<< Objectives >>Long term goal is providing adult educators with didactic tools to teach to adults (in/out of the labor market/women/disadvantaged groups) who have passion and artistic creativity the opportunity to acquire skills on digital art and to exploit them in a self-entrepreneurial sense The long-term goal is to educate adults on how on creating Digital Arts products (NFTs ), how to be part of existing Digital Communities and create and promote a new Digital Community through innovative marketing<< Implementation >>Promote a process of exchange of practices and internal capacity building among project partners , which are almost all organizations working in adult education as well as those organisation working in the Arts and Digital Arts field. -Co-design and pilot an informal learning pathway directed to adults and low skilled adults - Involve a small group of adults as role models from the beginning of the project -Making the resources user friendly and available<< Results >>1. Capacity building workshop for partners and for adult trainers 2. Learning Package on Digital Arts and Digital Arts Commuities 3.Learning Materials 4. Guidelines for Piloting the pathway 5. Mentored Digital Art Community in the Discord Platform

<< Objectives >>1. Promote exchange of relevant practices among teachers of pre-primary, primary and secondary education, ( vertical exchange )2 - Promote and reinforce digital competences of teachers, in order to equip them with tools and stragegies to perform an inclusive didactics.<< Implementation >>NEST will engage >100 teachers in participating in 2 transnational workshops (led through different interactive methodologies ) held in Italy and Portugal, through online and offline modality and extensive exploitation of e-Twinning platform. NEST will promote and encourage, amongst teachers, the use of Web 2.0 for the creation of a Community Of Practice for Inclusive Teaching practices based on Digital narratives. Finally NEST will identify scalable and replicable practices iin EU<< Results >>The main result that we expect from the NEST project is to trigger the mechanism for a long lasting and expanding practices exchange process on the use of Digital Narrative(s) within inclusive pedagogy and the pedagogy of educational needs. We will have reached and increased the capacities of t least 50 teachers in each country, organised nr 4 international workshops, created a virtual community based on Web 2.0 Tools (ie. Discord, Youtube) and a OER repository of good practices of EU.

<< Objectives >>1. To improve the skills of the musicians / music sector professionals also as an educator and facilitator of social and environmental values and promoter of sustainable2. To develop a set of learning outcomes for upskilling and reskilling, including entrepreneurial aspects (online marketing, production and distribution networking, etc.), digital skills and competences related to sustainability and just transition and revery3. To set up a sector music VET transnational hub<< Implementation >>1. The design and piloting of multidisciplinary curriculum blending new professional skills and transversal competences community-oriented and linked to green transition, digital innovation and just transition and recovery2. The delivery of multidisciplinary workshops experimenting creative and job-shadowing approaches, putting in practice the outlined learning outcomes and curricula3. Organisation of VET evaluation and assessment workshops for improving the recognition of learning outcomes<< Results >>1. A set of competences and a training curriculum2. A tested and validated training course (at least 20 participants per partner country)3. A handbook for the sustainable and digital management of musical creative activities4. A creative-artistic product at the end of the training course 5. Multiplication events with awareness-raising (at least 1 per Partner Country)6. The presentation of products at events, festivals, events (in at least and events per partner country)

