TThe project aims to address the increasing disconnection between formal education and training and the world of work because of the emergence of new job roles and associated skill needs due to the quickening pace of the adoption of ICT in the museum sector. In this regard, the Mu.SA project examined the supply and demand of skills for museum professionals, identified and documented 4 job-role profiles (including digital (e-CF 3.0 and DigComp 2.1) and transferrable competences). This effort was based on extensive applied research in Greece, Italy and Portugal, encompassing the opinions of various professional, so as to validate the profiles developed. Following this, the partnership had developed a modular VET curricula methodology, aligned with ECVET, focusing on learning outcomes. The methodology developed for the design and development of training modules includes three stages; (a) definition of learning outcomes, (b) content (learning objects) design, (c) content (learning objects) development. This approach is followed so as to facilitate the recognition of learning and mobility, linking with ECVET.Additionally, the Mu.SA project is currently in the process of finalizing the VET methodology, that will include (a) a MOOC, addressing common training needs of all four job-role profiles (baseline), (b) four different specialization courses, including blended learning (e-learning & face-to-face) and work-based learning, one for each different job-role profile. These training interventions will also be translated and contextualised to the local market needs of Greece, Italy and Portugal. This methodology takes into account the EQAVET principles.Mu.SA is also in the process of development the appropriate technologies (MOOC, e-learning platform), in an integrated form to deliver the VET curricula for the four job-role profiles. These technologies will provide unique user/learner experience, will stimulate sharing and exchange of knowledge between learners and the tutors, and will support also the sharing of knowledge, experiences and best practices. This effort, i.e. VET curricula, will be piloted to the 3 project countries (Greece, Italy, Portugal), supported by tutors furnished with the appropriate documentation (handbooks). The results will be evaluated in various levels, and the major findings will be used to improve the project outputs.So far, the project has promoted and disseminated extensively its results, creating significant awareness to the museum professional communities in all partner countries. During the first 18 months of the project, 15 events have been organised (2 international, 4 major, 9 minor events) reaching various stakeholders in the project countries and beyond. The dissemination is also conducted through the project and the partners’ websites, the social media, the presentation of the project to other events, and formal and informal communications with relevant stakeholders.Additionally, Mu.SA is identified under the “Training Actions for young people” of the “Innovation Pillar 8: Skills for Heritage: enhancing education and training for the traditional and new professions”, of the European Initiatives of the European Year of Cultural Heritage 2018.Additionally, Mu.SA is mentioned as a best practice in the DigComp 2.1 user guide. Theseachievements are expected to further improve the visibility and impact of the project.The aforementioned outputs address the needs and the agenda of the cultural / museum related organisations participating to the project. They will be used to facilitate the improvement of the human resources operating to the sector, in order to become more effective and efficient in their work, and in parallel, more creative, organising and developing authentic and innovative museum audience experiences, improving in parallel the operations of the museums.
Mu.SA – Museum Sector Alliance project addressed the increasing disconnection between formal education and training and the world of work because of the emergence of new job roles and associated skill needs due to the quickening pace of the adoption of ICT in the museum sector. The project examined the supply and demand of skills for museum professionals, identified and documented 4 job-role profiles, based on extensive research in Greece, Italy and Portugal, encompassing the opinions of various professionals (through focus groups and quantitative surveys), so as to validate the profiles developed.The partnership developed a modular VET curricula methodology, aligned with ECVET and taking into account the EQAVET principles, focusing on learning outcomes. The development methodology of training modules included three stages; (a) definition of learning outcomes, (b) content (learning objects) design, (c) content (learning objects) development. This approach facilitates the recognition of learning and mobility and was used to design and implement the four VET curricula for museum and cultural organizations professionals for the future.The training was offered in three stages. First, current and prospective museum professionals were openly invited to participate in a MOOC. In total, 5291 people from all over the world enrolled and 1371 finished successfully receiving their certificate. Subsequently, all alumni from the three project countries were invited to participate to one of the four specialization courses. Of the 281 people who applied, 120 were selected, with the 80% of them already working in museums and cultural organizations. The specialization courses included online and face-to-face training and, in parallel, workplace learning. In total 82 trainees finished (79 successfully) and received their Job Role certificate with 30 ECVET points.To deliver the VET curricula, Mu.SA partners developed a large set of OERs, enabling the delivery of 64 competence modules through the MOOC and the blended learning, plus a set of indicative workplace learning activities. The competence modules originated from the e-CF 3.0 and the DigComp 2.1 frameworks, amplified by transversal competences / 21st century skills. To teach these competences, 600 learning outcomes were specified. The courses were delivered through a dedicated MOOC platform and an online platform developed especially for Mu.SA, which supported the collaboration between the trainees and their tutors, and the initial establishment of communities of practice.All project results were evaluated using quantitative and qualitative approaches, revealing the demanding but priceless value of the effort. Minor changes were proposed and implement before the finalization of the VET curricula and OERs, and set the route towards the future exploitation of the effort. All four Mu.SA VET curricula were mapped to the ESCO, EQF and the NQFs of the participating countries, addressing the level 5 of the EQF.The project results were disseminated extensively through various means, online and physical. Totally 70 dissemination and communication activities were conducted and 37 events were implemented throughout the project lifecycle and a final (online due to the pandemic) conference where 746 people participated. Lastly, a book was published to record the main project results and lessons learned.Mu.SA has been included in the DigComp User Guide (2018) as one of the 38 existing inspiring practices of DigComp implementations, it has been selected as a global practice of particular interest that uses DigComp in a context which has a strong link to the labour market (DigComp into action), and was identified under the “Training Actions for young people” of the “Innovation Pillar 8: Skills for Heritage: enhancing education and training for the traditional and new professions”, of the European Initiatives of the European Year of Cultural Heritage 2018.