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.