combination of theory and practice’ (41%) or ‘mainly in practice’ (29%). Only 18% of the schools teach the vegetarian education ‘mainly in theory’. Conclusion Besides 2 schools that do not offer any vegetarian education at all, all other schools offer vegetarian education somehow. The main manner of teaching vegetarian education is by offering a combination of theory and practice as a specific topic, integrated in the general cooking education. Taking all manners of teaching together, 50% of the schools offer 10 hours or less on vegetarian education. It must be said that some schools offer exceptionally many hours on vegetarian cooking.

4.2.4.3 Admins - state of the art: detailed education contents concerning vegetarian cuisine Protein sources Considering the protein sources that could be taught, 65% answered ‘yes’ for tofu, 47% for tempeh, 59% for seitan and 88% for legumes. TVP is only taught in 18% of the schools. Tofu and legumes are mainly taught by a combination of theory and practice. For the other protein sources, remarkably there were mostly ‘no answers’ when asking about the way of teaching (theory, practice or a combination). The answers that were given show that either theory or a combination of theory and practice is the way of teaching.


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Starch components When examining the teaching of less known starch components, it appears that these components are not that ‘less known’ to the schools that answered. 94% of the schools teach how to use couscous, 82% teaches the use of bulgur, 76% of quinoa. These three products are mainly taught by a combination of theory and practice. 59% of the schools teach the use of millet, and 53% of spelt. Only amaranth is not taught by many schools: 29%. Remarkably again is that the main answer for the way of teaching for the last three products was ‘no answer’. If there was an answer for the way of teaching, it was mainly ‘theory’ for the last three products. Plant-based fats as a replacement of meat and fish It appears that the main part of the schools teach all ways of using plant-based fats as a replacement of meat and fish: nuts 76% of the schools, seeds 65%, avocado 71%. The main way of teaching is by a combination of theory and practice. Vegetarian spreads Apart from hummus (65%), most schools do not teach how to produce vegetarian spreads: tahini 24%, nut paste 35%, almond paste 29%. If a school teaches this topic, it is either in theory or a combination of theory and practice. Alternatives for dairy, products, binders and thickeners Almost half of the schools (47%) teach the use of soymilk or a kind of grain milk . 59% of the schools teach how to use vegetarian binders. Both alternatives are mainly taught by a combination of theory and practice. The other alternatives are hardly taught: cream of grain/nuts 24%, cheese alternatives 24%. Background of vegetarianism/ vegan Most schools (65%) answered that they teach the definition of vegetarianism to their students to a very strong extent. The same result (65%) appeared for the definition of vegan. 35% answered that they teach the definition of vegetarianism to a strong extent. The definition of vegan is taught to a strong extent by 24% of the schools and 12% of the schools teach the definition of vegan to a considerable scale. The environmental impact of animal products is taught to a very strong extent by 18% of the schools. 47% of the schools teach this topic to a strong extent, 12% to a considerable scale, and 18% do not teach this topic (of which 12% not at all). Health problems associated with meat consumption are taught to a very strong extent by 29% of the schools. Also 29% of the schools state that they teach this topic to a strong extent. 18% teach this topic to a considerable scale. 24% of the schools do not teach this topic. Fair trade is taught by 70% of the schools, 30% do not teach this topic.


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The differences between conventional and organic food is taught by 71% of the schools, 24% of the schools do not teach this topic. 71% report that their students are allowed to do their practical part of the education in a vegetarian or vegan restaurant. 65% of the schools have their vegetarian or vegan students taste the prepared meat or fish dishes. Materials (books, readers, etc) being used for the general cooking- education We asked about the materials being used for the general cooking-education. The following materials we mentioned:

! Foodpairing.be alle MJ Publishing Food Nubel Vredeseilanden ILVO VLAM ! Basisbegrippen van de keuken cursusmateriaal ! Naslag werk van ± 120 kookboeken. ! https://sites.google.com/site/voedingsleer/ https://sites.google.com/site/stmptv/home ! Konemann ! Wat verwerk je in de keuken? Wie doet wat in de keuken? Hoe werk je in de keuken? ! We gebruiken in onze 2 modules vegetarisch koken een eigen cursus. ! handboeken, powerpoints, website ! Website: EVA + officiële websites over vegetarische en biologische voeding, bio-planet

Handboeken ! modules, cursussen, boeken, websites ! voedingsdriehoek ! website Alpro ! Handboeken Hotel ism MJ Publishing www.passievoorhoreca.nl www.vlam.be ! boeken, websites, powerpoints, workshops, cursussen, stages ! boeken van MJ Publishing eigen cursus docenten ! ALLERLEI WEBSITES + eigen notities van de leerkracht

Materials used for the education of vegetarian cuisine When we asked about the materials used for the education of vegetarian cuisine, the following materials were reported:

! EVA films ; Meat the truth, love meatender, Our daily bread, dikke vegetariër, donderdag veggiedag kookboek, ....

! Geen ! Vers ( Sarah Raven - Terra) Ecologische voeding (Velt) Vegetarisch Genieten (Mik Duerinck &

Leybaert Kristin) De vegetarische optie (Simon Hopkinson - Inmerc) ! Veggie voor chefs (EVA) ! Konemann ! Wat verwerk je in de keuken? ! Eigen cursus. ! handboek ! Website: EVA + officiële websites over vegetarische en biologische voeding, bio-planet

Handboeken ! websites ! voedingsdriehoek


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! Website Alpro ! www.evavzw.be www.velt.be ! boeken, websites, powerpoint ! geen

Conclusion The detailed contents, reported by the schools, show that the schools already deal with quite a lot vegetarian products and alternatives. Still, considering the aim of this project, we would wish even more attention to these products and alternatives to reach the ideal situation in which all schools teach all products and alternatives to a very strong extent. For some vegetarian products and alternatives, it is clear that they are underexposed in the current education types. From proteins and ‘less-known’ starch components, the use of TVP and amaranth are being taught much less than the other products. Also, apart from hummus, schools do not really teach the way of preparing vegetarian spreads. Considering the alternatives for dairy products, binders and thickeners, mainly vegetarian binders and soy/grain milk are taught, whereas cheese alternatives and nut/grain cream are hardly taught. Apparently, to most schools it is important to explain to their students the definition of vegetarianism and veganism, since they teach the definitions in their current education mostly to a very strong extent. Both of the topics ‘environmental impact of animal products’ and ‘health problems associated with meat consumption‘ seem to be important to the schools too: they are taught by +/- 75% of the schools. Health seems to be a little more important to the schools, since this topic is taught to a very strong extent by more schools than the environmental impact. When looking at the materials the schools use for vegetarian education, a wide variety appears. Schools have to collect their materials on vegetarian education from all kind of sources and every school composes its own ‘curriculum’. It might be very helpful to them to have one clear source to collect their materials from, as is planned by this project.

4.2.4.4 Admins - perspectives When asking how many hours should be spent on vegetarian cuisine in the curriculum, the answers range widely between 2 hours and 80 hours. The average is 29 hours, but 10 out of 17 schools applied for 20 hours or less. Apart from 1 school, all schools would be interested in an specially dedicated module for vegetarian cooking. 59% is even highly interested. The preferred training areas of the vegetarian cuisine would be:

! 76% real-life best-practice examples for vegetarian cuisine ! 71% recipes ! 71% modern vegetarian product range ! 53% training opportunities inland and abroad ! 41% information on sustainability and environmental aspects in the food selection ! 24% communication and marketing strategies (e.g. about sustainability issues) to the

customer


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Preferred other areas of vegetarian cuisine would be:

! 88% health and vegetarian cuisine ! 71% sustainability and food selection ! 47% eco-labelling in the working place ! 35% how to start up a vegetarian restaurant ! 35% training opportunities inland and abroad ! 29% market potential of sustainability / of vegetarian food in the working place ! 18% animal protection and food consumption ! 06% others: product knowledge for waiters

The preferred channels of teaching would be:

! 65% workshops ! 53% student handbook ! 47% internet platform ! 47% e-learning modules ! 29% animations and videos ! 11% others:

" implementing in own course Conclusion When asking the schools how many hours should be spent on vegetarian cooking in their education, 10 out of 17 schools (59%) apply for 20 hours or even less. Considering that the aim of this project is to create a curriculum that contains 100 hours, 20 hours do not seem that much. Nevertheless, apart from 1 school, all schools would be interested in an specially dedicated module for vegetarian cooking. 59% is even highly interested. But considering the desired amount of hours, there might be a wide range of preferred amount of hours within this module. The main preferred training areas would be ‘real-life best-practice examples for vegetarian cuisine’, ‘recipes’ and ‘modern vegetarian product range’. Other main preferred areas of vegetarian cuisine would be first of all ‘health and vegetarian cuisine’ and second ‘sustainability and food selection’. As in the current forms of education, the schools are more interested in the impact on health than on the environmental impact of vegetarian cooking. By regarding the results of the preferred channels of teaching, we can see that the most preferred channel is by practice, that is, by ‘workshops’. The second most preferred channel would be ‘student handbooks’. This seems to confirm that, as proposed by the Application Form of this project, we should really focus on the practical manner of teaching in the curriculum.


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4.2.4.5 Students - participants: socioeconomic and cultural facts 108 students filled out this survey of which 68 filled out the survey completely. For discussing the results, only the 68 completed surveys are taken into account. The average age of the participating students is 30 years, with a minimum of 16 years and a maximum of 67 years old. Exactly 50% of the participants are female and 50% are male. The main part (44%) of the participants reports that their highest finished education is secondary school. Another major part (35%) reports that their highest finished education is Higher Education. The amount of participants in secondary schools is 30 and Adult Education 38 (Adult Education Centres 12, SYNTRA 26). 40% of the participants join the training ‘restaurateur-caterer’ (SYNTRA), 26% joins the education ‘cook’ (Adult Education Centres), all the rest is divided rather equally among the different educations and trainings.

4.2.4.6 Students -state of the art: assessment of the current vegetarian education and individual competences in vegetarian cuisine 25% of the students report that they do not feel confident in serving a vegetarian dish. 75% reports that they do feel confident. Serving a vegan dish causes much more troubles: 45% of the students do not feel confident in serving this. Most students (85%) report that they are able to turn a dish into a vegetarian dish by replacing meat or fish, of which 29% to a very strong extent. Replacing cheese or dairy causes a little more effort: 26% of the students do not really feel capable of replacing these ingredients. Replacing eggs and dairy in patisserie causes even more problems: 36% do not feel really capable of replacing these products. Only 10% feel capable to a very strong extent. Replacing gelatine or honey by a vegetarian product works out better: 20% do not know how to replace this, but 25% knows how to replace this to a very strong extent. A large part of the students do not consider themselves to really have the knowledge and skills to handle and properly prepare the most common meat-alternatives: 43% do not know for tofu , 60% for tempeh, 56% for seitan and 70% for TVP. Most students (75%) seem to have the basic knowledge of the environmental impact of the production of animal products, of which only 10 % reports to have this knowledge to a very strong extent. 80% report to have the knowledge to compose a meal in line with sustainability, of which 16% to a very strong extent. The basic knowledge about the impact of the consumption of meat and animal products on health has the best score: 88% of the students have this basic knowledge, of which 48% to a strong extent. . According to the students, the food they use has to fit the following standards:

1. Most relevant is tasty: important to all students, 94% to a very strong extent.


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2. Second most relevant is healthy: important to all students, 62% to a very strong extent. 3. Third most relevant is ecological: important to 94% of which 50% to a strong extent and

25% to a very strong extent. 4. Fourth most relevant is economic: important to 94% of which 41% to a strong extent

and 28% to a very strong extent. 5. Fifth most relevant is ethical: important to 90% of which 37% to a strong extent and 28%

to a very strong extent. Conclusion Although 75% of the students feel confident in serving a vegetarian dish, still 25% do not feel confident. Serving a vegan dish causes even more troubles: 45% of the students do not feel confident in serving a vegan dish. This is also shown in the results for replacements. Most students report that they are able to turn a dish into a vegetarian dish by replacing meat or fish, but they are less able to replace animal products like eggs and dairy products, which would be necessary for a vegan dish. Also, though most students feel confident in serving a vegetarian dish, most students do not consider themselves to have the knowledge and skills to handle and properly prepare the most common meat-alternatives. This could mean that there are huge possibilities for varied vegetarian cooking if students would get the knowledge and skills of the use of at least the most common meat-alternatives. As could be seen in the results of the schools, there is a lot of attention by the schools on the impact of meat consumption and the use of animal products on health. As a result, most students seem to have the basic knowledge about the impact of the consumption of meat and animal products on health for the best. Maybe for this reason it is not so remarkable that after ‘tasty’ on the first place ,’ healthy’ comes second in the relevance of the standard the food they use. It does seem to be remarkable though that, apart from ‘tasty’, there is a strong focus on ‘healthy’, rather than on economic standards (4th place). Tasty, healthy, sustainable (3rd place) vegetarian food would be a promising prospect for the future.

4.2.4.7 Students - perspectives We asked the students if they feel like vegetarian cooking should be a relevant part of their education. 94% of the students report that vegetarian cooking should be a relevant part of their education, of which 53% answered that vegetarian cooking should be a relevant part of their education to a very strong extent. Also 29% answered that vegetarian cooking should be a relevant part of their education to a strong extent. Not surprisingly, almost all students are interested in learning how to prepare a dish without animal components, of which 51% to a very strong extent. Not surprisingly, almost all students feel that cooking with the following aspects should be included in the curriculum:

! 94%: Less-known starch components (couscous, quinoa, amaranth, etc.) of which 81% to a strong or very strong extent


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! 89%: Binders for alternatives to gelatine, of which 74% to a strong or very strong extent ! 88%: Meat-alternatives (soy, seitan), of which 72% to a strong or very strong extent ! 87%: Baking with alternatives to eggs, milk and other dairy products, of which 72% to a

strong or very strong extent Also, 94% (of which 74% to a strong or a very strong extent) of the students is interested in the knowledge about the beneficial effect vegetarian cooking can have on health issues. A Slightly fewer students (88%) are also interested (of which 69% to a strong or very strong extent) in the knowledge about environmental impact of different kinds of ingredients. We asked the students what they feel about the current focus on vegetarian cooking in their education. Remarkably, 52% of the students feel that there is hardly any focus or no focus at all on vegetarian cooking in their current education. It must be mentioned here that we have not compared the results of individual students with the results of the individual schools to which the students belong. These results are therefore a general outcome. We also asked the students what they feel about their desired focus on vegetarian cooking in their education. 58% answered that they desire a strong or very strong focus on vegetarian cooking in their education. Also 29% desire a focus on vegetarian cooking to a considerable extent. 75% of the students are even interested in an exclusively vegetarian cook-education, of which 51% of the students would be interested to a strong or to a very strong extent. Students would be interested in the follow training area of vegetarian cooking:

! 75%: Recipes ! 72%: Real-life best-practice examples for vegetarian cuisine ! 60%: Health and vegetarian cooking ! 34%: Sustainability and food selection ! 25%: Training opportunities inland and abroad ! 21%: How to start up a vegetarian restaurant ! 16%: Animal protection and food consumption ! 15%: Communication and marketing strategies (eg about sustainability) to the customer ! 04%: Others

" To learn how to decorate a vegetarian dish and prepare it by the seasons The preferred channels by which the students would like to be informed are:

! 74%: Workshops ! 41%: Student handbooks ! 34%: Internet platform ! 19%: Animations and video’s ! 16%: E-learning modules


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Conclusion Remarkably, more than half of the students feel that there is hardly any focus or no focus at all on vegetarian cooking in their current education. Simultaneously, there is a strong to very strong desire for vegetarian cooking among students. Students are even very interested in preparing a dish without animal components. Almost all students are of the opinion that vegetarian cooking should be a relevant part of their education and most students are even interested in an exclusively vegetarian cooking education. Comparing these results with the results of the schools, one would say that - in general - there is much more potential for a strong to very strong focus on vegetarian cooking among the students than among the schools and that the schools - in general- do not fulfil the desired focus on vegetarian cooking of students by their current educations. The desired curriculum of the students would contain the same high-listed elements as mentioned by the schools: ‘recipes’, ‘real-life best-practice examples for vegetarian cuisine’ and ‘health and vegetarian cooking’. Similarly to the schools, the students would strongly prefer to be informed by ‘workshops’ (even to a higher degree than the schools proposed) and by ‘student handbooks’. This seems to confirm, even more than confirmed by the school results, that, as proposed by the Application Form of this project, we should really focus on the practical manners of teaching in the curriculum.


