"It is a commonly held belief that contemporary society is changing rapidly in the 21st century. As a result, citizens are charged with the task to reach the hectic pace of technological evolution in every aspect of their life. Furthermore life-long learning is widely accepted to be an inevitable part of modern man’s life in order to survive in an extremely competitive working environment. ICT plays a significant role in life-long learning as those without digital skills are nowadays considered to be illiterate. Even those with basic digital skills soon feel inefficient to respond to modern market demands, while those that manage to follow the technological changes and have advanced digital skills are much in request and very well-paid. The European Commission is promoting various initiatives aimed at increasing training in digital skills for the workforce; modernising education across the EU; harnessing digital technologies for learning and for the recognition and validation of skills; and anticipating and analysing skills needs.A strong digital economy is vital for innovation, growth, jobs and European competitiveness. The spread of digital is having a massive impact on the labour market and the type of skills needed in the economy and society.It is changing the structure of employment, leading to the automation of ""routine"" tasks and to the creation of new and different things: - It is leading to the need for more skilled ICT professionals in all sectors of the economy. It is estimated that there will be 500,000 unfilled vacancies for ICT professionals by 2020. - It is leading to the need for digital skills for nearly all jobs where ICT complements existing tasks. Careers such as engineers, teachers and many more - require increasing levels of digital skills.- It changes the way we learn by fostering online communities, by enabling personalised learning experiences, by supporting the development of soft skills such as problem solving, collaboration and creativity, and by making learning fun.- It is leading to the need for every citizen to have at least basic digital skills in order to live, work, learn and participate in the modern society.- The full potential for improving education through ICT in Europe remains yet to be discovered and this is why the European Commission is developing policy and supporting research to make learners fit for 21st century life and work.Educators of all sectors but most importantly adult education trainers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies, a constantly changing labour market with highly technical skill demands and a challenging socio-economic context. As a result, there is an urgent need for adult education trainers to enhance the uptake of ICT in teaching and learning, to promote stronger coherence of the needs of the labour market thus achieving a better skill match for their students as well as bridging the gap between education and the working world.The project will aim to develop an online learning platform and mobile tools for adult education trainers’ digital skills and competences improvement by participating in personal professional development programme. The Project will enhance digital integration in learning, teaching and training while promoting access and learning through open educational resources, supporting ICT-based training, learning and assessment at the education level.Project consortium will create an online, dynamic, multi assessed online platform, which will provide appealing and effective high tech possibilities for level – measuring, training and validating digital skills. This will help adult education trainers to control skill deficit and update their abilities throughout their career focusing on the current needs of the labour market and the economy. Project target groups are adult education trainers and LLP centre lecturers.Project intellectual outputs are:1. Digital literacy technical requirement report2. Digital skills learning outcomes for adult education trainers3. Digital skills training online learning platform 4. Mobile application for educational and technical softwares5. The usability toolkitProject partners have expertise in pedagogy and new ICT technologies into formal and non-formal education. All partners have necessary human capacity, experience and technical resources to fulfil requirements of the project activities. Partner organisations are university, adult education and training centres, vocational training institute, software development company and educational NGO."

"Project partners; Çorum Halk Eğitim Merkezi, Turkey (Project Coordinator), Escola Profissional da Serra da Estrela (EPSE), Portugal, Zgura-M Ltd., Bulgaria, Dimitra Education & Consulting, Greece, Vienna Association of Education Volunteers, Austria, Gazi University, Turkey successfully completed the following four intellectual outputs that were presented in the application.1. Learning outcomes report was prepared in structured matrixes.2. Prior learning assessment module was created.3. Online RPL toolkit was produced for career guidance, recognition of prior learning, and individual training support.4. A consolidated assessment of individual competency portfolios was made.Within intellectual output 1, partners carried out desk research and produced national reports about the state-of-the-art of the recognition, validation, and accreditation of prior learning process in their countries, which resulted in a common report with an executive summary translated into the partners’ languages. As we aimed, each partner also created two matrices based on learning outcomes. Matrixes belonged to the following professions; assistant housekeeper, construction painter, chef, chef assistant, restaurant bar technician, spa therapist, massage therapist, real estate consultant, chambermaid, medical device and assistive technologies seller, promotion staff, promotion coordinator. Each learning outcome was handled with a holistic approach, including competencies, knowledge, skills, and attitudes. The main conclusions of the common report can be summarized as follows: In all partner countries, the number of adults with less than primary, primary and lower education has been decreasing, although this decrease does not yet satisfy the high number of adults in this condition, neither the European targets and goals in these matters.Within intellectual output 2, the Prior learning assessment module was created to provide an analytical overview of main concepts, assumptions, principles, and practices of what is recognized and validated, how recognition and validation are carried out, what logics it is based on and