ERT – European Rural Tourism


Giovanni Cervioni
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Part One

TNAM Initiative / project description


ERT – European Rural Tourism



Training to quality in rural tourism in a quick, practical and user friendly way to train providers to the same minimum rural tourism standards in all Europe. Created by practitioners, the tool serves as an indicator of the present rural tourism quality standards in Europe and contributes in training for competitive performance. The main goal of the project is to provide practical and efficient life-long learning opportunity for SMEs in rural tourism in Europe. The project produce a web based training tool for quality, composed by three deliverable results of the project: 1) web based quality check for minimum RT accommodation quality criteria in Europe, 2) Inspector’s manual for minimum RT accomodation quality criteria in Europe, 3) virtual training module, illustrating with pictures the minimum RT accommodation quality criteria in Europe. The partnership represents European rural tourism organisations and the target audience of the project is rural tourism providers and organisations, trainers, training establishments, students. The quality check for minimum RT accommodation quality criteria is a web application accesible to rural tourism providers online to fill in the requested accommodation data and receive assessment. The inspector’s manual provides explanation of minimum rural tourism quality standards. The virtual training module illustrates with examples interpretation of minimum quality standards in rural tourism.

Keywords / TAGS
– Utilization and distribution of results
– Quality
– Lifelong learning
– Open and distance learning
– Enterprise, SME

Coordinator contact details


Coordinator Country

Italy, Ireland, Poland, Spain, Austria, Portugal

Coordinator Region (NUTS code)



The target audience of the project is rural tourism providers and organisations, trainers, training establishments, students.


  • Continuous training
  • Ecology
  • Enterprise and SMEs
  • Labour market
  • Lifelong learning
  • Quality
  • Sustainability
  • Others

Target Groups

  • Individuals
  • Groups
  • Head teachers/principals/managers
  • Other


  • Best practice
  • European Qualification Framework


  • Accommodation and Food Service Activities, HORECA
  • Agriculture, Forestry and Fishing
  • Manufacturing
  • Other Service Activities
  • Real Estate Activities
  • Others

Educational sector

  • Adult Education Provider
  • Other sectors of adult education


additional info if needed


Your Project language (ISO 639-2)
Languages you will look for

Part Two

TNAM results

1. LLP project or related resource

    GIVE – Guidance In Vocational Education for students in rural areas
    While the potential of social media for enhancing learning opportunities is substantial, the following technical, pedagogical and organisational bottlenecks have been identified, which may hinder the take up and mainstreaming of Social Media tools approaches:
    – Access to ICT and basic digital skills. In particular, teachers often do not feel confident enough with their ICT skills to experiment with Learning 2.0 strategies.
    – Pedagogical skills. Embedding social media tools in education demands a change in the role of teachers, who have to act as guides and mentors, enabling and facilitating self-regulated learning processes. The mainstream deployment of Learning 2.0 approaches and strategies might be hindered by a lack of didactic methodologies and toolsets for teachers, which would facilitate this transition and enable teachers to assume this new role.
    GIVE Project address the bottlenecks for a proper implementation amongst the key drivers for Europe’s growth. Idea of the project was a result of recognising opportunity to utilise modern methods using social media for improvement of vocational knowledge. VET professionals use traditional ways of education which lowers effectiveness of learning process and does not allow to develop IT competences. Due to rapid development of Web2.0 services, and need for providing attractive and high quality learning content, a slow movement towards integration of learning systems and social media applications arises. Social media applications such as Twitter, blogs and Facebook are used more and more in our daily personal and professional lives. Educational institutions are becoming increasingly aware that such applications can be effectively integrated into their learning delivery systems but very few are actually using these applications to innovate their training systems and to offer more learner-centred services. [s: eLearning Papers Nº22, December 2010, EC]. Equipping VET professionals with skills allowing them to deliver knowledge with use of social media will provide attractive VET opportunities and encourage youth participation in learning process. Project general aims were to improve knowledge, skills and competencies of VET professionals working with youth living in rural areas, through creation of innovative multidimensional LMS platform with integrated social media, based on methodology of transferred CREIN tool. Aim was also to improve employability perspectives for VET learners from rural areas, to identify needs of employers regarding VET skills of youth in order to prepare actual training offer answering labour market needs.

