CDICAE project aims to improve the quality of vocational education and training across Europe. And also targeted, cooperation between HE providers and local/regional business communities with a view on internationalisation of HE. Additional target is enhance the responsiveness of HE systems to sector-specific labour market needs, contributing to increased economic competitiveness of the concerned sector. Project main focus is exchange best practices and innovative ideas, exchanging good practices and innovation in HE provisions, guidance and counselling. Development and delivery of new vocational teaching and new innovative curriculum / training materials is our project main axis. Developing and delivering of new HE teaching/training materials and methods, cooperation between vocational education and training providers and business communities, designing and delivering curricula responding to the needs of labour market and of the learners in economic sectors are possible effects on our project outcomes. This project make a cooperation between different sectors to share knowledge; Projects promoting distance OER based learning, Project facilitating recognition of qualifications at EU level, project design and deliver curricula to meet the needs of the today labour market. Targeted sharing of results to vocational education and training policy makers, enterprises and advisors. Overall of them, these targets in project helped to improve employability and life skills for individuals and contribute to the competitiveness of the European economy.In CDICAE Project, our result is making the vocational education and training system acquire the INDUSTRIAL “Cartoon and Animation with 3D(CARTOON AND ANIMATION SECTOR) application method”, which has been applied, trained, taught and developed application methods by our shareholders in the project for four years, within a short term; and making it widespread in businesses in Europe in the long term. The “Cartoon Design Process Application Method (3D Design and Modeling Methodology)”, which is aimed to be transferred in the scope of the completed project, starts with the design and development concepts, goes on with the importance of design in competition and its position in product development, and is completed with the examples of design method and design process. CARTOON AND ANIMATION SECTOR Also covers the test/approval and activating processes. At the very beginning of all these processes, there is the concepts of dominating all the process and describing it (specific, measurable, available, realistic and time-based),and the transfer, application and spreading of accurate design method with project shareholders from various angles by transferring HE, which form the main basis of the project. With the increase of the value of the QFD (Quality Function Distribution), which accelerated the economy of our country and the production sector in Europe at a significant level, an increase in the sustainable quality concept is accepted together with the European Union orientation process. With the HE application method, which were transferred with the strategic partnership, it is supported that there was differentiation in the production sector in our country, added values were produced and contributions were made to the branding and to the reduction of costs. In the scope of the project, the result is not only developing an awareness and innovation process in the production sector, but it is also supported that the training materials and e-learning applications are developed at the end of the project for the purpose of diffusing mainly the parts that support the production and the transferred application methods in HE institutions in Europe as free-of-charge and in different languages. The CARTOON AND ANIMATION SECTOR process also covers the virtual/augmented reality, and virtual art, 3D modeling in VR, animating in VR processes as well. In this context, higher education and training, and the intermediary employees that are capable of renewing themselves and making analyses and syntheses, following technological developments with basic HE and industrial knowledge and prone to teamwork with the skills that may be employed in projects that require interdisciplinary work are needed in the whole of Europe. It is reached that CARTOON AND ANIMATION SECTOR higher education and training process area is extremely wide and that the demand for qualified employees having the HE education application method increases in time. As a conclusion, it is reached with the proposed strategically partnership project of ours that various applications and activities are performed with the result of transferring the CARTOON AND ANIMATION SECTOR process application method and diffuse it.(http://www.ase-erasmus.org/)

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.

The 2018 EU Eurobarometer regarding youth participation shows that more than 50% of youth consider that the EU should take action in the areas of health and well-being and promote critical thinking and the ability to search for information in order to combat fake news and extremism. 3 out of 10 youth think that “educating young people in creative and immersive ways through virtual reality, real-life experiences and cultural and artistic events” should be a priority. ILO’s Global Employment Trends for Youth 2017, more than 50% of youth from developed countries think about their future with fear or uncertainty (a bigger percentage than respondents from countries in transition or developing). A research undertaken by consortium members in September 2020 among 70 youth workers underlines that all respondents agree or strongly agree that gamification is an important element for youth work, but only 28,6% think that they can easily find proper gamification tools that develop competencies. 93% of the respondents would like to participate in a gamification training. Also, the main competencies that youth workers believe to be relevant for the youth they work with are decision making, empathy, management of emotions, civic involvement, self-knowledge and creativity.6 partners from 3 European countries (Portugal, Romania, Spain) propose a complex multi-layered intervention, in the framework of a project having the following general objective: to develop the capacity of professionals working with youth in non-formal and formal education contexts to improve the quality of programs aiming at developing key competencies that lead to a successful life and in the same time instill in youth core values of fairness, social justice, non-discrimination, involvement in the community, by gaining essential competencies of gamification and game design which will support them in developing and delivering innovative curriculums. The complementary expertise of the consortium members will be of great use in ensuring a full package of using Gamification for Developing Essential Competencies in Youth Work.The specific objectives of the project are:Creating a series of 4 tools to support youth workers in delivering and creating quality educational programs for youth by using gamification in different educational sectorsFostering the development of key competencies and values for min. 420 youth involved in gamification processesRaising awareness and knowledge regarding how to use gamification in youth work through face-to-face and online dissemination of project outputs for min. 7,090 stakeholders.By the end of the project, a full package of using gamification and (board)game-based learning will be available and ready to be used with and/or for 14-24 y.o. the youth of different socio-economical backgrounds and other specificities, in a wide range of contexts:Gamified Learning Contents on Key Competencies (GLC) - with 10 relevant key competencies gamifiedHi-Quest 2.0 Board Game an educational journey of conquering cities impersonating essential competencies based on the Hero’s Journey and team workGuidelines on how to co-create gamified contents together with participants in nonformal and formal contexts - a tool encouraging youth workers to involve their beneficiaries when planning learning processes for them and teaching them how to use gamification in competencies’ development programs3 E-learning modules (tutorials) of Gamification of learning processes and Boardgame use in youth work at the community level: in NGOs and other community contexts / in schools and highschools / in universitiesSeveral groups of beneficiaries will be involved throughout the project in activities that are relevant for them:project teams from the 6 organizations, which will be better prepared to offer quality youth work and promote it within their teams of youth workers and education professionals;4 groups of 15, in total 60 youth from different contexts in the 3 countries will be involved in the piloting phase and developing essential skills, in the meantime being empowered to give feedback for improvement of materials;18 trainees from 3 countries will specialize in gamification during a 5-days training and will consistently implement GLC and board game with youth, in their local contexts;420 youth from 3 countries will benefit from developing essential skills through 2 different gamified processes;7,090 stakeholders relevant for youth work and the educational field will familiarise themselves with how to use gamification in developing key competencies and with project outputs as a result of dissemination activities.