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4.2.5 Summary and conclusions

In this chapter of the report we have discussed the Flemish part of Belgium. Mainly, the Flemish Ministry of Education and Training is the responsible ministry for the education policy in Flanders. But the Federal authorities hold some general powers. Flemish initial education is divided into three levels: elementary education, secondary education and higher education. In addition, there is also continuing education. Flanders’ elementary and secondary education system has been organised into three distinct, main Educational Networks (onderwijsnetten):

1. Vrij Gesubsidieerd Onderwijs (VGO): Free Subsidized Education 2. Gemeenschapsonderwijs (GO!): Education of the Flemish Community 3. Officieel Gesubsidieerd Onderwijs: Subsidized Education (Provincial or Communal)

Schools are always part of one of the Educational Networks. VGO is the largest Educational Network. Schools decide autonomously on their educational methods, curriculums, timetables and the recruitment of their personnel. But the schools usually copy the curriculums that were provided by their Educational Network and agreed upon by the Ministry of Education. The government ensures the quality of education by imposing conditions to be met by the schools in order for them to become accredited and receive financial support. Continuing education can be divided into Adult Education and Adult Training. Adult Education is taught by the Adult (Basic) Education Centres that are also part of one of the Educational Networks. Adult Trainings are taught by 5 SYNTRAs (The Flemish Agency for Entrepreneurial Training). Based on the described education structure of Flanders, there are three ways to join a professional chef education. By:

1. Secondary education 2. Adult Secondary Education 3. SYNTRA training

Within secondary education both Technical Secondary Education (TSO) and especially Vocational Secondary Education (BSO) offer education within the field of study of ‘food’ that are aimed at cooking. Whereas TSO offers mainly theoretical education with some practical parts, BSO offers mainly practical education. BSO takes 6 years to fulfil. Students can apply for a 7th year (7 de leerjaar), called ‘specialisation year’.


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Adults with a minimum age of 18 years and adolescents who have completed full-time compulsory education may apply for Adult Secondary Education. From 1 September 2012 on, Adult Secondary Education is supposed to be modular. As in Secondary Education, Adult Secondary Education contains the field of study of ‘food’. Within this field there are several types of education that are aimed at cooking. It depends on the education how many hours it takes to complete the (modular) education: Within the field “Food Training”, SYNTRA offers Long Term Certified Trainings of Restaurateur - Caterer ( Modular: 1 or 2 sessions/week or 1 year training: 3 full days/week), Sommelier – Wine Merchant ( Modular: 1 session/week during 3 years) and other trainings like diet Cook, Community kitchen manager, Chocolatier, Baker, Butcher, Winegrower, Zythologist, Icemaker, Cheese maker, Hotel Manager, Hygiene Manager SYNTRA also offers Short Term Non-Certified Training, over 60 different training programmes each year, among which is Vegetarian cooking (6 short modules, total of 13 sessions). We asked 29 secondary schools with education(s) in the study field ‘food’, 29 Adult Education Centres with education programmes in the study field ‘food’ and the 5 SYNTRAs to complete a survey, of which 17 different people filled out the survey completely. The results of those 17 surveys are as follows: Besides 2 schools that do not offer any vegetarian education at all, all other schools offer vegetarian education somehow. The main manner of teaching vegetarian education is by offering it by a combination of theory and practice as a specific topic, integrated in the general cooking education. Taking all manners of teaching together, 50% of the schools offer 10 hours or less on vegetarian education. It must be said that some schools offer exceptionally many hours on vegetarian cooking. The detailed contents, reported by the schools, show that the schools already deal with quite a lot vegetarian products and alternatives. Still, considering the aim of this project, we would wish even more attention to these products and alternatives to come up to the ideal situation in which all schools teach all products and alternatives to a very strong extent. For some vegetarian products and alternatives, it is clear that they are under exposed in the current educations. From proteins and ‘less-known’ starch components, the use of TVP and amaranth is being taught much less than the other products. Also, apart from hummus, schools do not really teach the way of preparing vegetarian spreads. Considering the alternatives for dairy products, binders and thickeners, mainly vegetarian binders and soy/grainmilk are being taught, whereas cheese alternatives and nut/grain cream are hardly being taught. Apparently to most schools it is important to explain their students the definition of vegetarianism and vegan, since they teach the definitions in their current education mostly to a very strong extent. Both of the topics ‘environmental impact of animal products’ and ‘health problems associated with meat consumption‘ seem to be important to the schools too: they are taught by +/- 75% of the schools. Health seems to be a little more important to the schools,


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since this topic is being taught to a very strong extent by more schools than the environmental impact. When looking at the materials the schools use for vegetarian education, a wide variety appears. Schools have to collect their materials on vegetarian education from all kind of sources now and every school composes its own ‘curriculum’. It might be very helpful to them to have one clear source to collect their materials from, as is planned by this project. The survey for students has been filled out completely by 68 students. Exactly half of them are female and half are male. Their ages vary between 16 and 67 years old, the average age is 30. The amount of participants of secondary schools is 30 and Adult Education 38 (Adult Education Centres 12, SYNTRA 26). 40% of the participants joins the training ‘restaurateur-caterer’ (SYNTRA), 26% joins the education ‘cook’ (Adult Education Centres), all the rest is divided rather equally among the different educations and trainings. The results from their survey are as follows: Although 75% of the students feel confident in serving a vegetarian dish, still 25% do not feel confident. Serving a vegan dish causes even more troubles: 45% of the students do not feel confident in serving a vegan dish. This is also shown in the results for replacements. Most students report that they are able to turn a dish into a vegetarian dish by replacing meat or fish, but they are less able to replace animal products like eggs and dairy products, which would be necessary for a vegan dish. Also, though most students feel confident in serving a vegetarian dish, most students do not consider themselves to have the knowledge and skills to handle and properly prepare the most common meat-alternatives. This could mean that there are huge opportunities for varied (and creative) vegetarian cooking if students had the knowledge and skills needed to use at least the most common meat-alternatives. As could be seen in the results of the schools, there is a lot of attention by the schools on the impact of meat consumption and the use of animal products on health. As a possible result, most students seem to have the basic knowledge about the impact of the consumption of meat and animal products on health for the best. Maybe for this reason it is not so remarkable that after ‘tasty’ on the first place ,’ healthy’ comes second in the relevance of the standard the food they use has to fit. It does seem to be remarkable though that, apart from ‘tasty’, there is a strong focus on ‘healthy’, rather than for example on economic standards (4th place). Tasty, healthy, sustainable (3rd place) vegetarian food would be a promising prospect for the future. Remarkably, more than half of the students feel that there is hardly any focus or no focus at all on vegetarian cooking in their current education. Simultaneously, there is a strong to very strong desire for vegetarian cooking among students. Students are even very interested in preparing a dish without animal components. Almost all students are of the opinion that vegetarian cooking should be a relevant part of their education and most students are even interested in an


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exclusively vegetarian cooking education. Comparing these results with the results of the schools, one would say that - in general - there is much more potential for a strong to very strong focus on vegetarian cooking among the students than among the schools and that the schools - in general - do not fulfil the desired focus on vegetarian cooking of students by their current educations. The desired curriculum of the students would contain the same high-listed elements as mentioned by the schools: ‘recipes’, ‘real-life best-practice examples for vegetarian cuisine’ and ‘health and vegetarian cooking’. Similarly to the schools, the students would strongly prefer to be informed by ‘workshops’ (even to a higher degree than the schools proposed) and by ‘student handbooks’. This seems to confirm, even more than confirmed by the school results, that, as proposed by the Application Form of this project, we should really focus on the practical manners of teaching in the curriculum.

4.2.6 Literature Belgium Literature mainly came from the official website of the Ministry of Education and Training: http://www.ond.vlaanderen.be

! http://www.ond.vlaanderen.be/onderwijsstatistieken/2011-012/VONC_2011-2012 ! http://www.ond.vlaanderen.be/infolijn/faq/leerplannen/ ! http://www.ond.vlaanderen.be/leren/- ! http://www.ond.vlaanderen.be/onderwijsaanbod/so/richtingen.asp?studie=029&vorm=&graad= ! http://www.ond.vlaanderen.be/onderwijsaanbod/volwassen/richtingen

Also the report “Referencing of the Flemish Qualifications Framework to the European Qualifications Framework” can be found on this website:

! http://www.ond.vlaanderen.be/kwalificatiestructuur/european-qualifications-framework/koppelingsrapport-vks-eqf/

Other literature:

! http://nl.wikipedia.org/wiki/Onderwijsnet Other sources :

! interview with partnerschool KTA Wemmel ! interview with partnerschool Syntra West


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4.3 Germany

4.3.1 The educational system in Germany – basic facts31 The educational system in Germany has four stages: primary stage, secondary stage (split up in secondary stage I and II), tertiary and quaternary stage. Due to the prevailing federalism in education, there are special characteristics in each federal state, but every state has to rely on the described basis.

Hereinafter only the basics of the German educational system will be described. The consideration of special terms contributes nothing to the definition of our target group and would therefore go beyond the scope of this report. German education levels comply with the ISCED as follows:32 31 Picture Source: http://de.wikipedia.org/wiki/Datei:Deutsches_Bildungssystem-quer.svg (access 10th Dec 2012). 32 Cf. http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm (last seen: 10th Dec 2012, 11:05h) The ISCED Levels 3, 4 and 5 are split up in A and B. This differentiation in A and B


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German education levels ISCED-Level

primary stage Level 1

secondary stage I Level 2

secondary stage II Level 3

combination of different types of education in secondary stage II which make students able to enter parts of tertiary stage

Level 4

tertiary stage Level 5B: university Level 5A: everything else of tertiary stage

quaternary stage no comparable level

After finishing primary school (primary stage, takes four or six years, depending on the federal state) pupils split up and, according to their achievements in primary school, visit one of four basic different school types (Hauptschule, Realschule, Gesamtschule, Gymnasium)33 which all teach basic school education on different levels of difficulty. Just recently, some federal states such as Berlin, for example, have replaced the “Haupt-”, “Real-” and “Gesamtschule” by integrated secondary schools (“Integrierte Sekundarschulen”) that unite these three school types in one. However, the school-leaving-qualifications attained remain the same. Every pupil who successfully finishes this secondary stage I is officially able and allowed to start a vocational training.34 At this point, pupils will have visited school for nine (Hauptschule) or ten years (Realschule, Gymnasium). Secondary stage II is very multifaceted35: It includes all opportunities for pupils who do not finish secondary stage I successfully, as well as the last three years at the Gymnasium which usually ends with the A levels (“Abitur”) - the qualification for studying at university. Vocational training programmes are also part of secondary stage II. The German system combines vocational college training with practical in-company training. This system is meant to

complies with different either different education combinations or special terms in Germany. As these specifications do not relate the vocational chef education, they do not find a detailed consideration here. Level 4 (ISCED) is not relevant for cooks. 33 There are, however, more school types than those mentioned (such as “Sonderschulen”, special schools) but they are not relevant for our project. 34 If one did not finish secondary stage with an official qualification or does not find a place to do a vocational training, there are special kinds of schools which help to prepare for future applications by teaching skills and knowledge which are already regarding the ones needed in a vocational training. These schools only differentiate between general directions of possible vocational trainings and therefore teach very basic skills. These options are part of secondary stage II. 35 This report focuses the part of secondary stage II which deals with vocational training.


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guarantee the best possible transition from school to work and to be fundamental to adjusting the German qualification framework to the European one.36 The fundamental principle is the same in every type of vocational training: The pupil applies for an apprentice position in a licensed37 training company. If he is employed, he is allocated to one professional school, which is responsible for all pupils in one region who do the same or a similar training. The curriculum considers profession-specific knowledge and skills and guarantees a transfederal education. In order to provide a nationwide standard, the ministries of education of the federal states (“Kultusministerkonferenz”) set up a basic frame curriculum for every vocational training. Within this frame, the chambers of commerce (IHK)38, in which schools and licensed training companies are organised, also set up frame curricula. These curricula are the framework in which the schools can decide what they teach exactly. The IHKs are responsible for the vocational trainings in their regions and therefore also develop the final exams. For this purpose, the IHKs in different regions usually align with each other, so that there are supra-regional exams they can give to the schools. The development of the exams themselves is always supervised by one teacher assigned by the IHK, one employer and one employee. Students who have finished vocational training and additionally have at least one year work experience can visit the “Fachschule” (ISCED 5B) which qualifies them for leading positions. “Fachschulen” are usually not appealing for cooks since cooks do not need a higher qualification to open either their own restaurant or to become a licensed training company, if they already own a restaurant.

4.3.2 The German educational system and the EQF

Many countries39 have already developed, established and implemented a national qualifications framework (NQF), which can be linked to EQF40 levels. Germany has also developed a “Qualifikationsrahmen für lebenslanges Lernen” (DQR)41. However, due to extensive involvement of stakeholders and systematic testing in four economic sectors, it has not been implemented into practice yet.42

36 Cf. Bundesministerium für Bildung und Forschung (BMFB), Referat Öffentlichkeitsarbeit (Hg.): 10 Leitlinien zur Modernisierung der Beruflichen Bildung. Bonn u.a. 2001. S.11ff. 37 The Chambers of Commerce are responsible for education licenses. 38 See below 4.3.4. 39 Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Latvia, Lithuania, Malta, the Netherlands, Portugal and the UK. Cf. European Centre for the Development of Vocational Training (ed.): Development of national qualifications frameworks in Europe, Luxembourg 2012, 2 (online: http://www.cedefop.europa.eu/EN/Files/6112_en.pdf; access 13 Dec 2012). 40 Cf. § 3 in this paper. 41 Cf. http://www.deutscherqualifikationsrahmen.de (access 13 Dec 2012). 42 Cf. Bundesministerium für Bildung und Forschung / Kultusministerkonferenz (ed.): Status of development of the German Qualifications Framework (DQR), Berlin 2012 (online:


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4.3.3 Professional chef education - Frame curriculum: Legal conditions and transfederal contents43

4.3.3.1 Formalities and didactics The “Verordnung über die Berufsausbildung zum ‘Koch/Köchin’“ was prepared by the conference of the ministers of education and cultural affairs. The current version has been valid since February 1998 and sets the legal framework concerning formalities and basic contents. The vocational training for becoming a professional chef is officially recognised by the state. There are no specific requirements which have to be fulfilled before applying for a professional chef education, but the frame curriculum is based on the skills and knowledge pupils have after finishing secondary stage I at its easiest level (“Hauptschule”) successfully. The training has a total length of three years which includes the part at the professional school and the practical in house part. It is up to each school if they want their students to visit school one day a week or instead one whole week (5 days) per month. The detailed curriculum has to be developed by the schools. The curriculum is split up in “berufsfeldbreite Grundbildung“ (basic education with regard to the profession) and “darauf aufbauende Fachbildung“ (further professional education). While the first year conveys basic education with regard to the professions, the second and third year of professional chef training only deal with profession specific knowledge and skills. The professional schools are not only asked to help their students in becoming chefs; they are also asked to promote them in developing action competence, which consists of professional competence, social competence, and human resource competence. This is why the schools are asked to create their lessons as action-orientated as possible. How exactly the classes are conducted is up to schools and teachers.

