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

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2 EuroVeg Training of European competency in sustainable, healthy and well-balanced nutrition for professional chefs and caterers ANALYSIS REPORT Contact: Julia Schneider VEBU - Vegetarierbund Deutschland e.v., Project Manager EuroVeg

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5 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. Accessed 25/11/

6 1. Introduction EuroVeg reacts on the increasing demand for vegetarian cuisine. The relevance of a meatreduced 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 In: GV-Praxis 08/2010. S. 16ff. 3 Cf. (access 13 December 2012). 5

7 2. Research Methods The research was split up into three basic parts: document analysis, data collection, and semistructured 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 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 plantbased 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 6

8 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: (access 13 Dec 2012). 5 Ibid. 6 (access 13 Dec 2012). 7

9 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 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 Culture 8 (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 , 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 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. (access 13 Dec 2012)

10 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 , 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 apprenticeshipleave examination (LAP), which is taken in front of independent experts

11 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 selfemployed 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

12 Figure Austrian education system including the ISCED equivalency

13 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 way Professional chef education I - Dual System Curriculum The Verordnung des Bundesministers für wirtschaftliche Angelegenheiten über die Berufsausbildung im Lehrberuf Koch 16 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 ) (accessed ) 12

14 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 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 Verlag 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 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 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. 13

15 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 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: (4-15) hours are spent on the subject in nutrition and food science 14

16 - 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 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 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 15

17 ! 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 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. 16

18 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 Service schools and colleges - general curriculum 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 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). 17

19 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 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 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 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 18

20 = 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 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. 19

21 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 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. 20

22 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 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 hours, that deals explicitly with vegetarian cookery. 74% can imagine offering seminars (about hours). And the vast majority (91%) of the surveyed can imagine offering optional exercises (40-80 hours). 21