The SCALE project has achieved the objectives proposed in the project, developing and implementing an online training programme for the acquisition of transversal competences in the field of Smart Cities previously identified. This training programme consists of two clearly differentiated modules, the first one contains some theoretical topics that will facilitate the student the acquisition of the mentioned competences. The second module implements a project-based learning methodology (taking as a basis and example different real projects, which were previously selected), in itself, this module is innovative because it is implemented online; on the other hand, students were organised in international and interdisciplinary teams and the evaluation of the same was carried out through a video that each team had to develop. The elaboration, structuring, approach and application of the teaching methodologies in this training programme were innovative and novel, which allowed it to be published in a high impact journal. This training programme is designed for university students and recent graduates as well as for students participating in continuing education programmes. To date, two editions of this training programme have been held, with a total of almost 800 students from 25 different countries and from the three profiles mentioned above. Just under a third of the students enrolled successfully completed the programme.The student mobility programme foreseen in the project has also been successfully completed. These students have spent their internship period working on one of the selected projects (which were used in the second module of the training programme), selecting those who have obtained the best marks in the first edition of the training programme.

Context :Open Badges are digital badges designed in a format that make them shareable on different platforms in dedicated spaces (“backpacks”). Open Badge allow individuals to demonstrate the various skills and experience they have acquired. In the context of Open Science, sharing data generated or used by research teams represents a new area that implies new skills. Various training programs actions have been implemented and it becomes now necessary to identify, evidentiate and accredit those new skills towards stakeholders of scientific research, public or private. General objective :Creating a practical guide that will include the technical specificities and issues of OB, roles and skills related to RDM and principles for the application of OB to RDM.Creating a collaborative network, a small ecosystem of Open Badges (OB) in Open Science at European level to acknowledge acquired competences in sharing and managing research data in the framework of the Open Science. The ecosystem will be supported by the network of partners consortium that will issue badges.Unlike a certificate, an Open Badge does not rely on an existing framework but evidentiate skills implied for the achievement of a specific activity. Thus, it is desirable to attribute the Open Badge as close as possible to the targeted activity in order to implement an ecosystem where different roles are identified :Animation of the ecosystem: The ecosystem is animated (awareness, training, intermediation…) by a facilitators within the network of partners; Attribution / Validation: badges are delivered by stakeholders in the management and sharing of Research Data (data repositories, scientific organizations, training organizations, companies Research and Development departments, scientific journals, trainers …), to actors of this process (researchers, research support staff but also advanced students, especially PhD students); among the stakeholders a special part is played by the teachers/trainers in Research Data Management;Designing: badges are designed in collaboration between the facilitators and the stakeholders who deliver the badges;Manufacturing and distribution: the manufacturing and management of badges (“backpacks”) are externalized.Displaying: the badges will be proposed through the partners and participant stakeholders platfoms (website and LMS) and of course, once attributed, will be at the disposal of the badgees for display.Method:After an initial review of the processes of RDM and of the stakeholders of these processes and a first draft of the competences implied, the first phase of the project will concentrate on the training of the facilitators.This training will be achieved through online courses, individual trainings within the partners organisations and working groups. The trainings will focus on the Open Badges stakes and methodology and an initiation on RDM. A guide of the ecosystem will complete those trainings.In a second phase the badges will be build through collaboration between facilitators and stake holders. Practicaly two kinds of badges will be made: the badges linked to training / teaching actions and badges linked to RDM processes, in a more exploratory way. Once made, the badges will be implemented on the partners platforms.Outputs :At the end of the project, a set of Open Badges for RDM competences will be at the disposal of the science communities.An expertise on OB will be implemented in the partners organisations lacking it.A practical guide will be available for all persons interested in open badges and their implementation.The training materials realized for the facilitators will be open to other audiences interested by the OB methodology.The building of the badges with the stakeholders will be the occasion of a better and more precise analysis of the competences mobilized in RDM processes, and the initial framework will be amended and completed for publication and contribution to ESCO.