4.3.3.2 Contents During the first year future cooks are taught together with four other gastronomic professions: “Fachkraft im Gastgewerbe”, “Fachmann/-frau Systemgastronomie”, “Restaurantfachmann/-frau”, “Hotelfachmann/-frau”. These four areas of apprenticeship are taught together for one more year, while the apprentice cooks have their own education after the first year. The contents are divided in “Lernfelder“ (learning areas) which have to be placed at fixed time points in vocational training. Every learning area is supposed to take a certain number of hours.

http://www.deutscherqualifikationsrahmen.de/de?t=/documentManager/sfdoc.file.supply&fileID=1339579330308; access 13 Dec 2012). 43 This part is based on the current legal Frame Curriculum: Verordnung über die Berufsausbildung zum Koch/Köchin vom 13. Februar 1998. Source: Bundesgesetzblatt Jahrgang 1998. Teil I, Nr. 10, Bonn, 18. February 1998. Retelling the framework is not the aim of this chapter. It will be reduced to the important legal things and, regarding the aim of EuroVeg, on the extent of work with plant-based ingredients.


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learning areas hours 1st year hours 2nd year hours 3rd year

1.1 working in kitchen 140

1.2 working in waiting 120

1.3 working in magazine 60

2.1 plant based food 60

2.2 snacks 40

2.3 warm and cold buffet 40

2.4 dessert 60

2.5 Á-la-carte 80

3.1 banquet 80

3.2 special-action-week 80

3.3. menu 60

3.4 regional domestic and foreign cuisine 60

Hours 320 280 280

The first year deals with basics of hygiene, technology, working with different kinds of products, preparation, finishing and serving small dishes as well as everything that has to do with waiting tables. In addition, students learn how to handle the bureaucracy do the whole range of work which can come up in a restaurant. These learning areas also include the communication of all necessary skills, for instance, like IT. The first year closes with an annual examination about all contents learned in the first year. This exam has to be practical and must not take more than three hours. The second year deals with plant-based meals. It is mandatory to teach the handling of the following ingredients: fruits, vegetables, mushrooms, potatoes, cereal products and legumes. First it is up to the IHKs and afterwards to the schools, what kind of skills they want to teach exactly. After finishing this learning field the students have to know different kinds of vegetarianism and wholefoods and have they have to be able to assess the use of convenience products. They can do plant-based dishes autonomously with consideration of ecological and economical aspects and are also able to advise customers about a plant-based offering. The theoretical knowledge as well as all practical skills have to be taught within the 60 hours provided by the frame curriculum the ministry of education established. No other part of this curriculum provides space for more vegetarian cookery. Therefore it is necessary to teach all


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basic skills during this part of the second education year. If schools do not attach a certain relevance to plant-based food this leads to the problem that professional chefs do not necessarily know about the preparation of vegetables which goes beyond preparing them as side dishes. The frameworks do not explicitly name soy products or other meat-alternatives. Also there is no specification of what quality the skills in handling plant based ingredients should be. Learning areas 2.2 and 2.3 do not specify which kind of ingredients should be used. In 2.4., cheese is the only mandatory animal product. According to this basic framework it would be possible to increase the use of plant based ingredients here. In all other learning fields the schools are obliged to use meat, fish and/or sea fruits. Additionally they have to concentrate on teaching the handling of ”fish and sea-fruits“, ”venison and fowl“ “meat“ in the learning fields 2.5.; 3.1 and 3.2. They can choose which learning field shall emphasise which topic. Beside these practical skills, schools are supposed to convey theoretical skills to the students. These are economical, technological, language and IT skills. Regarding the very practical character of being a chef, these are conveyed collaterally during the whole training and are always connected to the practical knowledge. The final exam must consist of two parts: one practical and one theoretical part. This frame curriculum does not prescribe any contents. Developing the final exam is up to the IHKs. The practical one must not take longer than six hours. Additionally, pupils have to lead a customer-orientated conversation. The theoretical exam is split up in three parts: 90 minutes technology, 90 minutes merchandise management, 60 minutes economy and social studies.

4.3.4 IHK- Curricula and School Curricula There are 80 chambers of commerce in Germany; vocational chef training is listed in every single IHK. Therefore there are 80 frame curricula existing. Due to the fact that they are all bound to the frame curriculum developed by the conference of the ministers of education and cultural affairs, the IHK curricula hardly differ from each other. Consequently it is the same with the schools’ curricula. Most of them can be found online on the respective homepage that provides information about vocational chef training. Concerning the contents, the IHK curricula are as vague as the ministry's frame curriculum. Most of them literally name: salads, vegetables and potatoes, legumes, grain and grain products, pasta and pastries.44 They only specify for how much time and at which point of training the provided hours for plant-

44 Compare e.g. the curricula of the following IHKs: Berlin, Dresden, Nordrhein-Westfalen, Nürnberg für Mittelfranken.


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based food should be taught. All over Germany, this lasts between six and eight weeks in the second year of education. The licensed-training companies know about this standard and can adjust the students working field accordingly. The schools have to follow these guidelines. Their curricula are not usually online. Semi-structured interviews with several persons who are responsible for vocational chef training show that all schools follow the IHK guidelines very strictly. Besides the fact that this is necessary by law, the IHKs develop the final exams. So following their guidelines strictly is indispensable if the students shall be prepared as well as possible. Therefore schools have no space to establish selective subjects. Semi-structured interviews indicate that the only possibility schools have to emphasise e.g. vegetarian cuisine is within the provided 60 hours. The OSZ Gastgewerbe Berlin for instance integrated a part called “Nachhaltigkeit und Ernährung“ (sustainability and diet) and focuses the ecological impact of food within the provided 60 hours . By implementing a Veggie Day project45 in their daily school business they found a possible way to support vegetarian cuisine. But still this is based on individual initiative of teachers, instead on a common agreement. Usually the IHKs do not ask for vegetarian dishes in the final exams. This year the final exams were developed by a supra-regional commission46 coordinated and published by the IHK Nürnberg for Mittelfranken (Bavaria). Each year they develop different sets of final exams and each single IHK chooses which set of exams has to be used in the current year. Usually the IHKs in each federal state align with each other and decide, so that all schools in one region finally have the same exams. These usually take place around the last week in November. In Winter 2012/2013, in Berlin students had to make a proposal for a complete vegetarian menu, consisting of four dishes: cold appetizer, soup, main dish and dessert. The contents of the practical part of the final exam depend on the training-company. This was part of the exam field “technology” and it was the first time that the IHK had asked for vegetarian dishes in the final exam.

4.3.4.1 Teaching Materials There are no teaching materials which have to be used. Schools can choose independently between all existing materials. In some schools, students are obliged to buy scripts the schools have produced themselves or specific books which have been chosen by individual teachers or the school. Depending on the books’ topics, various ways to work with grains, vegetables and legumes are presented. A comprehensive material analysis suggests that the teaching

45 In the OSZ Gastgewerbe Berlin one class of students has to cook lunch for all other students, including the development of the menu and calculation of prices and the quantity of cooks. It is up to teachers if they want the students to cook an explicitly vegetarian or even plant based meal. 46 For basic information about the structure of the final exams refer to chapter 2. The development of the exams are always supervised by one teacher assigned by the IHK, one employer and one employed.


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materials, which count as standard, do not consider soy products which are especially used as milk, cheese or meat alternatives. Most books do not even name soy in general. Formally all materials47 have a comparable structure: Chapters mostly deal with a specific ingredient or several ingredients which belong to the same family. In the beginning, the students find general information about these ingredients, like geographical origin, characteristics, tastes and nutritional values. Afterwards the handling and options of preparation are described. Most books work as visually as possible and integrate many photos and pictures. Books which are explicitly teaching material often use a system which is comparable to the hypertext function: technical terms and difficult words are underlined and explained beside or below the text. Not all books provide recipes; school books in particular often consist of two parts: one theoretic book which contains all named information while one is rather practice-oriented with lines to write in and exercises The latter is mostly called “working book“ and consists of exercises, recipes and space for taking individual notes. According to their individual needs, some schools design their own scripts. Already anticipating the survey results by taking the teachers’ answers into account, this list shows which materials and book titles teachers named as the most important ones. More detailed information about the materials will find consideration in the description of the survey results. Due to the fact that most teachers did not name materials at all and the other often just named unspecific things like newspaper articles, the list is not that long. The first two ones were named as the most important ones: While “Nachhaltige Entwicklung im Berufsfeld Ernährung und Hauswirtschaft” is a new book which deals with sustainability issues in a way teachers appreciate, “Der junge Koch” is a basic book which every school seems to use. The “Agentur für nachhaltige Entwicklung” (agency for sustainable development) supports the development of books which deal with sustainable nutrition.

! Verlag für Handwerk und Technik: Nachhaltige Entwicklung im Berufsfeld Ernährung und Hauswirtschaft

! Der junge Koch ! Eistert: Die Lehrküche ! Trauner Verlag: Ernährung ! Trauner Verlag: Küche: Lebensmittel & Qualität ! Teubener Edition: single books dedicated to specific topics like e.g. rice, cheese,

vegetables ! Pauli Verlag: develops teaching material; always one book with recipes and one

teaching book ! G + U Verlag ! AID Books ! several newspaper articles and copied things which are taken from different books ! one named to use VEBU materials for teaching the vegetarian cuisine

47 Which materials are used the most will be discussed connected to the survey results.


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4.3.5. Survey results The survey was sent to 107 schools for vocational chef education. 32 schools answered the questionnaire completely; so the total response rate is 34%.

4.3.5.1 Admins - participants and cultural catchment 45 administrative persons (out of 69 who started answering) from 32 different schools completed the survey. The following analysis is based on these 45 completed questionnaires. Most of the participants (44%) work as teachers in the gastronomic sector of their school or are explicitly in charge of the vocational chef training (24%). Every teacher working in the kitchen is a professional chef. Classroom teachers additionally studied didactics in general and most of them also a further subject qualifying them to teach this or a similar subject in school. Among the participants were also heads of the school kitchen (2%), the schools’ principals (2%) or teaching staff maintaining other positions in school (27%). Thus all participants are experts in cooking and teaching. Most of the participating schools (42%) have in general between 100 and 200 graduates each year. These are the smallest schools types. At the other end, there are 9% big schools having more than 1000 graduates each year. The remaining schools are evenly distributed with a size between 201 and 999 graduates each year. Looking at the numbers of students finishing the vocational chef training, most schools have between 21 and 40 graduates (29%) or 0 and 20 graduates (22%) each year, followed by schools with between 41 and 60 graduates (18%). Taken everything into account, there are only 31% of schools with more than 60 students finishing professional chef training each year, with up to 200 graduates and above. Not only the survey but also the whole evaluation of the educational system in Germany suggests that most large towns and especially capital cities have one big school instead of many small regional schools. Therefore, they have a more diverse cultural catchment than regional schools. This diversity can be very multifaceted and concerns e. g. socioeconomic backgrounds, religious views, values, norms, habits and attitudes towards food. In regional schools, however, these criteria appear to be rather homogenous.

4.3.5.2 Admins - state of the art: structrural education facts 62% of the schools indicate that they explicitly deal with vegetarian dishes whose preparation significantly goes beyond the preparation of vegetarian components as side dishes. This takes place within the 60 hours the framework curriculum provides for plant-based ingredients. So the larger number of schools already recognized the increasing importance of sustainable plant-based foods. The remaining 38% do not explicitly deal with the preparation of plant-based ingredients as main dishes.


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On average 15 hours are spent on plant-based dishes. The lessons are mainly theoretical (57%), a quarter of the participating schools states a half theoretical and half practical structure of the lessons (25%). Practical lessons are preferred by 18% of the schools. Usually schools do not deal with vegetarian meals at any other point (69%). 31% also consider the preparation of vegetarian meals in other parts of education. In average they spend 10 more hours on this issue, which are even more theoretical (71%). If vegetarian cuisine is taught alongside the provided 60 hours, the lessons are placed in the following frames and learning areas:48

! Gemüsegerichte ! Praxis-Küche ! Teige und Massen, Zwischenmahlzeiten ! kalte und warme Vorspeisen ! Gemüse, Salate, Kartoffel, Getreideerzeugnisse ! Teige und Massen ! Beilagensalate ! Lernsituation “Vegetarische Kost anbieten” (Lernfeld 1.1) ! Kostformen (Lernfeld 1.1)) ! Bankett (Lernfeld 3.1) ! Aktionswoche (Lernfeld 3.2) ! Speisenfolge (Lernfeld 3.3.)

37% of the schools do not allow their students to do the practical training part (except the parts explicitly dealing with meat and fish) in a vegetarian or vegan restaurant, while 60% allow a vegetarian restaurant and further 22% also confirm vegan restaurants.49 Nevertheless, 58% would like vegan or vegetarian students to taste fish or meat dishes if it is necessary for their preparation. The remaining 42% of schools accept that vegetarian or vegan students avoid tasting meat or fish dishes.

4.3.5.3 Admins - perspectives It is significant that the participating teachers are interested or at least open-minded about an increase of teaching contents in sustainable vegetarian cuisine. 43% feel that vegetarian cuisine should gain more importance in the vocational training and further 40% seriously think about the importance of this increase. Only 4% of the participating teachers display no further interest in the topic.

48 To be as precise as possible the list is in German and literally cites the teacher’s answers. 49 Multiple answers were possible.


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Proceeding from the assumption that there is a certified module (module is understood as a learning unit over a specific number of lessons) which deals exclusively with vegetarian cuisine and fits into the current legal conditions, more than half of all participating teachers (62%) have a strong or very strong interest in integrating it into their ongoing teaching practice. Further, 29% are interested to a considerable extent, while only 7% are not interested at all. 24% stated that they can also imagine offering an exclusively vegetarian chef training. !Below there is a ranking of topics which the participating teachers consider important and of interest for the students: 50

! 78% recipes ! 73% sustainability and choice of ingredients ! 60% marketing potentials of vegetarian dishes ! 60% animal protection and choice of ingredients ! 49% Eco-Labeling ! 44% national and international opportunities for further education ! 40% vegetarian community catering ! 36% communication- and marketing strategies of sustainability issues ! 24% starting up vegetarian restaurants ! 2% participation on youth competitions like Achenbach-Pokal; Deutsche Meisterschaft

Teachers would like to inform their students about these topics mainly with books, animations and videos and guest lessons. E-Learning is the way of teaching teachers like least. To have a detailed basis for developing material, see the exact percentages listed below.

! 58% students book ! 56% animations and videos ! 53% guest lessons ! 42% workshops ! 36% online platforms ! 22% E-learning-modules

In addition, projects, working sheets and more practical lessons on vegetarian and vegan dishes were named.

4.3.5.4 Admins - state of the art: detailed education contents concerning vegetarian cuisine The relevance given to the definition of vegetarianism by curricula differs between schools. See below, how the teachers feel about the relevance given:

50 Multiple answers were possible.


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! 18% to a very strong extent ! 36% to a strong extent ! 36% to a considerable extent ! 7% to a small extent ! 4% not at all

The schools who deal with vegetarianism also deal with veganism: The percentages listed below show that veganism is considered to a smaller extent than vegetarianism.

