"This youth initiative responds to their interest of 4-6 young people in each partner organisation to stretch the possibilities of their creative work and their interest in building social interaction, possibilities and networks.The youth initiative centres around the idea of 'Art Cafes' a space that members of the public can join the young artists for a creative and social workshop in a relaxed environment that promote integration and interaction. The project aims to contribute to SOCIAL INCLUSION,- The project provides an integrated and social setting for engagementPARTICIPATION,- the young people are involved in all aspects of the project and are actively participating in the social and cultural life of the city.CREATIVITY AND CULTURE- Participants will develop their and as they engage with others also contribute to cultural life of the city. The integration and visibility of the artists in a mainstream arts/ cultural setting will contribute to their recognition as members o f the cultural community and the richness and diversity they can bring. EMPLOYMENT AND ENTREPRENUERSHIP- Participants will gain skills through their participation in the project in initiative, creativity, teamwork, all useful skills in the world of workHEALTH AND WELL-BEINGThere is much evidence that creative participation in social environments contributes to factors of well-being The project seeks to provide models of integrated and inclusive practices that could inspire further innovation and inclusion of people with intellectual disabilities.The following results are expected:The creation of a model of drop in public ""Art Cafes' hosted by artists with intellectual disabilities. This model will be developed according to the specific skills and interests of the young artists involved.The exchange of experiences and approaches between the partnersThe dissemination of outcomes.IMPACT ON PARTICIPANTSWe expect the following impacts in terms of increase of competences in relation to the LLC framework-Communication in the mother tongue. -communication in foreign languages. -mathematical competence and digital competence. -learning to learn. There will be strong personal and social development focus to the project-the artists will developed their voice and capacity for self expression.The we have a new level of autonomyThey will have a new level of social inclusionThey will learn about decision making and team work.The project aims to improve wellbeing through the opportunity to -connect -be active -keep learning .-give to others -take notice (mindfulness)IMPACT ON PARTICIPANT ORGANISTION.The partner organisations will learn by developing their relationship and gaining insight to approaches in general as will as the specific approaches used within this project. It will give the opportunity to reflect on practicesIMPACT ON TARGET GROUPSThe member of the public who participate in the workshops will have the opportunity to engage with the participants in the project and with their creativity. The project also aims to contribute to their well being.Expected Impact on communityIt is expected that the project will challenge perceptions of people with intellectual disabilities and their capacity to develop as artists and to contribute to the cultural life of the city.IMPACT ON OTHER STAKE-HoldersThe project seeks to provide models of integrated and inclusive practices that could inspire further innovation and inclusion of people with intellectual disabilities with potential impact on the cultural and disability sectorsLonger term impactsOnline documentation will sustain the impact of the programmeThe learning from the project will be sustained into future work of the partner organisations.The reflection documentation and recognition of learning will support that sustaining of the learning for the individuals. The organisations will support them with development of follow on activities. This will involve looking at further opportunities within Erasmus+ as well as looking at other learning and development opportunities for the young people."

The COVID19 pandemic has caused a seismic change in the delivery of third-level education with the widespread adoption of remote teaching and digital technologies to support over 220 million students whose studies have been disrupted. In science, technology, engineering and mathematics (STEM) courses many complimentary activities including laboratory work, traditionally performed in presence, have been curtailed or substituted with a virtual or simulation-based experience. These approaches do not have the benefits of tactile, hands-on activities where students experiment using equipment encountered in professional settings to observe, manipulate and understand complex physical processes.The HELP (Home Electronics Laboratory Platform) project delivers an innovative response to the challenges of COVID19 for the operation of STEM labs. In the longer term, providing authentic lab experiences in the pandemic era has created an opportunity to rethink how students can best acquire practical competences and build their understanding of STEM subject. HELP is driven by research results that show active teaching methods promote effective teaching and learning and increase students’ satisfaction. HELP supports active learning with students having practical, constructive, industry-relevant learning experiences undertaking laboratory work off-campus using low-cost equipment which gives the same interface as a laboratory-based experience. Using the HELP approach, future STEM programme delivery could be revised to blend at-home, virtual and on-campus lab sessions to the mutual benefit of students, faculty and the institute management. This will also improve access to STEM programmes.The HELP platform integrates three core elements: 1) HELP KIT for students to undertake laboratory activities at home, 2) HELP COURSES to guide students through learning activities and 3) HELP ONLINE an online support tool for staff and students to collaborate. Thus HELP offers an innovative learner-centred process to maximise the remote lab experience during and after the current pandemic. The project actions will deliver:•Two generations of HELP KITs to enable STEM students to carry out lab work at home.