CONTEXTThe key contextual elements which form the working environment for this project are fivefold:1. The fragmented operation of RPL which is current 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 groupsall of which have been detailed in the EU Inventory of Validation of non-formal and informal learning 2014 Executive Summary4. The successful experience by EQUAL Ireland in partnership with Athlone Institute of Technology, of supporting disadvantaged adults through a Mentor process which has resulted in a significant increase in the practical use of RPL by disadvantaged learners.5. The emergence of this education, labour market and community consortium with exactly the right ingredients and determination to design test and disseminate a new solution to benefit people and organisations engaged in RPL.AIMS AND OBJECTIVESOur overarching purpose is to increase the number of disadvantaged learners successfully using RPL to improve their life chances.We believe this can be achieved through professionalising the supports provided to Disadvantaged Learners in terms of their finding out about RPL, accessing the process and successfully completing it to validation.This project seeks to begin the journey to a more standarised operation and approach for the application of RPL in the EU. With this objective in mind we will, through a process of intense and complex transnational consultations, discussion and decision making: Describe the ideal mentor facilitator in terms of their roles and responsibilities; Identify the competencies required to professionally exercise these functions; Set out the teaching and learning strategies and produce the pedagogic materials needed to impart these skills and knowledge to potential RPL Mentors Develop a really useful accredited Mentor Facilitator ProgrammePARTNERSEQUAL Ireland and TUCEP have particularly strong linkages with the labour market, community organisations and disadvantaged learners and will ensure that these voices will be heard in the development and design of the RPL Mentor Facilitator programme. The Universities of Thessaloníki, Bacau and Girona will provide significant pedagogic weight to the design and development of the RPL Mentor Facilitator as well as their connections with the local and national labour market, communities and disadvantaged learners themselves. he University of Bacau wishes to develop its knowledge and competence of RPL operation for disadvantaged learners in the context of a community or workplace based RPL Mentor Facilitator service. In conclusion, therefore, the project will result in the production of innovative solutions for the recognition and validation of competencies acquired through informal, non-formal and other learning. Disadvantaged learners will be enabled to improve their chances of access to the labour market, progression in the education system and increased life chances. The RPL Mentor Role will have been developed and a flexible blended, high quality programme will be available to them. The project will result in the creating a new role for mentors in the workplace and in the community; it will develop competencies for the role, a blended learning training programme which will be tested through the lifetime of this project, all directly focused on contributing to the relevant horizontal and sectoral priorities of this call for proposals.
CONTEXT The context or background to the Muinín Project consisted of 4 key factors as set out below 1. The fragmented operation of RPL in the EU 2. The lack of standardisation in terms of qualifications for RPL support staff 3. 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 update 4. 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. OBJECTIVES Our 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 ORGANISATIONS There 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 ACTIVITIES The main activities of the Muinín Project were as follows: Project Management, Quality Control and Dissemination Participating in Transnational Meetings, Transnational Learning Events, Multiplier Events and Skype or Teleconferences Identifying and agreeing the key roles and responsibilities of the RPL Mentor Facilitators Identifying and agreeing the key competencies of the RPL Mentor Facilitator Jointly designing and developing the Curriculum for the proposed RPL Mentor Facilitator Programme Jointly designing and developing the learning materials for the proposed RPL Mentor Facilitator Programme Leading and Managing the National Accreditation Process of the proposed RPL Mentor Facilitator Programme Advertising the Validated programme to the National Populations Providing the Funding Agency with the required reports and documentation IMPACT AND RESULTS In 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.