! 33% to a very strong extent ! 34% to a strong extent ! 38% to a considerable extent ! 11% to a small extent ! 4% not at all

Although the survey asked for facts instead of the participants’ subjective feelings it has to be taken into consideration that human beings can usually not completely ignore their individual values and beliefs. Therefore it has to be stated that individual values may influence the impression of the extent of a specific issue. If for instance a teacher personally avoids veganism, he could feel like teaching this topic plays a greater role than it should be. The extent to which the environmental impact of animal products is addressed in vocational chef training is very diverse. It was asked how prominent this issue is represented in the school curriculum. While 7% of the schools do not cover it at all, 4% consider it to a very strong extent. The other schools stated something in between, most of them (33%) indicated to deal with the environmental impact of animal products to a considerable extent. 27% of the curricula only allow coverage to a small extent, while further curricula deal with it to a great extent 29%. The relationship between food consumption and human health gains more attention: 47% of the schools allow for this area to be covered to a considerable extent, while 31% deal with it to a great or very great extent. Only 11% do not instruct their teachers to cover this topic in class. The treatment auf Fair Trade quality differs very strong. While 4% deal with these to a very strong extent, 18% do not consider them at all. Most curricula (31%) provide space to a considerable extent. The schools named above which provide more space to the issue also attach more relevance to the advantages and disadvantages of organic and conventional foods than the other schools. In general, 31% of the teachers state that, according to their school curriculum, they are supposed to talk about this to a considerable or great extent. Only 9% attach strong relevance or no relevance to this topic.


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The questionnaire also asks for details on handling meat alternatives, which are usually less known than e.g. pasta or potatoes. A general monitoring of the results shows that nearly everything taught in practice is also an issue within theoretic lessons, whereas many learning objectives are only taught in theory but not in practice. Especially meat alternatives are rarely taught and if they so nearly only in theory. While many schools teach how to prepare tofu (53% in theory, 20% in theory and practice) other meat alternatives find much less regard. 71% of the schools state that they do not deal with the handling of tempeh at all, the remaining 29% deal with it in theory. TVP finds even less regard: 76% of the schools do not deal with it at all, while 24% have a theoretical look at it. The numbers for seitan are nearly similar. The handling of plant-based protein sources and usually lesser known grains is taught much more - it can be said, that approx. half of all asked schools attach serious importance to the following ingredients: Legumes and couscous are considered at nearly every school. Only 4% (legumes) and 13% (couscous) of the schools answer not to teach anything about them. Other schools consider these products in theory and practice (58% legumes, 40% couscous). According to the preferred teaching methods for dealing with meat alternatives the schools dealing with them teach their characteristics and handling mainly in theory, only 2% state to teach them exclusively in practice. Nearly a quarter (24%) of all participating schools teaches the preparation of millet in theory and practice, 62% of the schools only in theory and 13% do not teach the use of millet at all. The use of quinoa and amaranth hardly differs. Nearly half of all participating schools do not consider quinoa 44% and amaranth 47%; the remaining schools mainly in theory (quinoa 38%; amaranth 47%). Using spelt is more common, 42% use it in theory and practice, further 44% exclusively in theory and only 13% do not teach the handling of spelt at all. Regarding the use of plant-based fats the following number could be gathered: half of the schools teach seeds and nuts in theory and practice (nuts 47%, seats 44%) and exclusively in theory (nuts 47%, seats 47%), while the use of avocado is not taught at all at 24% of the schools (theory 33%; theory and practice 38%). The preparation of plant-based spreads, which are in fact a relevant part of a sustainable and plant-based diet, especially in the preparation of buffets, does not play a big part in vocational chef training. 69% do not deal with the preparation of hummus and tahini is not considered in 93% of the schools. If these are taught, it is mainly in theory. 13% of the participating schools also teach the preparation of hummus in practice, 2% of the schools deal with tahini or nut paste. 82% do not deal with nut paste. Alternatives for milk, cheese and eggs are of little significance in vocational chef training. Most of the schools do not deal with the handling of plant-based cream (64%), plant-based milk (67%) or egg alternatives (62%). If schools cover these topics, it is almost completely in theory.


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Plant-based binders are, however, more popular. Nearly half of all schools teach the handling of locust bean gum (22%) and products like agar agar (51%) in theory, many of the remaining schools also teach the practical use of these binders (locust bean gum 22%; agar agar 40%).

4.3.5.5 Students - participants: socioeconomic and cultural facts 496 students started the survey; 404 completed it. The following description as well as the analysis is based on the completed questionnaires. 70% of the students who completed the survey are male, 30% are female. Most of them are between 18 and 22. 37% already finished the module on plant-based foods, while 36% were just in course of doing this part 51 49% finished Secondary Stage I in intermediate schools (Realschule), which means their highest educational qualification is secondary compulsory education (ESO) (“Mittlere Reife” or “Mittlerer Schulabschluss”). Further, 31% finished secondary modern school (Hauptschule) as highest educational qualification. 12% finished upper secondary or tertiary with either the matura (“Abitur”) (8%), technical matura (“Fachabitur”) (3%) or a technical college degree (“Fachhochschulabschluss“) (1%). Further, 3% state that they graduated from university and therefore finished the tertiary stage successfully, while 6% could for some reason not identify with one of the usual educational qualifications. On an overall basis, exactly 80% of the participating students currently doing a vocational chef training finished Secondary Stage I in secondary or intermediary schools and therefore have a comparable school education. They all have a basic education in a wide range of subjects without any specification and learned English as a foreign language. Most may also be able to speak a second foreign language on a basic level, as students usually learn two languages. Due to cultural studies being implemented in Germany, students attending to secondary modern or intermediate schools are mostly not part of the higher socio-economic milieu.52 It is also significant that most of the students who state to have finished Secondary Stage II are more likely to study in bigger towns than less educated students, which correlates with the more centralized education and the greater diversity large towns or capital cities allow for compared to smaller regional schools. 53

51 The 28% students who are in the first year were not asked to assess their skills in vegetarian cuisine. These only got the questions which deal with participant data, the relevance they attach to vegetarian cuisine and what topic of vegetarian cuisine they are interested / not interested in. 52For further information compare: https://www.destatis.de/DE/ZahlenFakten/GesellschaftStaat/BildungForschungKultur/BildungForschungKultur.html (acces 13th December 2012) 53 Cf. 4.3.5.1 of this report.


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4.3.5.6 Students - perspectives 48% of all participating students state that they want vegetarian cuisine to be in the curriculum to a considerable extent while 29% would prefer its consideration to a great or very great extent. Only 23% are not or hardly interested in the topic. Although the percentages named suggest at first sight that there is only an average interest concerning vegetarianism, 81% of the student participants are interested in learning the preparation of plant-based foods which goes beyond side dishes, with 47% displaying general interest and in this field 34% even interest to a considerable extent, while only 19% are not at all or hardly interested. This range of interest is not reflected in the students’ attitudes towards an exclusively vegetarian VET. 30% of the participating students can imagine a vegetarian VET to a considerable extent, while 12% are interested to a great or very great extent. 58% cannot or hardly imagine this kind of education. The students who are interested in an exclusively vegetarian education are most interested in the topics below:54

! 70% recipes ! 41% national and international opportunities for further education ! 35% animal protection and choice of ingredients ! 34% sustainability and choice of ingredients ! 27% marketing potentials of vegetarian dishes ! 20% starting up vegetarian restaurants ! 15% Eco-Labeling ! 14% vegetarian community catering ! 14% communication- and marketing strategies of sustainability issues

In addition: the impact of vegetarian cuisine on human health and environment, vegetarian molecular cuisine, healthy and tasty dishes, vegetarianism as a preferred lifestyle, meat alternatives, different possible ingredients, working with exotic fruits, sensitization of the sense of taste. The following ranking indicates the preferred learning media: The following ranking shows which learning media are preferred and which not:

! 47% students book ! 35% workshops ! 30% animations and videos ! 26% guest lessons ! 15% online platforms ! 6% E-learning-modules

54 Multiple answers were possible. The students who stated not to be interested in vegetarian education at all, did not have to answer.


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In order to explore the priorities of potential teaching contents to the students, participants were asked for the relevance they attach to specific characteristics of certain ingredients. Based on the sum of the categories “to a great extent” and “to a very great extent”, a ranking was created, which shows which characteristics are most important to the students.

! 92% taste ! 61% health ! 59% economy ! 48% ethic ! 42% popularity ! 41% ecology ! In addition named were: origin, regional products, high in quality, freshness, interesting

textures, variety, perfect and appetizing look of the meal, usage of modern ways of preparation, taste, molecular cuisine.

The concrete contents students are interested in are as important as the more abstract values named above. Therefore another ranking was created on top of the categories “to a great extent” and “to a very great extent”. In this part of the questionnaire, students were asked which aspects of vegetarian cuisine they want to be part of their curriculum. 53% explicitly stated that learning about these things is important to them to a great or very great extent.

! 56% the ingredients’ impact on human health ! 43% the handling of plant based binders ! 38% the handling of egg-alternatives ! 37% the ingredients’ economic aspects ! 35% the ingredients’ ecological aspects ! 30% the ingredients’ ethical aspects ! 29% the handling of meat-alternatives like soy or seitan ! 21% the handling of plant based convenience products

4.3.5.6 Students -state of the art: assessment of the current vegetarian education and individual competences in vegetarian cuisine 19% of all participating students feel like their school’s curriculum provides a great or very great possibility to deal with vegetarian cuisine. These are obviously outnumbered compared to those who claim the contrary: that there is no or very little possibility to deal with vegetarianism (40%). The remaining 40% state that the curriculum provides this opportunity to a considerable extent.


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9% of the students are satisfied with the current state of affairs. 20% feel that there should at least be a little increase of vegetarian contents while 41% stated that the extent of vegetarian cuisine should seriously be increased. Further, 30% want the extent to be increased to a great or very great extent. Only 12% do not wish vegetarian cuisine to be included in school curricula at all. Many of the named reasons are obviously based on prejudices and a lack of knowledge:

! basic vegetarian skills are taught in school, if more knowledge was needed this would be learned while working in restaurants

! there is no demand for vegetarian cuisine ! cooking without meat is unhealthy ! people who do sports need meat ! the curriculum does not provide enough time ! vegetarian cuisine provides less room for creativity ! individual taste prefers meat

The following deals with the students’ self-assessment of their vegetarian competencies. 69% state to know exactly what to serve a vegetarian and 41% also feel safe about what to serve a vegan. 25% can serve vegetarian dishes to a considerable extent (vegan 33%), while only 6% do not or hardly know what to prepare for a vegetarian. Regarding a completely plant-based meal the lack of knowledge is particularly higher: 21% state that they only have a very small idea about what to serve and 4% state to have no idea at all. The same percentage of students do not know how to compose a meal by using alternatives for meat and fish; 6% hardly know it and further 26% stated to know it to a considerable extent, while 63% know it well or very well. Concerning plant-based alternatives for milk, cheese and cream the numbers differ: while 47% feel comfortable or very comfortable about using plant-based products, there are 17% who do not or hardly have any idea about working without these animal products, while 37% feel to know about it to a considerable extent. The knowledge about working with egg alternatives has a wider range: 28% of the students indicate not to or hardly to know how to use alternative for eggs. 29% know it properly; exactly a quarter (25%) know well and further 18% stated to know very well. The competence in using honey alternatives is even more uniformly spread. While 7% do not know what to use and how to use it and a further 20% display hardly any knowledge, the other percentages are evenly spread from knowing it to a considerable extent to knowing to a great extent and to a very great extent. Alternatives for gelatine are already well known: 47% know what to use and how to use it to a great or very great extent, and 31% have proper knowledge. Only 9% indicated to have no idea.


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Comparing different products which can be used as meat alternatives, tofu is the best known. 41% know how to work with it to a great or very great extent. TVP (17%), seitan (11%) and tempeh are much less known. 18% of the students stated not to know how to prepare tofu, 40% TVP, 57% seitan 59% tempeh. Looking at the average knowledge, the percentages also suggest that knowledge about meat alternatives has high potential in increase: tofu 21%, TVP 15%, seitan 9% and tempeh 10%. 45% of the participating students feel capable of composing a meal considering sustainability aspects, while only 6% state to know very well and further 23% to know well about it. There are 9% who state to know nothing about this topic and another 17% with hardly any knowledge. Concerning the impact animal products have on human health, 9% state to have no or very little knowledge about it, while 38% state to have proper knowledge. Further 40% feel to have a great knowledge about it and 13% feel very competent about this.

4.3.6 Summary and Conclusions

In Germany, everyone can become a professional chef by doing a licensed VET of three years duration consisting of college lessons and practical in-house training. There are no binding requirements for starting a professional chef education, but the curricula are oriented towards the knowledge mediated in Secondary Stage I. Nevertheless students without school-leaving qualifications can also become a cook, if they successfully apply at a restaurant. Academics as well can become a cook by doing the VET. Looking at the students currently doing professional chef training, it is obvious that the major part (80%) finished Secondary Stage I at secondary modern school or intermediary school and therefore has a basic education in a wide range of subjects among which is English. This complies with the recommendation of the Ministry of Education and Cultural Affairs to direct the requirements for professional chef education towards the education students have after finishing Secondary Stage I. 55 The current frame curriculum56 says that the schools have to teach the handling of plant-based foods in the second year of education to an extent of 60 hours. This literally means the handling of: fruits, vegetables, mushrooms, potatoes, cereal products and legumes.

55 Cf. Verordnung über die Berufsausbildung zum Koch/Köchin vom 13. Februar 1998. Bundesgesetzblatt Jahrgang 1998. Teil I, Nr. 10, Bonn, 18. February 1998. 56 Cf. Rahmenlehrplan für den Ausbildungsberuf Koch/Köchin. (Beschluss der Kultusministerkonferenz vom 05.12.1997 Verordnung des Bundes vom 13.02.1998, BGBl I Nr. 10 S. 364 v. 18.02.1998; Bundesanzeiger Nr. 200a v. 24.10.1998)


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These subjects are also named by all IHK curricula, which do not specify them further. What and if other plant-based foods are additionally taught is up to schools and teachers. In the frame curriculum, there is no buffer time foreseen for individual content choice. Further consideration of plant-based foods goes along with integration of these issues into other learning areas, which is hardly foreseen by tightly planned contents. The latter is proven by the further comments section of the survey. Also some students commented that their curriculum would not allow for further extension. Due to the fact that the final exams are aligned to the IHK curriculum, it is indispensable for the school to follow these guidelines very strictly for a successful graduation of their students. The curriculum does not explicitly name soy products or other meat alternatives. Also there is no specification of skills in handling plant-based ingredients. Learning areas 2.2 and 2.3 do not specify the kind of ingredients to be used. In 2.4 the handling of cheese is the only mandatory handling of animal products. According to this basic framework it would be possible to increase the use of sustainable plant-based ingredients by using adequate teaching materials. Regarding the survey results it is obvious that teachers and pupils prefer books and scripts as well as videos and animations. Therefore these kinds of materials should be focused on. For development, it can be useful to look at existing materials named in chapter 4.3.4.1 of this report. Teachers currently prefer using books which are very visual and easy to understand in wording and structure. Besides tofu, meat alternatives are not considered in current teaching materials. This is reflected in the extent of which meat alternatives are taught in school. Most of them do not find any consideration or, if they do, it is in theory at maximum. At first sight, the students’ self-assessment concerning their vegetarian competencies appears to be better than the teachers’ indication about the extent of vegetarian skills taught, even if they do not consider it to be very good. Some of the students may do the practical training in restaurants where they can learn more about the handling of plant-based foods than in school. Although students feel capable about vegetarian dishes, the self-confidence regarding dishes for vegans is much lower and seems less appealing for students than for teachers. While most teachers are very interested in teaching more about plant-based foods and vegetarian products, students are on average to a considerable extent interested in vegetarian products, which may be rooted in their cultural and socio-economic backgrounds. The ones indicating no interest in vegetarian cuisine reasoned this by facts that are obviously based on a significant lack of knowledge and prejudices (e.g. like the beliefs that athletes need meat and vegetarian cuisine provides less room for creativity).57 Taking into account the latter argument and the survey results about the handling of plant-based foods, with which a high potential for various creative meals is associated, it becomes obvious that the education in vegetarian cuisine has to be improved.

