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.

The NEMO project has striven to provide young people with new approaches, methodologies and tools for managing conflicts linked to their cultural/social and working situation. These have been centred in non formal learning techniques; seeking to enable young people to articulate their conflicts and then find ways to overcome them, building shared solutions that boost their wellbeing, social inclusion and employability. Partners in the project believe that in this way, young people are empowered to develop critical judgement and participate confidently in society. For this project we took a broad view of the definition of young people, being those aged 16-30. The Youth Report 2015 identifies young people’s human and social capital is one of Europe’s greatest assets for the future. The Report was focusing on the then economic crisis and its' impact on young people. This has been further exacerbated by the impact of the global Covid-19 pandemic, which emerged in early 2020 and is still creating an impact in the second half of 2021. Unemployment rates are different among the Member States but youth unemployment rates reported by Eurostat in July 2021, compared with May 2020, showed an an increase of 1.2 percentage points over 2019. For the partners this project was very timely, as we could see even more necessity to find innovative ways to enable young people to manage conflicts. The seven project partners used research to gain a better understanding of what conflict might look like from the young person's perspective. The results of this research were published in both national reports and a trans-national report. A total of 382 young people responded to the surveys, across the seven partner counties, an average of 54 per country. This gave an good understanding for the partners of the characteristics of their specific young people. So for example, Italian partners were working with young people at local high schools in a city suburb, Polish partners were working with young people in higher education and in the UK, the target group were based in an area of high deprivation characterised by high levels of gang violence. This was taking place in early 2019, at a time well before the global pandemic. Fast forward to 2021, when following an extension of one year, partners were able to reflect on the differing impacts of Covid-19 on young people and integrate this understanding with the earlier research undertaken. Following the first research phase, the partners worked together to understand what they could develop in terms of a common understanding and approach that might be then shared with other youth workers. In June 2019, the partners gathered for a 'train the trainer' practice sharing event in Caravaca in central Spain. Partners shared elements of their current practice methods and discussed the theoretical backgrounds to their practice approaches. The NEMO trainers’ training approach was characterised by:•Fine-tuning approaches according to the specific target groups’ needs.•Testing their existing approaches in a peer-learning process;•Shaping a common framework •Piloting their refreshed practices to measure the effectiveness and impact of the practices on target groups.Piloting was scheduled for late Autumn 2019/early Spring 2020. Four partners had fully concluded their pilot before the impact of Covid-19. Once was engaged in the pilot process, and two had yet to start. The former, in England, switched to an online delivery. Two of the latter eventually also delivered in a virtual setting in 2021, and another returned to complete their evaluation when able to re-engage with schools. Despite the difficulties in maintaining momentum and working against a background of national and international anxiety and uncertainty, all partners were able to complete the process and deliver all the expected outputs. Moreover they were able to be adjusted to take into account the experience and understanding of what Covid-19 might add to the experience and management of personal conflicts for young people. The partners have produced five final outputs: Report on Self-assessment of Youth Conflict Management Skills - in two parts (Part I Statistical Data and Part II Good Practices) NEMO Learning Model NEMO Curriculum NEMO Toolkit NEMO Handbook.These have been uploaded to the Erasmus+ Project Results platform and the project website www.nemoproject.eu and are also available at https://www.enterprise360.me/?page_id=1065 The project has been able to identify immediate impacts on the direct targets, the 150 young people who attended the pilot programmes and the colleagues and youth organisations who have expressed interest in the model and the associated outputs. All of the project pilots used evaluations which recorded positive impacts on well-being and confidence in managing conflict situations. This was particularly noticeable in the feedback of those who were supported during Covid-19.