2. LLP project or related resource

    Women Entrepreneurs in Rural Tourism
    The project aimed to build the competencies of existing and new women entrepreneurs involved in rural tourism and crafts. The project sought to build on the European Rural Tourism Development(ERTD) training package, modify and add new elements to meet the needs of women entrepreneurs, test and evaluate the training package in all partner countries and develop a community of women entrepreneurs across Europe who could benefit from the training. As women’s businesses develop, they should increase profitability and ability to employ others thereby strengthening the rural economy. Teachers from VET schools improved their own skills by getting closer to employer needs. Accreditation was considered and a sustainability plan implemented to offer the course more widely through networks and the DestiNet sustainable tourism platform. his project aimed to build the competencies of existing and new women entrepreneurs through innovative training in required business skills. It sought to build on the European Rural Tourism Development (ERTD) training package, modify and add new elements to meet the needs of women entrepreneurs, test and evaluate the training package in all partner countries and develop a community of women entrepreneurs across Europe who could benefit from the training. The consortium consisted of 8 partners from 6 European countries with a good geographical spread and representation of more recent EU member countries. VET partners had significant experience of working on European projects and in the rural tourism sector. Two network partners were actively involved in the partnership to ensure that target group needs were considered at every stage and to disseminate outcomes. EfVET added value as the network had the ability to reach 1500 VET institutions in Europe. Two of the partners were involved in the ERTD project and used their experience to transfer and add value to the innovation. A strong communication network was coordinated between the partner countries and a sustainable WERT community of target groups and influencers established on the project web site and linked to the DestiNet forum building on existing networks and expanding across Europe. The project aimed to transfer and adapt a rural tourism vocational training programme to meet the needs and build the skills of women entrepreneurs in rural tourism and craft areas. The European Rural Tourism Development course (ERTD), on which the transfer was based, was an innovative blended learning course developed and tested by partners from the UK, Italy, Bulgaria and Spain. The programme was adapted to meet the needs of women entrepreneurs in Cyprus, Finland, Estonia, Spain and the UK through a detailed needs analysis and active involvement of the target group to build their skills to meet market needs.

3. LLP project or related resource

    AGRONATUR – Transference of innovative training itinerary for rural realm training
    This project defined as target groups the rural population, specially unemployed women, young population unemployed after compulsory school, adults abandoning agriculture, people that some how have physical deficiency or incapacity.
    The transference is based on the results of 2 previous project – IN NATURE and ACTIVE TOURISM – , both Leonardo da Vinci pilot-projects’.
    The solutions presented by these projects represent innovative solutions in order to support the improvement of the vocational and professional capacities, to create employment in the rural realm upon new emergent job opportunities. The European rural areas struggle themselves with several problems and common to numerous countries, from which we stand up: depopulation and old growing of the population; difficulty in accomplishing the specialization of the new rural realm job opportunities; little enterprise initiatives; difficulty in adhering to the alternative agro cattle breading productions; inability and lack of qualification to valorize the advantage of the natural and tourism resources; low level of inter-regional commercial activities; little socio-economic indicators. The partnership has the participation of different sectors and territories (5 countries), with partners approaching the rural development, professional training, enterprise support, cooperation experiences and Programs such as LEONARDO, LEADER, GRUNDTVIG and INTERREG. We intent to increase the transparence and competences’ recognition, including those obtained in non formal procedures, also improving the co-operation between several entities which operate in the professional training field, education, social agents, enterprises and other European organisms. Among these results we can name the followings:
    • Translation of the curricular plans into the project’s partners languages;
    • Organization of an experimental training action (with around 10 trainees per partners), in order to test the transference and adequate to the new contents;
    • Edition of a training manual, having in account new adaptations resulting from training pilot-actions;
    • Creation of a web page, with information about the project, activities, goals and results obtained.

4. LLP project or related resource

    ROUTES 4 – Mentor-supported E-Learning in rural areas
    1) Presential adult and vocational training in areas with dispersed population such as rural areas is time consuming, unflexible, and expensive because the teacher has to travel or stay for longer periods. The complete range of E-learning including interactive elements, audiovisual, etc. is a solution. But it faces the problem of mid- and long term motivation and participation of the population that is not used to study "on their own" without human interaction. As a result, most initiatives fail because the participants abandon the training activity or achieve only low results.

    2) Tackling this problem is the aim behind the "Mentor-"methodology. The Mentor is NOT a tutor or teacher: his/her task is motivate, explain doubts at a "plain" level, maintain cohesion of the learning group and in general, the human contact with the students at local level. He/she thus takes the role of a human interface between the distant teaching institution (school, rural tourism association, etc.) and the participants. The original ROUTES 1 project applied the mentor methodology for traditional learning. The objective of this project was to update and extend this methodology to the conditions of full E-Learning in rural areas: tasks and qualification are very different to the previous situation.

Part Three

CB4LLP Action Plan

Useful ideas

The main goal of the project is to provide practical and efficient life-long learning opportunity for SMEs in rural tourism in Europe.


The target audience of the project is rural tourism providers and organisations, trainers, training establishments, students.


Rural tourism providers






e-mail, moodle platform, partner meetings


Educational Sector

Non educational


Systems for quality monitoring

Feedback from partners will be requested on various aspects (communication, understanding of the tasks, self assessment of quality, etc.). All this will generate reports on quality and will help the coordinator better understand the situation. Activity reports and financial reports will also help the monitoring.

Systems to document taken actions

Activity reports, dissemination and exploitation reports.

Part Four

CB4LLP Impact analysis

Useful ideas















04_useful_ideas (value): 9
04_useful_ideas (text): 9

04_stakeholders (value): 9
04_stakeholders (text): 9

04_partnerships (value): 8
04_partnerships (text): 8

04_other (value): 9
04_other (text): 9

04_solutions (value): 8
04_solutions (text): 8

04_general (value): 8
04_general (text): 8

04_particular (value): 8
04_particular (text): 8

04_internal (value): 9
04_internal (text): 9

04_external (value): 9
04_external (text): 9

04_educational (value): 9
04_educational (text): 9

04_noneducational (value): 9
04_noneducational (text): 9

04_equipment (value): 8
04_equipment (text): 8

04_systems_monitor (value): 8
04_systems_monitor (text): 8

04_systems_actions (value): 8
04_systems_actions (text): 8

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