57 Cf. chapter 4.3.5.6 of this report.


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!Regarding the socio-economic characteristics of the participating students, there is a remarkable difference between future chefs and their prototypical customers. While the typical vegetarian is female and well educated (26% finished Secondary Stage II, further 30% Tertiary Stage)58, the participating students are mostly male and less educated (80% Secondary Stage I).The survey also showed a significant correlation between gender and a higher appreciation of meat. While female students are more interested and open-minded for vegetarian cuisine, the answers of male students allow drawing the conclusion that meat is often associated with masculinity. The higher appreciation of meat can also be found in the structure of the (frame-) curricula concerning the point of time where plant-based foods are taught as well as the extent of this topic compared to dishes with animal products as a main component.59 This suggests that preparing meat is most important for becoming a professional chef. The survey shows that the teachers can assess the needs of their students very well. While the teachers were asked which vegetarian topics they assume to be interesting for their students, the students were asked about what they want to learn. The most important thing is first of all recipes and taste of the dishes, then animal protection, impact on human health, sustainability and further education opportunities inland and abroad. !This ranking emphasizes what has been indicated throughout the survey and is also mirrored in the increasing demand for vegetarian dishes: The awareness about the importance of an improvement of vegetarian skills and the competency to create sustainable plant-based dishes is growing in accordance with the development of social attitudes. The areas in which there is a lack of knowledge are especially the handling of meat alternatives and other plant-based alternatives for common animal products like milk or eggs. All in all, vegetarian cuisine is a serious issue to most schools. Nevertheless the learning contents mostly concentrate on the most common vegetarian ingredients and therefore do not exploit the creative potential of a sustainable plant-based cuisine. Most teachers want the extent of vegetarian cuisine to be increased and also many students are interested in more detailed information in vegetarian cuisine as long as they do not have to learn more; this means that it should not be added to the curriculum but be integrated to a bigger extent than it actually is# 58 Numbers and characteristics about vegetarianism in Germany have been evaluated in a representative survey done by the Friedrich-Schiller-Universität Jena in 2007. http://www.vegetarierstudie.uni-jena.de/ (last access: Dec., 28th, 2012). 59 Regarding this structure evokes the question if the frame curriculum mirrors social attitudes. The other way around the correlation is obvious: By suggesting the named values and attitudes these might be established in the heads of (future) chefs. Concerning the increasing numbers of vegetarians and the also increasing (social) awareness about sustainability issues, it has to be examined if the frame curriculum done in 1998 is still up to date in 2013; 15 years later.


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4.3.7. Literature Germany Bundesministerium für Bildung und Forschung (BMFB), Referat Öffentlichkeitsarbeit (Hg.): 10 Leitlinien zur Modernisierung der Beruflichen Bildung. Bonn u.a. 2001. Bundesministerium für Bildung und Forschung / Kultusministerkonferenz (ed.): Status of development of the German Qualifications Framework (DQR), Berlin 2012 (online:http://www.deutscherqualifikationsrahmen.de/de?t=/documentManager/sfdoc.file.supply&fileID=1339579330308; access 13 Dec 2012). European Centre for the Development of Vocational Training (ed.): Development of national qualifications frameworks in Europe, Luxembourg 2012, 2 (online: http://www.cedefop.europa.eu/EN/Files/6112_en.pdf; access 13 Dec 2012). F&B Ranking 2009. In: GV-Praxis 08/2010 Rahmenlehrplan für den Ausbildungsberuf Koch/Köchin. (Beschluss der Kultusministerkonferenz vom 05.12.1997 Verordnung des Bundes vom 13.02.1998, BGBl I Nr. 10 S. 364 v. 18.02.1998; Bundesanzeiger Nr. 200a v. 24.10.1998). Statistisches Bundesamt; Bereich Bildung, Forschung, Kultur: https://www.destatis.de/DE/ZahlenFakten/GesellschaftStaat/BildungForschungKultur/BildungForschungKultur.html (access 13th December 2012). Vegetarierstudie der Friedrich Schiller Universität Jena. Online: http://www.vegetarierstudie.uni-jena.de/ (access 28th December 2012) Verordnung über die Berufsausbldung zum Koch/Köchin vom 13. Februar 1998. Source: Bundesgesetzblatt Jahrgang 1998. Teil I, Nr. 10, Bonn, 18. February 1998. http://www.deutscherqualifikationsrahmen.de (access 13 Dec 2012). http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm (access 10th Dec 2012) Further research was conducted on every single homepage of the 80 chambers of commerce existing in Germany. These were accessed several times between 1 October 2012 and 31 December 2012. Every page has a different structure; used were all information which deal with professional chef education and can be found be typing “Koch/Köchin” into the homepages’ search. Most of them offer their frame curricula online and most of the information hardly differ from each other. As the pages are not cited or anywhere, it would not make sense, to list 80 pages here. Every page can be found about here: http://www.dihk.de/ihk-finder (access 27th December 2012)


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The document analysis mostly refers on single sheets or individual pages the schools showed to us, as well as visiting libraries to gain insight about the general structure. The schools materials did not have either literature names on it nor have own names The exception is: Minzlaff, Ulrike; Enste Rudolf; Fachbereich Technologie der Speisenzubereitung Brillat-Savarin-Schule (OSZ Gastgewerbe) (Hg.): Arbeitsskript für den Unterricht im 3. Ausbildungshalbjahr für das Fach Technologie mit den Lernfeldern: Speisen aus pflanzlichen Rostoffen, Zwischenmahlzeiten und Buffet. Berlin, 07/2009. In the libraries no single books were focussed, but several books that gave inspiration about how teaching materials can be structured. These were the ones which were presented to us as the most important ones:

! Pfanneberg: Der junge Koch/Die junge Köchin ! Eistert: Die Lehrküche ! Trauner Verlag: Ernährung ! Trauner Verlag: Küche: Lebensmittel & Qualität ! several books of Pauli Verlag ! several books of G+U Verlag


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4.4. The Netherlands

4.4.1. General information education system in The Netherlands

The Dutch education system is constructed differently compared to other countries in the European Union and around the world. For a systematically diagram of the Dutch education system, see appendix 1. This diagram shows how different sectors and types of education in The Netherlands are related to each other. Below, the different types of Dutch education from primary school to higher education are described. Students usually start around the age of five with primary education. Students begin in group 1 and close the primary school period in group 8. After primary school, students go to secondary education. The Netherlands has various forms of secondary education, e.g. practical education for young people that struggle to get a diploma for secondary education.

1. Practical training leads directly to the labour market and lasts six years; 2. Pre-vocational education (VMBO): VMBO lasts four years. Students are prepared for

vocational and senior general secondary education. For students who need extra guidance there is learning support (LWOO);

3. Senior general secondary education (HAVO): HAVO lasts five years. Students are prepared for higher vocational education (HBO);

4. Pre-university education (VWO): prepares students for studies at a university. There are two types VWO: Atheneum and Gymnasium. In the Gymnasium, the classical languages Latin and Greek are required as a basis and one of these languages is requires as a compulsory exam. On the Antheneum the student does not follow classical languages. The VWO lasts six years.

For physically disabled, hearing impaired, visually impaired or chronically ill students, there is special education. There are also special schools for youth top sports athletes60 After finishing secondary school students go on to vocational training or university. Detailed explanations can be found in the following chapters

60 Rijksoverheid. (2012) Primaironderwijs en voortgezetonderwijs. www.rijksoverheid.nl. Accessed november, 2012. Onderwijsinspectie. (2012) Basisonderwijs en voorgezetonderwijs. www.onderwijsinspectie.nl. Accessed november, 2012. Sanden, van der, S., Smit, W., Dashorst, M. (2012) The referencing document of The Dutch National Qualification Framework to the European Qualification Framework. The Hague February 2012. Accessed november, 2012.


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4.4.2. Secondary Vocational school (MBO) Usually students go to the Secondary vocational training (MBO) after finishing the VMBO. MBO prepares people for the working field or further education. To ensure that there is a link to the labour market, vocational schools have extensive contacts with regional industry, several disciplines and civil society organizations. Connection with the practice and labour market is the primary goal on the MBO. Graduates who want to keep on learning go on to higher education or further continuation schooling.

4.4.2.1. Levels of training Within the MBO there are four levels of training

! Level 1: executive assistant training for simple work In the general training (AKA) the attention goes to general employee skills, such as; work pace, social skills, work safety, a positive attitude and reading business. The assistant training lasts one year. There is also a vocation assistant training (BKA) that learns to perform simple executive tasks. Students do not need any qualifications to participate to this training 14.

! Level 2: basic training for performing practical work Level 2 teaches students to perform executive tasks. This course is designed for graduated VMBO students. When the MBO School does not have an assistant training level 1 in the curriculum the students can participate without a VMBO diploma. This training lasts two to three years.

! Level 3: vocational training for independent work

In level 3 students learn to perform executive task completely independently. After graduating they are able to do independent production work with broad functionality. Students graduated from the VMBO as well as HAVO students can participate in this programme. Level three is a three year learning programme.

! Level 4: middle management training and specialized training The level 4 training teaches students to work fully independent, do fully independent operational work, broad employability or specialization. With this training, students can go on to HBO. This training lasts three to four years. The training in vocational schools is divided into four sectors: care and welfare, technique, economy and agriculture. Regional training centres (ROC) provide education in the sectors care and welfare, technique, economy as well as adult education. Agricultural training centres (AOC) provide education in the sector agriculture. Vocational schools prepare students for a profession specific for one industry.61

61 Rijksoverheid. (2012) MBO. www.rijksoverheid.nl. Onderwijsinspectie. (2012) Beroepsonderwijs. www.onderwijsinspectie.nl (Accessed november, 2012).(Accessed november, 2012). MBO raad. (2012) Informatie over middelbaar beroepsonderwijs. (Accessed november, 2012).


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4.4.2.2. Magnitude In the school period 2010/2011, 175.385 students graduated from the MBO, mostly at level 3 and 4. In the school period 2011/2012, 523.327 students were enrolled in the MBO. 5% of those students followed education at level 1, 23% on level 2, 28% on level 3, and 44% of those students enrolled at level 462.

4.4.2.3. Ways of studying Within the MBO there are two different pathways that lead graduation. With both ways, the working experience is most important. There is the vocational training pathway (BOL). With the BOL pathway students have one or more internships during their education. With the apprenticeship training (BBL) students work in a training company and usually follow theoretical classes at the education institute.

4.4.2.4. Study hours Students of the MBO are entitled to the statutory normal teaching hours of 850 hour a year. In the BBL courses the norm is 300 hours a year. Teaching time is divided in clock hours, i.e. 60 minutes. Educational institutions are free to determine their own teaching hours. Aiming for achieving final objectives and competencies, there are educational activities within teaching time. These are:

! scheduled classes; ! practical training such as internship; ! tutoring; ! Activities outside the institution area, such as excursions or visits.

Only activities that are under the supervision, responsibility and under the direction of the educational institution are permissible for the normal teaching hours. Homework is not permissible.

4.4.2.5. Quality Final objectives and competencies that a student must fulfil in MBO training are written in a qualification dossier which specifies the knowledge, skills and competences for the particular qualification. A qualification is a set of skills that qualifies a graduate of a vocational school for working in a profession, a group of related professions, in further education and as a citizen. This is described in a qualification dossier. For each statutory approved training, there is qualification dossier which is labelled with a unique number (CREBO number). With the qualification dossier as a base the MBO institutions are free to fill in their own educational programmes.

62 CBS (2012) MBO; geslaagden naar gedetailleerde opleidingsrichting. www.cbs. nl. CBS (2012) 08 juni 2012 Hoger onderwijs: totaal ingeschreven . (Accessed november, 2012).


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Multiple organizations are involved in the development, testing and evaluation of a qualification dossier.

! Expertise centres for vocational industry: They develop and maintain the qualification dossier. There are seventeen centres for vocational education. SBB coordinates and supports the expertise centres;

! SBB: The foundation of corporation vocational and industry; ! Examination rooms: they conduct the process of developing of the qualification dossier,

advice and assesses whether the quality reference framework meets their quality. The examination room is a part of the SBB, but they have own independent task;

! The department of education, culture and science: the department directs the implementation of the qualification dossier. The minister determines the financial needs, provides evaluation examinations and is responsible for the legal base of the quality reference framework.

4.4.2.6. On this moment and within the near future On 21st of June 2012 the minister of the department of education, culture and science gave the SBB a formal assignment to review the quality reference frameworks of the MBO. The meaning of this is to:

! unite the qualification dossiers; ! widen the MBO level four training; ! identify and clearly describe the knowledge and skills; ! reduce the number of qualifications; ! ensure that qualifications are more transparent and simpler.

The measures to be made are: ‘ ! Increasing the clock hours to 1000 clock hours in the first year of the MBO, with 750

guided education hours. The other years will be 850 clock hours with 600 guided education hours and a proximally 250 clock hours of working field experience;

! Simplification of the quality reference structure; ! The four year training (level 4) is reduced to three years; ! The level 1 training is going to be an ‘entree training’; ! Without a diploma students cannot reach MBO level 2. ! Centralization of the secondary adult education; ! Individual agreements with MBO institutions that could lead to a reward for good

performances; ! Partly central exams had recently started.

The reversal of the MBO training structure should prevent student delay, dropout, increase the quality of the MBO education and give a better connection with the European education63. 63 Rijksoverheid (2012) Beroepsonderwijs. http://www.rijksoverheid.nl/onderwerpen/beroepsonderwijs/mbo. Geraadpleegd op 13/09/2012. de minister van Onderwijs, Cultuur en Wetenschap (2011). Brief aan de staten general betreft actieplan Mbo 2011 – 2015. Inspectie van het onderwijs (2010) BESTURING EN ONDERWIJSKWALITEIT IN HET MBO. Utrecht, november 2010. (Acces november, 2012).


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4.4.3.7. MBO international To make national qualifications more readable across Europe, the European Qualifications Framework (EQF) is conducted. The aim is to relate different countries national qualifications system to a common European reference framework. The EQF contains eight reference levels, each level describing the learning outcomes. A learning outcome is all that a learner knows, understands and is able to do. The levels of national qualifications will be placed at one of the reference levels, ranking from basic (level 1) to advance (level 8) (14). In 2012, The Netherlands linked their national reference framework (NLQF) to the eight levels of the EQF(10). For a complete systematic overview see Annex 2. Levels one to four in the NLQF are linked to MBO education. Level one to four are comparable with level one until four in the EQF, which are comparable with the four levels of training at MBO education. The higher levels of the EQF and NLQF are linked to higher education64. For more detaild information see Annex 3.

NLQF EQF Secondary education MBO education VMBO Basic education

Entry level* Basic education 1

1 1 MBO level 1 VMBO (bb) Basic education 2

2 2 MBO level 2 VMBO (kb gl tl) Basic education 3

3 3 MBO level 3

4 4 VWO HAVO MBO level 4

* Entry-level can only be found in the Dutch qualification framework. With Entry level, the emphasis in the descriptors of knowledge, problem solving skills and information literacy, is on functioning in an everyday environment. Thus there is no reference to a working domain or professional practice as is the case from level 1 EQF.

4.4.3. Vocational cook education Most courses leading to a profession in the hospitality industry are offered at MBO level. In the school period 2010-2011, 2754 students graduated at the MBO from an education programme leading to a profession in the kitchen. In the school period 2011-2012, 8417 students were enrolled in an education programme in hospitality leading to a profession in the kitchen. Of those students, 61% graduated at level 2, 34% graduated at level 3, and 5% graduated at level 4 66.

