"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.

The CHOICE project is based on an informal educational path for students aged 13-18, which should be included in school curricula and which aims to use drama to prevent addictions to the Internet / technology, drugs and gambling. The number of addicts is growing up in Europe. More and more young people are unable to control the use of drugs, the Internet / technology, gambling. The project assumed the introduction of an informal educational path in secondary education, the aim of which was to use theater techniques as preventive actions towards addictions. The project involved experts from various fields and specializations such as teachers, actors, doctors, psychologists, philosophers, trainers, theater experts as well as social workers who cooperated and supported students throughout the activity. The students who participated in the theater workshops had the opportunity to raise their self-esteem, which is an indispensable tool for making the right choices, especially in risk situations. Thanks to the participation in the educational path, the students gained more knowledge about addiction issues, and also improved their self-awareness and self-esteem. An additional element obtained during the training was the integration of students, which is also in the field of addiction prevention. The importance assigned by the project to the theater performance is a response to the missing link between the information and the world of students: it is necessary to convey knowledge that includes both emotions and the support of the individual. Apart from partner institutions, mainly high schools and other educational institutions were involved in the project implementation. Long-term effects are provided by constant access to the results delivered through the educational platform.The main activities of the project were: RESEARCH PHASE - analysis with the participation of youth aged 13-18 including partner countries (40 students from each country). The analysis was carried out using a questionnaire aimed at examining how to deal with the emotions of young people in specific everyday situations, using a case studies and assessing which of the main factors, situations and emotions can increase the risk of addiction. SHORT-TERM TRAINING FOR TEACHERS ENGAGED IN PROJECT IMPLEMENTATION - realization of a training addressed to teachers and professionals who worked on the implementation of the CHOICE educational model to prepare an educational path aimed at improving self-awareness and developing the ability to manage emotions among young people using the drama method. During the training, teachers and professionals improved the competence to integrate their skills and implement the CHOICE model in each participating country in the project. DEVELOPMENT OF THE EDUCATIONAL MODEL - developing an educational model aimed at improving self-awareness and the ability to manage emotions among students in secondary schools in order to prevent addictions. As part of the result, a manual containing a series of exercises developing various competences among students was developed. DEVELOPMENT OF THE EDUCATIONAL PATH - based on the educational model, workshops addressed to secondary school students (about 40 students in each partner country) were implemented. The workshops were conducted using the drama technique, Life Theater. The training program has been adapted to the needs and abilities of each group. TRAINING FOR TEACHERS - based on the CHOICE educational path, a curriculum for teachers was designed and tested to enable them to plan and implement educational paths aimed at improving self-awareness and managing emotions among young people through theatrical pedagogy. The project was carried out at the European level, in different national contexts characterized by various indicators of addiction and policies. OPEN RESOURCES - development of open online resources in the form of an educational platform containing the results developed under the project, divided into countries (different language versions). The resources have been divided into appropriate categories related to project activities (manual, research reports, instructional videos and others). RECOMMENDATIONS - due to the assumption adopted in the project on supplementing curricula with content preventing addiction, the partnership developed recommendations for the authorities based on recommendations obtained from pupils and widely understood local authorities (eg school heads, authors of pedagogical programs, psychologists , representatives of educational institutions, etc.) in partner countries. MULTIPLIER EVENTS - each partner at the local level organized dissemination workshops and a final conference.

On one hand, integrating young Deaf people into the job market is a key challenge; a high percentage of them are unemployed, and those who are employed are often in low-skilled and low-paid jobs. Nowadays, the education on offer for Deaf people in Europe is sparse, and heavily focused on school and apprenticeships, rather than long-term employment. With EU funding, it is necessary to export its concept across Europe, boosting training for Deaf people, helping them to find jobs.Every European citizen has got equal rights in participating at the active and democratic life of Europe and language is the most important instrument to communicate and convey ideas and feelings. For this reason, since Sign Languages are the mother tongues of many Deaf youth, it is important to promote the use of Sign Languages in every context in order to facilitate their empowerment and inclusion.On the other hand, the concept of a museum is no longer just a physical place where artworks are collected and housed, but is conceived as an active institution that should offer a diversified range of services to make art and culture accessible to all people with disabilities. Museums need to adapt to a diversifying society and shall offer accessibility to inclusive, comprehensive and creative educational experiences that embrace and foster cultural, social diversity, and provide to everyone the ability to live and participate equally in a pluralistic society. Based on this framework, the main project objective is to find ways to diversify the museum, its interpretative tools and practices in order to become a tool for Deaf youth social inclusion. For this purpose, the partnership built an educational model engaging Deaf youth in art training for becoming museum guides for Deaf audience, so to favor their social and working inclusion, and the engagement of Deaf audience in the museums. The activities implemented in Austria, Ireland, Italy, Poland, Romania, Slovakia were as follows:-Context analysis in six partner countries collecting 30 existing learning experiences, services and activities to enable Deaf youth to learn about art and to increase the engagement of Deaf audience in the museums and in cultural activities. The results from the context analysis, in terms of knowledge, competences and approaches, represented the first contribution to the development of MADE educational model.-5-days learning activity addressed to 16 (and 6 additional participants) young Deaf and hearing trainers experienced in art disciplines or Deaf education from all partners countries in order to build new training model and curriculum to engage Deaf youth in art training for becoming museum guides.-Development of MADE educational model for Deaf youth, a tailor-made training programme including 4 learning modules aimed at enabling Deaf youth to acquire transversal skills and professional competences to become a museum guide. The Educational model and learning materials are available in the partners languages.-Development of a Toolkit meant as a virtual space hosting the learning and teaching materials developed within the Educational Model, available both in written partner languages and national Sign Languages as well as International Sign Language addressed to young Deaf trainees and trainers.-Implementation of six national study circles involving 60 Deaf and hearing trainers, experts in the field of art and Deaf teaching, museum institutions representatives for analyzing the Educational Model adapting it to the national contexts.-Testing of MADE educational model in six partners countries through the implementation of at least 30 teaching hours and the simulation of museum tour involving 85 Deaf youth and 27 Deaf and hearing trainers in cooperation with national museums.-Six multiplier events in the partner countries, involving 150 participants, aimed at presenting the MADE educational model advantages and methodology to the Deaf community, stakeholder organisations such as museum institutions, educational and training centers, public institutions working on the field of social inclusion and labour market.The main target groups involved in the activities were: Deaf youth, young Deaf and hearing trainers, museum institutions, VET providers working in the field of Deaf education, Deaf community and general public interested to the project topics.The project results positively impacted on the MADE target groups who directly or indirectly participated to the project activities. Mainly the young Deaf people benefited by the project results empowering their soft skills and professional competences so to undertake a new job opportunity. The other target groups benefited from the project activities by increasing their awareness of the need to diversify and offer educational programmes adapted to the specific needs of Deaf young people and by expanding opportunities to make art accessible to the whole Deaf community using sign language.

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.