"According to 2010 world population estimations, about 15% of the population, approximately 1 billion people, live with a handicap. In all countries, the highest rates of disability have been encountered among vulnerable groups such as women, elderly and economically poors. The obstacles increases the disadvantages that people experience. The majority of people with disabilities are alienated by social attitudes, official policies and physical barriers. The key of strengthening the disabled and giving the opportunity to fulfill responsibilities as citizens at home, in society and at work is to remove these barriers. On the other hand, arrow and bow, which have a history dating back to almost 20 thousand years ago, have been important war tools in much of history. With the development and spread of firearms, the arrow and the bow have been erased from the battlefields in both the East and the West, but archery has maintained its existence as a challenging and entertaining sporting branch, maintained its development from various sections. The development of the archery as a sport has led to the formation of a modern archery with a different bow and arrow arrangement. Only modern archery has become popular in the Olympics and other official sports competitions. Traditional archery has been struggling to survive with the efforts of some local associations and people. However, traditional archery has become a special field of cultural and philosophical teachings, not only a war or sport tool both for European societies and Turks. Thorough the history, traditional archery have been used with teaching tools such as zen technique in Europe and mystic teachings in Turks as a means of imparting a philosophical insight. The fact that only modern archery’s taking place in official competitions has caused the traditional archery to be forgotten and to face the danger of disappearing. As the intangible cultural heritage of the European Cultural Heritage of Year 2018, there is a need to revitalize traditional archery in Europe and to raise awareness of this cultural heritage. The EU-ARCHERITAGE project is prepared with a defined target for the two identified needs above, both within the European 2020 strategy and the 2018 European Cultural Heritage Year. The specific objective of the EU-ARCHERITAGE PROJECTS is ""to enable disabled adults to acquire new skills through traditional archery and culture, to improve their physical and social capacities and develop their social cohesion for inclusive growth and to raise traditional archery cultural heritage awareness in the EU"" . The target group of the project is disabled adults in Europe. When the project’s specific objective is achieved, it will contribute to the overall objective ""Ensuring a harmonious society and inclusive growth in Europe"". The project coordinator is the Municipality of Uşak. Uşak Okyay Youth and Sports Club Association, Uşak branch of Turkey Disabled Association are the local partners. Foreign partners of the project are JOGART BT from Hungary, EQUAL Ireland Education Research and Related Services Co. Ltd. from Ireland, Nordic European Mobility from Sweden, ISTITUTO COMPRENSIVO STATALE B. LORENZI FUMANE VR from Italy. The project's specific objective will be achieved by two different project outcomes, with a series of actions to be implemented and outputs of them all. The results and the activities to ensure the results to be achieved are planned as follows; RESULT A: Development of traditional archery and culture skills of the disabledActivity A1- Adult education staff’s training in traditional archery, traditional archery culture and traditional archery trainingActivity A2 – Preparation, implementation and evaluation of surveys among the disabled for motivational trainings and the identification of participants of project trainings Activity A3- providing traditional archery and culture education to disabled adults by Adult education staffActivity A4- Preparation of guidebook for traditional archery education by disabled adults RESULT B-Raising awareness of traditional archery cultural heritage Activity B1 - Establishment of “traditional archery as European Cultural Heritage” promotion handbook Activity B2- Organizing traditional archery competitions for the disabled adults Activity B3 - Flash mob display Activity B4- Preparing Project presentation videos The EU-ARCHERITAGE project has combined the aims of revitalizing and raising awareness of the traditional archery cultural heritage throughout the European Union and increasing the social inclusion and social cohesion of the disabled adults in traditional archery."

The context and or background to the DEAL Project is the deficit in entrepreneurship digital skills identified by the EU Commission, the associated unemployment statistics (See below) and the opportunity presented by digitalisation, especially in the area of developing self employment - entrepreneurship opportunities in particular for the older, rural female worker. DEAL supports especially vulnerable target groups who are preparing for the unavoidable impact of digitalisation. External global drivers of change such as rapidly changing technologies, globalisation, climate change and urbanisation will have significant impacts on enterprises nationally and at a European level.- 44% of EU Citizens do not have basic digital skills- of that 44%, some 42% are unemployed PROJECT OBJECTIVESThe target 150 participants will in the main be recruited from low income, older rural and females cohorts. The objectives of the project are to these recruits in a specially designed education and training programme which will provide them with the necessary knowledge, information and competence to have the necessary self-confidence to take advantage of digitalisation for the purpose of developing self-employment entrepreneurship opportunities. Dissemination and Valorisation of the project products and results are key objectives with a target of over 150,000 set. PROJECT ACTIVITIESThe activities of the DEAL project will include:1. Leading and Managing all aspects of the project including:a. Reporting and Financial Requirementsb. Communicationsc. Quality Assuranced. Risk Assessment and Remedial Actionse. Dissemination and Valorisation2. Developing a user-friendly Open Educational Resource Platform for the purpose of hosting our proposed Education and Training Programme and Associated Resources for the benefit of the Target Group3. Mapping Dynamics and Trends of the Silver Economy and Active Aging for the purpose of ensuring, through the production of a comparative Country Map, using a common methodology, of the existing and emerging dynamics and trends of the silver economy and active ageing, so as to ensure that the currency, relevance and practicality of the proposed education and training programme responds to the actual and not some perceived needs of the Target Group4. Training and Resources Toolkit for the purpose of imparting relevant Skills, Knowledge and Competence to the Target Group.5. Producing a DEAL Operational Manual and Position Paper to enable other Organisations and Users to understand, operationalise and benefit from the Projects outcomes and outputs into the foreseeable future.PROJECT METHODOLOGYThere will be a number of methodologies employed in the DEAL Project including:1. A democratic inclusive partnership style to Project Management2. An adult education pedagogic approach to programme management, design, development and delivery, which respects the knowledge and experience and actual circumstances of the learners and puts their needs at the centre3. A common methodology and framework for mapping purposes4. A technological methodology that places ease of navigation, information retrieval and accessibility to the fore having in mind at all stages the need to build digital and entrepreneurial self confidence in the learner5. A methodology committed to the free flow of information and resources on a continuous basis into the future so as to benefit people and organisations not originally involved with the Project.KEY PROJECT RESULTS AND IMPACT ENVISAGED· Successful delivery on time and as originally described· Full compliance with the Funding Agency’s requirements· A cohort of trained individuals, drawn from the target group who will have the knowledge, skills and competence, as well as the self confidence to develop self employment opportunities through entrepreneurship.· A relevant Education and Training Programme (in the area of Digital Entrepreneurship and Self Employment Opportunities) and associated Resources freely available to all· An Operational Manual and Position Paper making the results and outcomes of the project truly transparent and available for further exploitationFINALLY THE POTENTIAL LONGER TERM BENEFITS-A reduction in the number of EU Citizens who do not have digital skills- An increase in the number of EU Citizens self employed through their own efforts as a result of having benefited from the education and training programme originated by the DEAL Project- Specific groups such as women, rural dwellers and older people will yield particular benefits from DEAL as the project supports these cohorts to address the very specific challenges they face.