64 Sanden, van der, S., Smit, W., Dashorst, M. (2012) The referencing document of The Dutch National Qualification Framework to the European Qualification Framework. The Hague February 2012. Beroepsonderwijs Bedrijfsleven (2012) Kwalificaties MBO. http://www.kwalificatiesmbo.nl/. \ (Accessed november, 2012).


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There are several vocational courses leading to a profession in the kitchen, those are:

· Cook: MBO level 2; · Independently working cook: MBO level 3; · Specialized cook: MBO Level 4; · Manager kitchen: MBO level4.

In The Netherlands there are 33 ROC institutions where you can follow these courses. A list with a complete overview of those institutions can be found in appendix 4.

4.4.3.1. Formal criterion There is a full PDF document about the qualification framework for the cook education, below criteria is abridged. For entry of the MBO training and flow through possibilities, the government adopted regulation is handled. It is not possible to only get certified units. When a practitioner wants to start as an entrepreneur, he or she needs to become more proficient in entrepreneurship. This can be achieved through a qualification focused on entrepreneurship; qualifications relating to this are included in another qualification file. There are no legal occupation requirements or sector requirements. In accordance with the Dutch law, reference levels Dutch language and mathematics are the reference levels established for MBO65. Cooks, Independently working cooks, Specialized cooks and Kitchen Managers work in the kitchens of a hotel, restaurant, canteen, as a caterer, hospital, nursing home, or in a care centre(21). Cook (MBO level 2) The Cook plans daily activities, prepares meals and garnish dishes for distribution. He also ensures that the working environment is orderly and clean so that the preparations are on hygienic manner. The Cook makes sure that the required ingredients and products are stocked through purchase the ingredients and products and check and store them after delivery. The tasks and activities of the Cook are diverse and often performed simultaneously. He is able to perform these tasks individually or in teams. The Cook is team-oriented and he is capable of efficiently and effectively perform tasks and share them with peers. He can perform and direct different processes and he controls the quality and results of their own work and adjust this if necessary 18. Independently working cook (MBO level 3) The Independently working cook sets a schedule for the implementation of its own work activities and performs those activities independently. The Independently working cook is often 65 Beroepsonderwijs Bedrijfsleven (2012) Kwalificaties MBO. http://www.kwalificatiesmbo.nl/. Geraadpleegd op 14/09/2012. Beroepsonderwijs Bedrijfsleven (2012) Landelijke kwalificaties KOK. Kenwerk . (Accessed november, 2012)


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assisted by colleagues and assistants who sometimes prepare in different places. Therefore he must be able to plan, organize, supervise and monitor. During the preparation and garnishing of the dishes, he takes the diet, needs, and expectations of guest into account. The Independently working cook also performs support and management activities, such as thinking and assisting in the development and implementation of menus, stimulating the efficiency, and cost control and guiding (teaching) colleagues at an executive level to support the supervisor18. Specialized cook (MBO level 4) The specialized cook works in kitchens that are divided into several sectors. He prepares special, creative and luxurious cuisine and components in the cold kitchen, warm kitchen and pastry kitchen. In addition; he coordinates and directs the processes within his sector/party. The Specialized cook encourages cooperation within and between various sectors in the kitchen. He also coaches (teaches) colleagues and monitors the quality of the produced products. The Specialized cook is responsible for the work in his sector and reports to his manager 18. Kitchen Manager (MBO level 5) The Kitchen Manager directs the kitchen in a hotel, restaurant or institutions. He is responsible for the performance of the delivered work in the kitchen. He is the direct link between the employees in the kitchen and the general manager or entrepreneur. He ensures the quality and progress of work in the kitchen. He is therefore responsible for the satisfaction of the customers, achieving policy objectives, for compliance of the statutory and company regulations and a good working atmosphere. The Kitchen Manager is responsible for composition of menus and menu planning 18. The essential criteria of the professional attitude of the profession Cook, Independently working cook, Specialized cook, and Manager kitchen can be summarized as: team orientated, ability to plan, correct, and organize, and service directed. It is a prerequisite that he has the ability to move for the achievement of its tasks. The independently working cook, Specialized cook, and Manager kitchen can act cost consciously and are able to think and handle commercially. For the work of Specialized cook and Kitchen Manager, a commercial, interpersonal, operational professional attitude, and personal effectiveness is needed 18.

4.4.3.2. Career prospects The Cook can, based on experience and training, develop to become an Independently working cook. The Independent working cook may work in the kitchen of catering and institution. Within the hospitality industry, he can develop into Specialized cook, Manager kitchen or (Sous) Chef. Within the healthcare industry, he can develop in team leader or head of kitchen. On education level he can progress to Specialized cook or Manager kitchen. On the labour market the Specialized cook can move horizontally to Manager kitchen or vice versa. In his career, he can grow to chef, manager entrepreneur or manager of a catering establishment. Within education the Specialized Cook and Manager kitchen can flow to manager and catering entrepreneur or an HE education such as Higher Hotel School 18.


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4.4.4. Further education

After finishing MBO cook level four education there are several After finishing the traditional cook education (level 4), there is a possibility to continue studying in higher education (HE). The bachelor’s program Hotel Management prepares students for a career in the hospitality industry. After graduating students are equipped to enter a variety of hospitality-related careers in hotels or restaurants. For example they can work as an:

! banqueting manager; ! account manager for food suppliers; ! food and beverage manager; ! purchaser at a catering company; ! sales and marketing manager at the head office of an (international) hotel chain; ! general manager of a hotel; ! consultant at a consulting agency; ! rooms division manager.

In the Netherlands there are six universities of applied sciences that offer the Bachelor program Hotel Management:

! Hotel School The Hague in cooperation with Hotel School Amsterdam; ! Hotel School Maastricht; ! NHTV, International Hotel Management School, Breda; ! Saxion Hospitality Business School, Deventer; ! University of applied science Steden, Leeuwarden; ! University of applied science, TIO.

An education Hotel Management takes four years and leads to management positions in the hospitality industry66.

4.4.4.1. Follow up courses or training After finishing the traditional cook education there are several additional courses that a cook can follow a multiple training institutes. There are courses where you can retrieve certificates for first aid rescuer, social hygiene, and hygiene code (HACCP). There are also course that provide knowledge about entrepreneurship, such as:

! Basis hospitality competence course; ! Course business skills; ! Tutor catering; ! Dealing with aggression; ! Non violent communication; ! Social Media.

After completing a cook or catering training course there are also courses that follow up on cooking and preparation skills. Found are:

66 NHTV (2012) International hotel management. http://www.nhtv.nl/wohbo-bachelors/hotel/international-hotel-management/introduction.html. assessed 26/09/2012 SHO Horeca (2012) Cursussen horeca . http://www.sho-horeca.nl/cursussen. Assessed on 29-09-2012


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! Wine courses; ! Beer courses; ! Pâté series courses; ! Preparation skills for meat; ! Preparation skills fish ! Preparation skills wild and poultry; ! Fried fish; ! Barbeque; ! Skills for a caterer67.

Master Chef title The SVH is a Dutch organisation that is committed to adequate and skilled employees in the hospitality sector. They also offer the Master Chef title. A Master Chef is responsible for organization and implementation in the kitchen at the highest level. A Master Chef contributes to an excellent reputation of the company where he works for and for the cook profession. The Master Chef sets an example and serves as an inspiration for the future generation of hospitality. With the SVH Master Chef title, the chef belongs to the top of the Dutch hospitality sector. Currently there are 123 cooks with the Master Chef title in The Netherlands 32. To be eligible for this SVH Master title should contain at least the following conditions:

! Minimum 28 years old and the nationality of one of the EU Member States; ! Good verbal and written communication skills to explain dishes, etc.; ! Mastery of basic knowledge of automation; ! At least ten years working in one or more positions in the kitchen which several years at

a high level in renowned companies; ! Currently leading the kitchen brigade and responsible for the kitchen.

The SVH Master Chef title is forgiven after the candidate successfully passed the Master exam. There is a official inauguration there the chef receives his SVH Master Chef title 32. SVH Tutor training Keeping the knowledge and experiences in the hospitality is important. Therefore there is the special Tutor training. A Tutor guides, shares his knowledge and educates the professionals from the future. The Tutor degree is a diploma especially designed for the hospitality sector: for entrepreneurs, managers, and employees who want to train students in practice. To become a acknowledge learning company for cook students there has to be minimal one qualified SVH Tutor work within the company 32.

67 SVH (2012) Leermeester, meestertitel. http://www.svh.nl/. assessed in November and December 2012. HSN (2012) Leermeester. http://www.hsn-horeca.nl/cursussen/svh-leermeester-training. Asses on november and december 2012.


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The training takes two or three days, depending on the education institute. During the training, the theoretical and practical knowledge is learned though counselling students. After the training, the participants have the ability to train students or trainees within the company. In the training the following aspects are treated:

! Recruiting, selecting a inducting (learning) employees; ! Coaching and guiding of (learning) employees; ! Assessing of (learning) employees; ! Communication and communication techniques; ! The ability for further development as a SVH Tutor.

The SVH is under the supervision from the foundation of Examchamer.

4.4.5. Survey results of education institutes

4.4.5.1. About the schools The survey addressed to the person in the education institutes involved in cook education had a response rate of 39% with 13 participating institutes. Completing the survey were seven teachers of which two specific mentioned teaching practice lessons and there were five coordinators of hospitality and cook education. All 13 participating institutes offered the MBO level 2 cook education programme as well on the BOL as the BBL pathway. Almost all education institutes also offered the MBO level 3 cook education (92%). Level 4 MBO was not offered at each institute. On average 123 students graduate each year. In 92% of the education institutes it is possible for the students to do their internship in a vegetarian restaurant when a qualified tutor is working within the company. With one institute (8%) it was not possible for students to do their internship at a vegetarian restaurant. The reason given is that students will not learn enough. 53% indicated that the students have to taste their dishes prepared with animal products when being a vegetarian. Explanations given were: that a cook always has to taste his dishes, it makes completing the education impossible and that other students may taste their dish. 46% indicated that students do not have to taste their dish prepared with animal products when being a vegetarian. Explanation given for example that Muslims do not have to taste pork either. Materials used for the general education and education on vegetarian cuisine are the books from the publisher Eduactief, Tedens for cook the student handbook and textbook or the books from the publisher SVH (mentioned earlier) for cook education. Other sources used where cookbooks, nutritional values book, explanation from the teacher. Internet sites mentioned where:

· www.passie.horeca.nl · www.gullewaard.nl/webstek/slow_food.html · www.foodtube.nl · www.24kitchen.nl/nieuws/food

Specific for education on vegetarian cuisine where the similar sources


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4.4.5.2. Education in vegetarian cuisine From the 13 participating education institutes, 85% mentioned that there is no specific module on vegetarian cuisine. A module consists of several lessons that are given over a period of time. There are lessons dedicated to vegetarian cuisine within an overarching module at 69% from the participating institutes. 62% of those institutes indicated that the lessons vegetarian cuisine is mainly theoretically, 31% indicated that those lessons are a combination of theoretical and practical lessons, 2 institutes (15%) indicated that those lessons were mainly in practice, 1 institute indicated doing this differently. On average 5.69 clock hours is spent on those specific lessons vegetarian cuisine. Alongside specific lessons on vegetarian cuisine, 77% of the participating institutes indicated that vegetarian cuisine is integrated in other lessons about other subjects such as dairy, legumes etc. On average, in the first year of cook education 6.08 clock hours is spent on vegetarian cuisine, in the second year this is 6.38, third year 7.55 and in the fourth year 6.2 clock hours. 69% indicated that those hours are a combination of theoretic and practice lessons, 31% indicates that this is mainly theoretically. Of the participating institutes, 44% indicated that the students are taught how to work with the most common protein substitutes predetermined by the researchers. The lessons in the most common protein substitutes are 44% given through a combination of theoretical and practice lessons, 17% reported to do this through theoretical lessons and 2% reported to do this through practical lessons. Broken down to the most common meat substitutes, 62% claimed that students learn to work with tofu within the current cook education. 62% reported students are taught about soy through a combination of theoretical and practice lessons, 15% reported doing this only theoretically and 8% in practice. 54% reported teaching the students how to work with tempeh, this through a combination of theory and practice in 46% and at 23% of the institutes only theoretically lessons are given. 23% reported to work with TVP (Textured Vegetable Protein), 54% reported not to work with TVP. The education given in TVP is for 46% a combination of theoretical and practical lessons, for 8% this consist of theoretical lessons. From the participating institutes, 54% do not give lessons in seitan, 38% reported to give lessons in seitan. Those lessons are given through a combination of theory and practice in 32% of those cases and for 15% only gives theoretical lessons. 69% of the participating institutes indicated teaching the students how to work with legumes as a protein substitute, in 85% this is done through a combination of theoretical and practical lessons. The participants were asked about the current education in alternative or less common starch products. 77% of the institutes indicated that training was given in how to work with couscous, 77% reported doing this through theoretical and practical lessons. 54% indicated teaching how to work with bulgur. Of the participating schools, 54% reported training the students how to work with millet. 62% indicated that the students are taught how to work with quinoa, in 46% this is done through a combination of theoretic and lessons in practice. 53% do not teach the students how to work with amaranth, only 23% of the participating institutes indicated that they teach the students how to work with amaranth. 46% indicates that the institute do not teach students how to work with spelt, only 23% indicates that they do.


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The participants were also asked if they teach the students how to work with alternatives for fat. 77% indicated to work with nuts, 23% did not respond on this question. 70% indicated to give the lessons in fat alternatives in a combination of theory and practice. 77% indicated that they teach students to work with seeds as fat alternative, 69% indicated to do this through a combination of theory and practice lessons. 70% indicates that they teach students how to work with avocado as a fat alternative also 70% indicated to teach this through a combination of lessons in theory and practice. The participating institutes were also asked if they teach students how to make vegetarian spreads. 54% indicated that they teach students how to make hummus, 23% teach students how to make tahini, 38% teach students how to make nut paste and 46% teach students how to make almond paste. 42% indicated giving those lessons through a combination of theory and practice. 48% did not react to this question. Of the participating institutes, 53% reported that they do not teach students to work with milk from soy or grains, 77% indicated that they do not teach students to work with creams from soy or grains and 70% indicated that they do not teach students to work with cheese alternatives. 77% indicated that they teach students to work with alternatives for binders. Of the participating schools 23% indicated teaching students the definition of vegetarian and vegan cuisine, 62% indicated to do this in great extent. Of the participating schools 69% indicated to learn the students about the environmental impact of animal products, 15% of these do so to a great extent. The other 31% reported paying barely or mediocre attention to the link between the environment and animal products. At the institutes, 31% indicated paying barely or mediocre attention to fair-trade, 69% reported paying attention to fair-trade, of those 23% indicated doing this to a great extent. The discussion of organic vs. conventional products receives attention at 77% of the institutes, 15% of the schools indicated doing this to a great extent, another 15% indicated giving this subject mediocre attention. In the current education, the health impact of (excessive) meat and animal product consumption is paid attention to at 69% of the education institutes.

4.4.5.3. Opinion of the survey In the survey, participants were asked for their personal and professional opinion of the topics mentioned in the survey. The survey found that an average of 17.15 clock hours should be spent on education of vegetarian cuisine. 85% of those surveyed indicated being interested in a module concerned with vegetarian cuisine in addition to the current education, 39% of the interested persons is that to a great extent. The most popular subjects of education in vegetarian cooking is health and vegetarian cooking (92%), followed by sustainability and vegetarian cooking, practical training and practical examples in vegetarian cooking and vegetarian dishes. The participants of the survey preferred workshops and student handbooks (62%) the most for the teaching materials on vegetarian cuisine. Additional comments were:

! No need for vegetarian restaurant cooks nor vegetarian restaurants but need for more vegetarian choices on menus;

! Please make a workbook with information and exercises, linked to practice assignments;


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! Do not make a ‘goatwoolsock’ story, dedicate to the current modern restaurant kitchen; ! I prefer workshops and additional material on vegetarian cuisine; ! I believe that there should be a cooperation with the editors of the working books to

extent the focus on vegetarian cuisine during the normal education.

