not applicable

The DiDeSu project aimed to empower teachers develop focused interventions in terms of instructional methodology in order to help all students to improve and experience happiness and success. In particular, the project aimed to promote teachers professional development that would lead teachers in acquiring the necessary skills and knowledge to effectively apply differentiated instruction, thus being able to respond to the needs of all students in mixed ability classrooms. Furthermore, the project promoted and supported the establishment of an ethos of collaboration within every individual participating teacher enabling them to rely on their own knowledge and expertise, to apply peer coaching practices, to jointly design lessons, to develop instructional material, to observe lessons of their colleagues,to evaluate, to reflect and to improve their practices. The DiDeSu moodle learning platform also provided opportunities for collaboration between teachers from other schools and different areas and from all participating countries the. The outcomes of the project will be accessible not only to the participating institutions, but to anyone interested in the topic via the utilization of contemporary ICT tools, like web-pages, discussion forums and e-classes.Based on the above, the specific objectives of the project were:1) To provide training and support to teachers (primary school) in order to apply differentiated instruction.2) To develop school based training schemes, based on peer coaching approaches. 3) To create on-line tools that enhances collaboration, communication and exchange of good practices. The main outcomes of the project included the design and delivery of two teacher training courses on the topics of differentiation of instruction and lesson observation/evaluation/feedback (2 series of seminars each consisting of 15 instructional hours to be offered twice in each participating country). These seminars were delivered in all the participating countries in the mother tongue of the participants. Teacher trainers who delivered these seminars were trained in advance by distinguished scholars/researchers (2 seminars, one on differentiation and one on lesson observation/evaluation/feedback,each having a 5 day duration). Teachers were constantly supported by the experienced trainers throughout the duration of the project: teacher trainers visited teachers at schools to help them design lessons, to observe their instructional practices and provide constructive feedback and even organize co-teaching sessions. All the material prepared by the teachers and their trainers were uploaded on a web platform, an e-class accessible to all the participants and also were opened to anyone else interested in the topics at hand. The e-class supported material in the language of the participating countries, as well as material in English (some key aspects of the work was translated into English in addition to some key readings about differentiation and lesson observation). Further to the e-class, a book was prepared in English to disseminate the good practices that emerged in the course of the project. The potential long term benefits of the project were that the project helped in the development of practices of teacher training that continues to be implemented after the completion of the project.

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.

Project title: GAME-ED: Development of creativity skills by game based learning methods in adult educationDuration of the project: 01/03/2021 - 28/02/2023Applicant Organisation: Fontanus Center Ltd. [Hungary]Partner Organisations:Universitea „Vasile Alecsandri” din Bacau [Romania]Drustvo za razvijanje prostovoljnega dela Novo mesto [Slovenia]Univerza v Ljubljani [Slovenia]NetCoGame GamefulLiving Research Center Non-profit Ltd. [Hungary]The main objective of the project is to improve the quality of teaching-learning methods used to build and develop the skills of creativity at adult learners by introducing a game-based approach to learning based on originally elaborated studies, guidelines, methodologies and an educational game for adult educators, and overall to promote game based learning in adult education. The primary target group of the project is the adult educators and other personnel who support adult learners, and the secondary target group is the adult learners.The main objective of the project corresponds to specific objectives:1. To improve the professional horizons of adult educators by collecting methods to develop the creativity skills for adults;2. To expand the knowledge of adult educators by gathering best practices in game based learning methods;3. To develop a methodology for the selection of game mechanics suitable for achieving creativity skills;4. To create a board game developing creativity skills;5. To identify board games appropriate for game mechanics selected;6. To prepare a comparison between game based learning approach and traditional learning approach in adults' skill development.The above-described specific goals are pursued in the cooperation of different types of organisations from different sectors involved in the project, and thus includes aspects of higher education institutions, a non-governmental organisation, a nonprofit research center and a company from the business sector.The total number of project participants is 25, which includes adult educators, academic teachers, researchers, game experts and developers. The project involves the participation of persons not financed as part of the project. Several associated partners (NGOs, public bodies, universities, primary educational institutions, foundations, private companies) are involved, but not formally participating in the project.The main activities of the project include:1. Development of six intellectual outputs: 3 studies, 1 methodology, 1 guideline, 1 educational game.2. Dissemination of the results and good practices developed as part of the project.3. 5 multiplier events (workshops) for the dissemination of the developed intellectual outputs. Other results of the project:During the project and at the end of the project, it is assumed that apart from the 6 intellectual outputs, the following results will be achieved:Hard results: 1 Internet website, 1 Facebook page, a series of newsletters, 5 multiplier events, several presentations and talks on conferences/events/seminars/workshops related to games, education or competence development. Soft results:- Methodological renewal, expanded knowledge and professional horizons at participants, target groups and stakeholders;- Increased quality and variety of didactic methods (game based learning methods) and tools (board games) for adult educators; - Increased level of creativity skills among adult learners using the methods and game of the project; - Increased motivation and engagement of adult educators for the use of game based teaching methods in the didactic process of adult education; - Frequent contact with the target groups and other stakeholders;- Strengthening the cooperation among the partners;- Experience in carrying out an EU project; - Exchange of good practices on the carrying out of an EU project;The expected impacts of the project:In the view of the planned activities and expected results, the influence of the project will be visible on the following levels: local, regional, national, European, international.The direct impact of the project will translate into the quality of the game based learning solutions and outputs developed, i.a. preparation of studies on the topic, development of game based methodology and an educational board game, and identification of appropriate games suitable to develop creativity will have an advantageous effect on the main target groups of the project, i.e. adult educators and adult learners.The indirect impact of the project will be experienced by all organizations (associated partners, wider audiences such as companies, associations, etc.) reached as a result of dissemination activities. The long-term benefits will allow increasing the quality of adult education in the partners’ countries.

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.