which strategies and instruments it is linked with. Within IO2, partners followed the identified five steps for validating learning outcomes which have been accepted in most of the EU’s Member States (CEDEFOP 2009): 1. Information, advice, and guidance2. Identification3. Assessment4. Validation 5. CertificationWithin intellectual output 3; in line with the main goal of our project, an online toolkit (www.toolkit4rpl.eu) was created targeting career guidance, prior learning recognition, and individual training support. Principles-based on continuing education and training were used. The project system has created an online tool. By this toolkit, each learning outcome can be self-evaluated by the applicant. With the help of the toolkit, applicants pick the industry that they are seeking recognition, then applicants register into the online toolkit. Applicants can pick the Assessment Center/Assessor nearest to them and open an account to proceed with the assessment. Before proceeding with the recognition, applicants can review the expected skills and competencies for the selected profession and check if their experience and skills are in line with the defined framework. They provide evidence such as employment letter, insurance registration, membership in industrial chambers or labor union, (if relevant, tax papers), Video, Audio, Photo of applicant executing the work, Published Works, visual samples of Works, reference letters, logbooks, and other records of performance (mainly from employers), past assessments/exams in the relevant field, magazine or news articles about his/her work, etc. This is an online form that applicants need to fill to show their professional experience that is relevant to the title that they want to get recognition. Applicants should be aware that they might be asked for further proof of any kind of claim they make in this field. Then each assessment center has an appointed assessor who is responsible for certain professions that are chosen by applicants. Once an applicant fills an assessment, it appears in the assessor’s sonline interface. After all claims and evidence are checked and validated, the assessor decides what kind of “in-person assessment” he/she will conduct on the applicant (in-person/online interview, demonstration of skills, written exam, etc…)In this report, applicants can review if they are qualified and (if not) what are the shortcomings that prevented them from achieving the recognition. If the applicant is successful, the assessor proceeds the report to his/her “authorized” institution for certification. The relevant manager of the authorized institution reads the report and prints the certificate. Certificates can be collected from the authorized institution.The toolset created as a result of our work has been aligned with the paradigm shift towards learning outcomes orientation. Using learning outcomes is an alternative way of defining and designing education, training, and qualifications. Duration, type of education, place, program, institution, etc. The transition from learning inputs such as learning inputs to learning outcomes (student-centered approach) has opened up new possibilities to encompass work-based learning, including non-formal and informally acquired skills. The ""Toolkit for RPL"" project provides access to an online assessment system for several stakeholders. These stakeholders;1. Competent bodies responsible for qualification definitions, proving qualifications, and ensuring their quality.2. Institutions and course providers offering education and training.3. End users who are student participants, trainees, students, apprentices, or others seeking career guidance in a lifelong learning perspective.4. Evaluators approved and authorized by the competent authority as qualified assessors.5. The mentors were determined as the students' mentors and teachers.Within intellectual output 4, A consolidated assessment of individual competency portfolios was made. The assessors included applicants in their individual competence portfolios, validated with a consolidated assessment, and finalized. The project complies with the European Qualifications Framework (EQF) for lifelong learning. Also, within IO4 activities piloting of the project was done. In the plotting; 140 participants, 48 assessors took part. 92 assessment, 66 face to face meetings, 88 online meeting was realised. The percentage of successful pilotings (successfully completed / total breached pilots) was %98. The average time spent with one assessor was 50 or 60 minutes. Average time spent with one participant (by assessor) hours divided into different meetings Average sessions hold with one participant (by the assessor) was 2. The feedback from the participants showed that they were very satisfied with the RPL process and online facilitation. The project's concept was relevantand on time. The online platform is easy to use and navigate, intuitive logical steps, easy to implement even for people with basic digital competencies. Also, both participants and assessors said that this mixed assessment method is very important and applicable, especially for people who are at a distance from the perspective of the RPL assessor. The project partners invited refugees, migrants, and adults with disabilities to participate in the project pilot activities and encouraged them to use the RLP assessment tool. As for the Transnational project meetings; The first of the meetings was held on 24-25 January 2019 in Çorum. The Second Meeting was held on 30-31 July 2020 in Portugal / Lisbon. Our third meeting, which was planned to be held in Greece in the project application, was held in Vienna, Austria, on 18-19 December 2020 as a result of the decision taken with the partners. The 4th TPM (Greece), 5th TPM (Ankara, TURKEY), and the multiplier event that was planned to be held in Ankara was not realised due to Covid-19 measures and restrictions. These meetings and multiplier events were realized on online platforms. Our online multiplier event was organized by Gazi University on the 15th of October,2020 with more than 300 participants. Between 29 July and 2 August 2019,1st blended mobility of adult learners activities were arranged for 5 days. 12 participants from training institutions and course providers attended the activities. Between 16-20 DECEMBER 2020, coincidenced with the third transnational meeting in Austria, 2nd blended mobility of adult learners activities was arranged for 5 days. 13 participants joined in the activities. LTTA 3 was not organised because of Covid-19 precautions and travel restrictions.Our project ended on the 31st of October,2020."