4.4.6. Survey results of student survey

4.4.6.1. General information The participants (N=31) were students of nine different education institutes, age varying from 16 to 46 with an average of 21 years. 39% of the participants were female, 61% men. The highest form of finished education was mostly VMBO (42%) and MBO (39%). 55% of the participants followed MBO cook education level 1. 26% of the students followed MBO level 3, 1 person (3%) filling in the survey followed MBO level 4, manager kitchen. 74% of the participants was following was a first year student.

4.4.6.2. Skills and knowledge The results indicated that 74% felt confident about what to serve to a person that introduces him/herself as a vegetarian, 23% indicated to feel mediocre confident about what to serve to a vegetarian. With regards to what to serve to a person introducing himself as a vegan, only 49% felt confident, while 16% did not feel confident about what to serve. 74% of the respondents felt that they have the right knowledge and skills to adjust an existing dish to a vegetarian dish when they need to replace meat or fish. 23% of those respondents feel that they have this to a great extent. A small part of the students (6%) felt that they have little or no knowledge on how to adjust the dish, 20% indicated having just barely or mediocre knowledge about adjusting the dish to a vegetarian dish. A large part of the students (75%) felt that they have the knowledge to adjust an existing dish to a vegetarian dish when they have to replace dairy or cheese products. A smaller part (61%) feels that they have the knowledge to replace eggs or dairy in pastries for a vegetarian variant, 35% felt that they have little or mediocre knowledge to adjust the pastries. Of the students, 55% indicated that they have the skills to adjust a dish to a vegetarian dish when they have to replace gelatine, 13% indicates having none or barely any skills to adjust the dish and 29% have mediocre knowledge. More than half of the students (65%) indicated having the knowledge to adjust a dish to a vegetarian option when they have to replace honey. The students were asked if they have the knowledge to properly handle and work with the most common meat substitutes predefined by the researchers. 42% feel that they have the skills and knowledge how to work and handle with tofu. Another 42% feel that they have barely to mediocre skills and knowledge to handle and work with tofu. 32% indicated that they have the skills and knowledge to work and properly handle tempeh, 29% answered mediocre and 29% feels that they do not or barely have this skills and knowledge. Only 13% indicated to have the skills and knowledge to work and proper handle seitan, 48% indicated mediocre and 29% indicated does not or barely possess this skills and knowledge. Also 13% indicated possessing the knowledge and skills to work with and properly handle TVP.


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To gain more insight into the general knowledge of the students, the students were also asked about subjects that are secondary to vegetarian cuisine but are possibly relevant for the development of lesson content. 48% indicated having the basic knowledge about the environment impact of animal products, 74% indicated that they possess the knowledge needed to create a highly sustainable dish. Of the students surveyed, 51% found it important that the products they work with are ethically produced (fair trade, no animal suffering). More than half (61%) indicated that they find it important that the products are ecologically produced (environmentally conscious, sustainable). 77% of the students find that it is important that the products they work with are economical (cheap, easy to store and obtain). Of the students surveyed, 94% indicated that they find it important that the products they work with are healthy. 61% also indicated that they possess the basic knowledge about the health impact of (excessive) meat and meat product consumption, 23% indicated having mediocre knowledge on this. Of the students surveyed, 97% found it important that the products they work with are tasty.

4.4.6.3. Opinion of the students Students were also asked about what they wish to learn. 77% of the participants find it interesting to learn about the preparation of dishes without animal products. 71% find that vegetarian cuisine should be a relevant part of the education. 71% find that cooking with meat replacement products (e.g. tofu, seitan) should be a part of the education curriculum. A little less than half of the students (45%) indicate that cooking with the less common starch products (e.g. couscous, millet, amaranth, quinoa) should be a part of the education curriculum. 58% indicate that they feel that cooking with alternatives for eggs, milk, or other dairy products should be a part of the education curriculum. 71% feels that cooking with alternatives for gelatine should be a part of the education curriculum. 68% indicate being interested in the advances of vegetarian cuisine on health. 71% of the students indicate being interested in the knowledge of the environment impact of food products. Of the students surveyed, 6% indicated that there is no focus on vegetarian cuisine in their current education, 19% indicated that there is barely any focus on vegetarian cuisine. 23% indicated there is mediocre attention, 35% indicated that little attention was paid to the topic and 13% indicated that the focus is to a great extent. Slightly less than half of the students (42%) wish that the focus on vegetarian cuisine is strong, 19% wishes a focus with a strong extent. Of the students surveyed, 20% is less enthusiastic and wishes that there is no to very little focus on vegetarian cuisine. 42% indicated to be interested in an exclusive vegetarian education as an addition to the current education. As the most important subjects related to vegetarian cooking to be covered in lessons were mentioned:

! Vegetarian recipes (61%); ! Health and vegetarian cuisine (61%); ! Practical education with examples of vegetarian cuisine (42%); ! Sustainability and vegetarian cuisine (35%).

Almost all suggested learning methods were seen as being interesting to the students, workshops (61%) and a student workbook (35%), E-learning was seen less interesting (6%). One person used the possibility ‘other’ and mentioned lessons in practice.


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Additional comments made by the students were: ! I feel that there should be more practice in vegetarian and vegan. For example by

recipes and preparing these;

! I do not find vegetarian cuisine that interesting; ! There should be more lessons in vegetarian cuisine; ! It would be useful to get workshops about vegetarian cuisine because not each person

eats the same.

4.4.7. Conclusion and recommendations

In the Netherlands you can only become a cook when finishing level two of the MBO training cookery education. After this two years of training students can specialize further through MBO cookery education level three and four. MBO level two, three and four is compatible with EQF level two, three and four. In the current cook education very little time is spent on vegetarian cuisine. On average only 5.69 clock hours is spent on those specific lessons vegetarian cuisine. On average throughout the education in the first year, about 6 clock hours is spent on vegetarian cuisine, in the second year this is around 6, in the third year around 7 hours and 30 minutes and in the fourth year this is around 6. These hours seems low when taking into account that the aim of EuroVeg is creating a 100 hour module. It also seems low when taking into account that the normal teaching hours for MBO students is of 300 clock hours a year, meaning only round 2% of those teaching hours is spent on vegetarian cuisine. These hours on vegetarian cuisine are mostly spent by specific lessons vegetarian cuisine within an overarching module at almost 70% of the schools, these lessons mainly theoretically given. Almost all institutes indicate that vegetarian cuisine can also be found during lessons about other subjects mainly given through a combination of theoretical lessons and practical lessons. That vegetarian cuisine is taken along during cook training can be found in that students feel confident (74%) about what to serve to a vegetarian, but they are less confident about what to serve to a vegan (23%). The majority of the schools teach the students the definition of vegetarian and vegan cuisine. Students affirm this by indicating that there is a mediocre to large focus on vegetarian cuisine (71%). A large sum of students feel confident about what to serve when they have to replace meat, fish, honey, dairy or cheese products. More specialized product or procedures uch as replacing eggs or dairy in pastries and working with alternatives for gelatine is more difficult for the students. In the current education, there is a mediocre focus on working with and properly handling the most common protein substitutes predetermined by the researchers, only 44% indicated teaching the students how to work with those. Of the participating institutes, teaching the students to work with tofu (62%), tempeh (54%) and legumes (69%) as a meat substitute are more common than teaching the students how to work with TVP (23%) or seitan (38%). The fact that there is less focus on TVP or seitan is also seen in the answers of the students. 42% of the students feel confident about proper work with tofu but they feel far less confident about tempeh (32%) and far less about TVP (13%) and seitan (13%).


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To gain more insight into the general knowledge of the students and general subjects treated during the education there is also research done on subjects that are secondary to vegetarian cuisine but possibly relevant for the development of lesson content. The less common starch products (e.g. quinoa, bulgur, couscous) are treated during the cook education at almost each institute, only spelt (23%) and amaranth (23%) are not often treated. The great majority also teaches students to work with nuts, seeds and avocado as a fat component. Students do not practically see the advances of learning about cooking with less common starch products as 55% indicates not to be convinced that cooking with less common starch products should be a part of the education criteria. Institutes indicate there is a lower focus on the more specialized and perhaps more unknown vegetarian products than on the more common vegetarian products. More often treated is hummus, nut and almond paste. Less common and less treated during education is milk from soy or grain (47%), cream of soy or grain (23%) and cheese alternatives (30%). In the current education there is a focus on the environmental impact of animal and animal products. This is indicated by 69% of the participating institutes and also shown when asked the students about their basic knowledge about this impact (54%). Fair-trade is also an issue highly regarded by the education institutes, with students working with ethical produced products such as fair trade and no animal suffering is less important. Only 51% of the students find working with these products important. The debate on organic vs. conventional produce is also highly regarded and treated by the education institutes, for more than the half of the students (61%) ecologically produced products are also important. Less attention is paid to the health impact of (excessive) meat consumption; only at 54% at the schools and 61% of the students reported that they possess the basic knowledge of the health impact. In order to write the curriculum, the needs and expectation of the institutes and students was also needed. Institutes indicated that they feel that around 17 clock hours should be spent on education of vegetarian cuisine, a large number of institutes (85%, half of them to a great extent) would be interested in an additional module vegetarian cuisine of the students this is 42%. Of the participating students 61% wish that there was a strongly or high extent focus on vegetarian cuisine during their education, 77% of those also finds it interesting to learn about preparation without animal products. Overall more than half of the students think that vegetarian cuisine, meat replacements, alternatives for eggs, milk or other products and gelatine should be a part of the education curriculum. Indicating by the students and institutes subjects most interesting for development of the curriculum are: health and vegetarian cuisine, vegetarian recipes, sustainability and vegetarian cuisine and practical training and practical examples of vegetarian cooking and vegetarian dishes. The most interesting teaching materials were the student workbook and workshops; e-learning was least popular.

4.4.7.1. Recommendations There is much room for improvement in the curriculum and the lesson content. The majority of the students as well as the institutes indicated being interested in an additional module on vegetarian cuisine. It seems that during the cook education there is some attention on


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vegetarian cuisine but the focus is not very high. General and most common aspects of vegetarian cuisine are treated during education such as working with tofu, hummus, tempeh, legumes. It seems that there is an opportunity when creating the lesson content for introducing the more specific vegetarian products such as seitan, agar agar, alternatives for milk, eggs, dairy and cheese. Institutes indicated doing not much with these products, and students do not feel very confident working with them. It was indicated that there is more theoretical training about vegetarian cuisine than practically. Conceivably, this is an opportunity when developing the curriculum. Institutes as well as students seem to have an interest in more practical training on vegetarian cuisine. Workshops as a teaching method about vegetarian cuisine were often mentioned. Additionally, a student handbook is a frequently mentioned for a proper teaching method. The fact that there is a need for more practical training is also testified by the mentioned needs for vegetarian recipes and practical training and practical examples of vegetarian cuisine. Other subjects that can be integrated into the curriculum are health and vegetarian cuisine and sustainability and vegetarian cuisine. When creating lesson content it should be seriously considered if EuroVeg wants to stick to their original plan to create video material or e-learning material as there is very little interest in it by students and institutes. Least interesting for students and institutes is eco-labeling, how to start a vegetarian restaurant, training possibilities abroad. Since there is an interest in vegetarian cuisine but not in how to start a vegetarian restaurant, it can be concluded that there is a need for the knowledge to extend the vegetarian menu in conventional restaurants. In The Netherlands it seems wise to offer the lesson content in the first two year of the cook education because every cook has to complete this first two year. Some cooks stop after this two years and go to the working field, others specialize further with level three and four of the MBO. As for the curriculum: the Dutch qualification framework does not explicitly state final objects for vegetarian cuisine. If wanted this should be contacted with the examina rooms of the SSB (more information check the chapter quality). Therefore, there will need to be careful thought about the purpose of the curriculum. It should be considered whether the vegetarian cookery curriculum should be given as an addition to the current education program or if it should be included or integrated in the current educational program. In both cases 100 clock hours seems to be a lot as a study year consists of 300 hours. If the curriculum were to be included in the current education, 100 hours would possibly be too much, since within 300 hours subjects such as e.g. Dutch language, English language, sociology and of course theoretical and practical cook lessons also need to be given.


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4.4.8. Dutch literature Beroepsonderwijs Bedrijfsleven (2012) Kwalificaties MBO. http://www.kwalificatiesmbo.nl/. Geraadpleegd op 14/09/2012. Beroepsonderwijs Bedrijfsleven (2012) Landelijke kwalificaties KOK. Kenwerk. Accessed November, 2012. CBS (2012) MBO; geslaagden naar gedetailleerde opleidingsrichting. www.cbs.nl. Accessed November, 2012 CBS (2012) 08 juni 2012 Hoger onderwijs: totaal ingeschreven. Accessed november, 2012 HSN (2012) Leermeester. http://www.hsn-horeca.nl/cursussen/svh-leermeester-training. Accessed in November and December 2012. MBO raad. (2012) Informatie over middelbaar beroepsonderwijs. Accessed November, 2012 Minister van Onderwijs, Cultuur en Wetenschap (2011). Brief aan de staten general betreft actieplan Mbo 2011 – 2015. Inspectie van het onderwijs (2010) BESTURING EN ONDERWIJSKWALITEIT IN HET MBO. Utrecht, november 2010. Accessed november, 2012 NHTV (2012) International hotel management. http://www.nhtv.nl/wohbo-bachelors/hotel/international-hotel-management/introduction.html. Accessed 26/09/2012 Onderwijsinspectie. (2012) Basisonderwijs en voorgezetonderwijs. www.onderwijsinspectie.nl. Accessed November, 2012. Onderwijsinspectie. (2012) Beroepsonderwijs. www.onderwijsinspectie.nl (Accessed November, 2012). Accessed November, 2012. Rijksoverheid. (2012) Primaironderwijs en voortgezetonderwijs. www.rijksoverheid.nl. Accessed November, 2012. Rijksoverheid (2012) Beroepsonderwijs. http://www.rijksoverheid.nl/onderwerpen/beroepsonderwijs/mbo. Accessed 13/09/2012. Rijksoverheid. (2012) MBO. www.rijksoverheid.nl Accessed November 2012 Sanden, van der, S., Smit, W., Dashorst, M. (2012) The referencing document of The Dutch National Qualification Framework to the European Qualification Framework. The Hague February 2012. Accessed November, 2012. Sanden, van der, S., Smit, W., Dashorst, M. (2012) The referencing document of The Dutch National Qualification Framework to the European Qualification Framework. The Hague February 2012. Beroepsonderwijs Bedrijfsleven (2012) Kwalificaties MBO. http://www.kwalificatiesmbo.nl/. Accessed November, 2012) SHO Horeca (2012) Cursussen horeca . http://www.sho-horeca.nl/cursussen. Accessed on 29-09-2012 SVH (2012) Leermeester, meestertitel. http://www.svh.nl/. Accessed in November and December 2012.