The primary aim of the pilot project is to create structures which will enable young people, 18-25, who have been identified as being at risk of becoming marginalised through non participation in both formal and informal modes of training and education to re-engage with the world of work and education. This pilot project with three EU partners, Ireland, Finland and Italy, is intended as a first phase in a longer project which will see the development of an accredited programme which has been codesigned by the youth participants working in partnership with the service delivery professionals to create pathways into employment and further educational opportunities. The project ethos is grounded in the principles of inclusive participation and empowering young people to play a full and active role in shaping the decisions that impact on their lives. This will involve the creation of learning pedagogies and teaching methodologies which will employ an innovative approach of codesign whereby the young people will have been involved in a real and meaningful way at every stage of the programme, from programme development through design to delivery and assessment.The pilot project comprises the following activities:1. The development of a suite of protocols to underpin the selection and recruitment of young people who will participate in the pilot phase. These protocols will include a complete project overview contextualised to reflect the needs of targeted subgroupings, guidelines which will frame the parameters of the project and provide loose structures within which the group’s activities can occur. 2. The recruitment of the participants employing strategies which reflect current best practice This will reflect the diverse range of socio-economic backgrounds, education capabilities and cultural identities which exist in the targeted youth population. 3. The development a work programme for the young people based on self-reflective learning principles.4. Delivering the work programme to the youth panel employing proven youth work practices in an informal learning environment.5. The development of a suite of protocols to underpin the selection and recruitment of professionals who will participate in the pilot phase. This will reflect the diverse range stakeholders who are active in both the employment of young people and the delivery of training and educational services to the targeted youth population. 6. The recruitment of the professionals which will involve discussions with representative bodies, professional associations and state agencies.7. The development of a work programme which will reflect the complexities and challenges faced by the teaching and training professions in engaging with young people who have not successfully participated in training or education schemes.8. The organising of a series of national workshops which will allow the Youth Panels and the Key stakeholders to engage in a process of discussion and code sign.9. The facilitation of a trans-European exchange which will bring together young people and professionals from the three partner countries to share the learning from activities at each national level.NB We have not altered any of the text which was pre-entered!

CONTEXTThe context or background to the Muinín Project consisted of 4 key factors as set out below 1. The fragmented operation of RPL in the EU2. The lack of standardisation in terms of qualifications for RPL support staff3. The insufficiency of RPL information, guidance and advice, especially for disadvantaged group. These groups have have been highlighted in the EU Inventory of Validation of non-formal and informal learning 2014 Executive Summary with little progress being noted in the 2016 update4. The successful learning and experience of EQUAL Ireland, in partnership with Athlone Institute of Technology, in supporting disadvantaged adults through a Mentor Facilitator process which resulted in a significant increase in the practical use of RPL by disadvantaged learners and the organisation's priority of developing best practice supports with key organisations in the EU.OBJECTIVESOur primary objectives were and are to increase the use and awareness of RPL, especially among disadvantaged adult learners, through the transnational co design and development of an RPL Mentor Facilitator Programme for the purpose of professionalizing the supports provided to RPL Applicants and so help to build confidence in RPL among applicants, people, organisations and policy makers. There trainee mentors would be drawn, in the main, from outside the educational establishments. i.e. from communities and workplaces - close to the target group of disadvantaged learners. PARTICIPATING ORGANISATIONSThere were 5 participating organisations.EQUAL Ireland (3rd level Education Provider in partnership with AIT(Athlone Institute of Technology);University of Bacau, Romania; University of Thessaloniki, Greece; World University Services of the, Spain; TUCEP, Italy (A Consortium of Universities and Enterprises)MAIN ACTIVITIESThe main activities of the Muinín Project were as follows:Project Management, Quality Control and DisseminationParticipating in Transnational Meetings, Transnational Learning Events, Multiplier Events and Skype or Teleconferences Identifying and agreeing the key roles and responsibilities of the RPL Mentor FacilitatorsIdentifying and agreeing the key competencies of the RPL Mentor FacilitatorJointly designing and developing the Curriculum for the proposed RPL Mentor Facilitator ProgrammeJointly designing and developing the learning materials for the proposed RPL Mentor Facilitator ProgrammeLeading and Managing the National Accreditation Process of the proposed RPL Mentor Facilitator ProgrammeAdvertising the Validated programme to the National PopulationsProviding the Funding Agency with the required reports and documentationIMPACT AND RESULTSIn conclusion, therefore, the project has, through innovative solutions, addressed a number of challenges facing the recognition and validation of competencies acquired through informal, non-formal and other learning namely awareness of RPL and enhanced support for RPL applicants via the design, development and delivery of a 5 EU Country EQF Level 6 Accredited Mentoring and Facilitation Programme for Supporting RPL Applicants.We expect that the longer term benefits will see increased usage of RPL and enhanced quality of RPL Portfolios where applicable.