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5. Education and vocational cook education on a European level

5.1. Spain

5.1.1 Overview education system In Spain education is organized by the government of the ministry of education (ministerio de Educacion y Ciencia) although 17 autonomous regions also organize public education. In Spain the quality of education is presented in a law ( leyOrgánica de Calidad de la Educación - LOCE). Main points where education has to meet:

• Education is compulsory and free for all children between six and sixteen years. • the system contains educational levels that are suitable for all pupils, including those with special needs. • All students receive a basic education in secondary vocational education • religious education is available but optional • special forms exist for art and language

In Spain there are state schools and private schools. Some of the private schools are financed by the government (concertados). The contribution of the parents in these schools is lower than in the pure private schools. State schools are free although in some autonomous regions must be paid for books and other materials68. Systemetic overvieuw of education system 1. Guarderia or Creche 0-3 years 2. Escuela Infantil or Preschool 3-6 years 3. Primaria or primairyschool 6-12 years 4. ESO - Secondary school 12-16 years 5. Bachillerato or higher secundair education > 16 year 6. Universidad or university After higher secondary education

68 CEDEFOB (2000) Vocational training and education in Spain. Cedefop — European Centre for the Development of Vocational Training Europe 123, GR-57001 Thessaloniki (Pylea). Ministerio de educacion an ciency. (2012) GEstion de titulos. http://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/gestion-titulos.html. Accessed on december 2012.


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5.1.2. Higher secondary education (bachillerato or formación profesional) At the end of ESO students go in upper secondary education (bachillerato) or secondary vocational education (formación profesional). This training is usually in the same school as before followed. Bachillerato diploma is required for admission to the university. Some of the lessons such as: Spanish, a foreign language, history and physical education are followed by all students. But students can specialize in one of five different branches: art, natural and health sciences, science and technology, social sciences and humanities. At the end of this study, they receive if they have passed all courses diploma Título de Bachillerato. In vocational training students divide their time between teaching and practice. Students who have successfully completed these lessons to receive the Certificado de Técnico in the conscious field. This certificate allows them to work in this profession, to further courses or to continue studying for the bachillerato.

5.1.3.1. Vocational training In rough outline, the Spanish vocational training system is structured as follows: — Initial/regulated vocational training (formación profesional inicial/reglada. It is primarily aimed at young people but is also available to adults wishing to obtain the relevant school certificates within the concept of permanent education and training. — Occupational training (formación profesional ocupacional). This is targeted at workers who are unemployed and comes under the Ministry of Labour. Its aim as an active measure of employment policy is to encourage first-time employment and the re-employment of job-seekers by providing for qualification, requalification or updating of occupational skills validated by the issue of appropriate certificates of professional competence — Continuing vocational training (formación profesional continua). This is targeted at workers in employment and is the responsibility of employers and unions . It covers training given by firms,workers or their various organisations designed to enhance skills and qualifications, as well as the retraining of employed workers so as to render firms’ efforts to improve competitiveness compatible with the social, vocational and personal development of their workers69.

69 CEDEFOB (2000) Vocational training and education in Spain. Cedefop — European Centre for the Development of Vocational Training Europe 123, GR-57001 Thessaloniki (Pylea).


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5.2 France To become a cook, France has the following education structure:

! At the age of 6 till 11 years old: primary school (école primaire) ! At the age of 11 till 14/15 years old: general college (collège général) ! After the last year in college the students have to choose their following education:

" general education (voie générale) or " vocational education (voie professionel)

Access to the profession: There are all kind of educations to access to the profession.

! After the last year in college:

! CAP cuisine (Certificat d’Aptitude Professionnelle de la Cuisine): Certificate of vocational knowledge in food: 2 years

! MC art de la cuisine allégée (mention complémentaire): Specialisation of the ‘cuisine allégée’

! MC cuisinier en desserts de restaurant (mention complémentaire): Specialisation of the ‘cuisinier en desserts de restaurant’

! With one of the above completed educations, or after the last year of college a student

can apply for the following educations:

! Bac pro cuisine (Bac Professionel Cuisine): 3 years ! Bac techno hôtellerie (Bac technologique hôtellerie): 3 years ! BP cuisinier (Bac Professionel Cuisinier): 3 years

! After a student completed a ‘Bac’ education, he may apply for the highest level of

education: Bac + 2

! BTS hôtellerie-restauration (brevet de technicien supérieur) option art culinaire, art de la table et du service. This takes 2 more years

There is no difference for adult education. Adults can just join BAC or BAC +2


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6. General conclusion Looking at the results of the analyses of all four countries combined, the picture that results looks very variede and multifaceted. Every country by itself has multiple ways to become a chef, and now on a multilateral comparison, the differences become very pronounced. An additional factor is, that most countries did not finalize the implementation of the EQF yet, which will hopefully facilitate comparability in the future. Nevertheless, all countries have potential and room to implement vegetarian cookery in the curricula of their schools and colleges. Besides that, teachers and students alike indicate a demand and desire to incorporate these subjects to a stronger degree. The surveys conducted in each country made clear, that major obstacles to the treatise of vegetarian cooking are the lack of materials, the lack of qualified teachers, and the lack of accreditation and certification. For all countries handbooks seem to be an appropriate teaching manner. But there are some differences between the countries that are notable too. In Austria and Germany animated videos would be very suitable for teaching vegetarian subjects. In Austria also e-learning and guest lectures would be immensely valuable for teaching vegetarian subjects. But in The Netherlands and Belgium workshops would be the most suitable manner of teaching. There are also some differences in the most preferred content of the curriculum. In all countries there is a major interest in recipes and sustainability, but health is even more important than sustainability in The Netherlands and Belgium, and animal protection is very important in Austria and Germany, whereas in the other two countries there is hardly any interest in this topic.


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7. General recommendations for work package 3/4/5 (developing curriculum and lesson content) It would be recommended to develop a general European curriculum and lesson content that offers enough information and opportunities to adapt to the different European countries. Within those countries it should be adaptable to different kind of educations. It might be considered to develop one main curriculum with certain kinds of certification possibilities. This way schools can decide themselves to what degree they offer education in vegetarian cuisine. Some schools might offer the full curriculum with a full certification, others might pull out elements they would like to use. In any case the curriculum and lesson content needs to be attractive for schools and students, so that they will like using as much as possible of it. Practical methods appeared to be attractive for all countries, but the actual, preferred teaching materials differ between some countries. Since there seems to be a huge lack of information on vegetarian cuisine and schools often have to collect their information from ‘everywhere’, a main task of the curriculum and lesson content should be to provide sufficient information (that can be taught in a practical way). Special focus should be on the lesser known, plant based products that are specific for vegetarian but also for vegan cooking. Focussing on the use of these products would create the possibility to show the enormous variedity of vegetarian products with which really creative and innovative vegetarian dishes can be prepared.


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8. Annexes

8.1 Germany Figure 1: Ist es erlaubt den betrieblich Teil der Ausbildung (ausgenommen die Module, die sich explizit mit der Verarbeitung von Fleisch und Fisch beschäftigen) in einem rein vegetarischen oder veganen Restaurant zu arbeiten?

Figure 2: Wird von vegetarischen oder veganen Auszubildenden erwartet,

dass sie Fleisch- und Fischgerichte abschmecken?

Figure 3: Wird in der schulischen Ausbildung der Umgang mit den folgenden pflanzlichen Proteinquellen vermittelt? Tofu:


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Figure 4: Wird in der schulischen Ausbildung der Umgang mit den folgenden pflanzlichen Proteinquellen vermittelt? Tempeh:

Figure 5: Wird in der schulischen Ausbildung der Umgang mit den folgenden pflanzlichen Proteinquellen vermittelt? TVP:


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Figure 6: Wird in der schulischen Ausbildung der Umgang mit den folgenden pflanzlichen Proteinquellen vermittelt? Seitan:

Figure 7: Wird in der schulischen Ausbildung der Umgang mit den folgenden pflanzlichen Proteinquellen vermittelt? Hülsenfrüchte:


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Figure 8: Wird in der schulischen Ausbildung der Umgang mit den folgenden weniger gängigen Getreidesorten vermittelt? CousCous:

Figure 9: Wird in der schulischen Ausbildung der Umgang mit den folgenden weniger gängigen Getreidesorten vermittelt? Hirse:


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Figure 10: Wird in der schulischen Ausbildung der Umgang mit den folgenden weniger gängigen Getreidesorten vermittelt? Quinoa:

Figure 11: Wird in der schulischen Ausbildung der Umgang mit den folgenden weniger gängigen Getreidesorten vermittelt? Amaranth:


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Figure 12: Wird in der schulischen Ausbildung der Umgang mit den folgenden weniger gängigen Getreidesorten vermittelt? Dinkel:

Figure 13: Wird in der schulischen Ausbildung der Umgang mit den folgenden Alternativen zu tierischen Produkten vermittelt? Pflanzliche Milch


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Figure 14: Wird in der schulischen Ausbildung der Umgang mit den folgenden Alternativen zu tierischen Produkten vermittelt? Pflanzliche Sahne

Figure 15: Wird in der schulischen Ausbildung der Umgang mit den folgenden Alternativen zu tierischen Produkten vermittelt?

Käse


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Figure 16: Wird in der schulischen Ausbildung der Umgang mit den folgenden Alternativen zu tierischen Produkten vermittelt? Ei

Figure 17: Sieht der Lehrplan die Behandlung von folgenden Themen vor? Umweltaspekte tierischer Lebensmittel

Figure 18: Finden Sie, dass Die vegetarische Ausbildung eine größere Rolle in der Ausbildung spielen sollte?


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Figure 19: Können Sie sich vorstellen unter den passenden Rahmenbedingungen (Zertifizierung, Vereinbarkeit mit den Rahmenlehrplänen) ein Modul anzubieten, dass sich explizit mit vegetarischer Küche beschäftigt?

Figure 20: Welche der folgenden, mit der vegetarischen Küche zusammenhängenden, Bereiche halten Sie für wichtig und interessant für die Schüler?


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Figure 21: Auf welche Weise würden Sie die Schüler bevorzugt über diese Themen informieren?

Figure 22: Können Sie sich vorstellen eine rein vegetarisch Kochausbildung anzubieten?


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Figure 22: Wissen Sie auf Anhieb, was Sie jemanden zubereiten können, der sich als “Veganer” bezeichnet?

Figure 23: Wissen Sie, wie die am am häufigsten verwendeten Fleischalternativen zubereitet werden? Tofu


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Figure 24: Wissen Sie, wie die am häufigsten verwendeten Fleischalternativen zubereitet werden? Tempeh:

Figure 25: Wissen Sie, wie die am häufigsten verwendeten Fleischalternativen zubereitet werden? TVP


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Figure 26: Wissen Sie, wie die am häufigsten verwendeten Fleischalternativen zubereitet werden? Seitan:

Figure 27: Besitzen Sie grundlegende Kenntnisse über dem Einfluss, den die Herstellung von tierischen Produkten auf die Umwelt hat?


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Figure 28: Fühlen Sie sich im Stande ein Gericht zu zubereiten, das Nachhaltigkeitsaspekte berücksichtigt?

Figure 29: Besitzen Sie grundlegende Kenntnisse über den Einfluss, den der Konsum von Fleisch und anderen Tierprodukten auf die Gesundheit haben kann?


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Figure 30: Wie sehr sind sind sie daran interessiert, die Zubereitung von rein pflanzlichen Gerichten zu erlernen?

Figure 31: Wie stark bietet Ihrer Ansicht nach Ihr aktueller Lehrplan die Möglichkeit, sich mit der vegetarischen Küche zu befassen?


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Figure 32: Wie stark sollte Ihrer Meinung der Fokus auf vegetarischer Küche liegen?

Figure 33: Welche der folgenden Bereiche der vegetarischen Küche interessieren Sie besonders?


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Figure 34: Wie würden Sie gerne über die oben genannten Bereiche informiert werden?

[Geef tekst op] EuroVeg - Analysis Report Workpackage 2

Appendix 1 The Dutch Education system

Source: The referencing document of The Dutch National Qualification Framework to the European Qualification Framework


Appendix 2: The NLQF within the EQF



Appendix 3 Explanation of the levels NLQF and EQF Level 1

NLQF EQF Context A familiar daily living or

working environment

Knowledge Possess basic knowledge of simple fact and ideas related to an occupation or a knowledge domain

Basic general knowledge Knowledge

Applying knowledge Reproduce and apply this knowledge Carry out simple and familiar (professional) tasks automatically

Basic skills required to carry out simple tasks

Skills

Problem-solving skills Recognize and solve simple problems in professional practice or in the knowledge domain

Learning and development skills

Work under supervision on personal development

Information skills Obtain and process information, simple facts and ideas related to the occupation or knowledge domain

Communication skills Communicate with peers, supervisors and clients, appropriately to the context, conventions which are relevant to professional practice

Responsibility and independence

Work with peers, supervisors and clients Under supervision, take responsibility for the results of simple tasks or study

Work or study under direct supervision in a structured context

Competence

Level 2

NLQF EQF Context A familiar daily living or

working environment

Knowledge Possess basic knowledge of facts and ideas, processes, materials, means an concepts of and related to an occupation or a knowledge domain

Basic factual knowledge of a field or work or study

Knowledge

Applying knowledge Reproduce and apply this knowledge Carry out simple (professional) tasks with the help of selected standard procedures


Problem-solving skills Recognize and solve simple problems in professional practice or in the knowledge domain

Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools

Skills Learning and development

skills Work under supervision en personal development

Information skills Obtain and process information simple facts and idea related to the occupation or knowledge domain

Communication skills Communicate with peers, supervisors and clients, appropriately to the context, using conventions which are relevant to professional practice


Work with peers, supervisors and clients Take the responsibility for the results of simple tasks or study

Work or study under supervision with some autonomy

Competence

Level 3 NLQF EQF Context Familiar but changeable

living or working environment

Knowledge Possess knowledge of materials, means, facts, core concepts, simple theory, ideas, methods and processes of and related to an occupation or a knowledge domain

Knowledge of facts, principles, processes and general concepts, in a field of work or study

Knowledge

Applying knowledge Reproduce and apply this knowledge Recognize the limitations of existing knowledge in professional practice or in the knowledge domain and take action to address this Carry out (professional) tasks requiring tactical and strategic insight by making own choices from, and in combination with, standard procedures and methods

A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools,

Skills


Problem-solving skills Indentify and systematically solve complicated problems in professional practice or in the knowledge domain by selecting and using appropriate data

materials and information


Ask support for further personal development after reflecting and evaluating personal (learning) results

Information skills Obtain, process and combine information on materials, means, facts, core concepts, simple theories, ideas, methods and processes of and related to the occupation or knowledge domain

Communication skills Communicate with peers, supervisors and clients, appropriately to the context, using conventions which are relevant to professional practice


Work with peers, supervisors and clients Take responsibility for the results of defined tasks or study Take shared responsibility for the results of routine work of others

Take responsibility for completion of tasks in work or study Adapt own behavior to circumstances in solving problems

Competence

Level 4

NLQF EQF Context Familiar but changeable

living or working environment and in international environment

Knowledge Possess bread an specialized knowledge of materials, means facts, abstract concepts, theories, ideas, methods and processes of and related to an occupation or a knowledge domain

Factual and theoretical knowledge in broad contexts within a field of work or study

Knowledge


Applying knowledge Reproduce, analyze and apply this knowledge Evaluate and integrate data and develop strategies to carry out various (professional) tasks Recognize the limitations of excising knowledge in professional practice or in the knowledge domain and take action to address this Analyze and carry out relatively complex (professional) tasks

A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Skills

Problem-solving skills Identify, analyze and systematically solve relatively complicated problems in professional practice in the knowledge domain in a creative way by selecting and using appropriate data


Undertake personal development by reflecting on and evaluating personal (learning) results

Information skills Obtain, process and combine broad and specialized information on materials, means facts, abstracts, concepts, theories, ideas, methods, and processes of and related to the occupation or knowledge domain

Communication skills Communicate with peers, supervisors, and clients, appropriately to the context using conventions which are relevant to professional practice


Work with peers, supervisors, and clients Take responsibility for the results of own activities work or study Share responsibility for the results of activities and work of others

Exercise self-management within the guidelines of work or study context that are usually predictable, but are subject to change Supervise the routine work of others, talking some responsibility for the evaluation and improvement of work or study activities

Competence



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