•HELP COURSES for at least 8 courses to maximise the learning opportunity of the HELP kits•An online platform (HELP ONLINE) that creates a virtual community of practice for students and teachers to share experiences•An assessment of the impact of HELP on the learning outcomes and engagement of 500+ students with recommendations for further development.•A sustainable plan for scaling HELP availability during and after the project.The three core elements of the HELP platform will be delivered in an iterative development process. The developed platform will also be tested by institutes outside the partnership and the tools will be widely promoted and made available to interested target institutes.The consortium is comprised of four different Educational and Research Organisations, each of whom has a significant track record in project delivery and faces challenges in addressing the operation of labs in a COVID19 environment. The consortium brings together the necessary skills in STEM education, electronic system design, research-led teaching methods and impact evaluation, technology-enabled distance learning and project management and delivery to achieve the objectives of the HELP project.In preparation of this project, the partners have agreed on a project plan starting from a HELP prototype that will be trialled in academic year 2020/2021 while COVID19 constraints apply. The partners are enthusiastic about the potential of this platform to deliver student-centred laboratories that improve on the traditional experience both during and after the pandemic. The HELP impact on student learning will be assessed by deploying the platform in a wide range of courses and performing quantitative and qualitative measurements of the impact on student learning and engagement.The project will be managed effectively and efficiently and will follow the Lead Partner Principal. A project management committee (PMC), with equal representation of all partners, will be established and meet quarterly and will be guided by the project plan and a consortium agreement of all partners signed at the start of the project. Project actions are set out across 8 interrelated workpackages (WP). Each WP has a designated WP leader and agreed schedule, milestones and deliverables and all partners will be active in the realisation of every WP objective and deliverable. Ongoing internal evaluation of all aspects of project delivery will closely inform the management process.All intellectual outputs from the project will be widely disseminated, published in academic papers and open source. The partners will also supply low-cost HELP KITs to all interested institutions.

CONTEXT/BACKGROUND OF PROJECT; CIT CCAD has worked in close collaboration from Cork City Council and Crawford Art Gallery to develop work that contributes to the development of the field of creative inclusive educational practices with adult learners/ artists with intellectual disabilities. Work so far has resulted in production of a publication and an exhibition engaging over 32000 visitors, a seminar and public engagement events. The work to date has benefited from international engagement. This proposal will build on the outcomes of this work to date but aims for a much broader impact and dissemination an ambitious but achievable objected to develop an MA programme for practioners aiming to develop their practice in this field with support from the Head of the school for the development of this programme. The project benefits from commitment of local city council and Corks municipal art gallery, the Crawford Art Gallery. The partnership with between a third level institutes and 3 organisations also involved in innovative practice directly engaging the target group makes for a project with strong impacts, potential and results.OBJECTIVES OF YOUR PROJECT; • To exchange, examine and inspire, test, innovate, analyze, highlight and develop creative and inclusive arts education and pedagogical approaches for practice with Adult learners with intellectual disabilities through: -action based research-interactive online exchange platform-large scale international exhibition-seminar-international workshops-public engagement programme.The project will focus in quality learning experience and relevant personalized and inclusive approaches.• To explore the relationship of a marginalized group(s) within a 3rd level higher educational institutes and increase learning and progression opportunities for adult learners with intellectual disabilities.• To support development of a career paths as artists or facilitators and entreprenuership opportunities for adult learners.• To support and model good practice in relationship of creative adult learners with intellectual disabilities and cultural institutions • To develop curriculum and pedagogical approaches that support the learning opportunities of adult learners with intellectual disabilities and to find tools for recognition of learning and achievement.• To support skills development of art educators/mentors through development of MA level curriculum and pedagogical approaches for artists/ educators who wish to engage in creative learning opportunities for adult with intellectual disabilities. • to support integration and recognition in society of creative adult learners with intellectual disabilities as active citizens contributing to the cultural ad civic life of the community • To provide learning in inclusive creative practices that are transferable across formal and non formal learning sectors and across range of age profilesNUMBER AND PROFILE OF PARTICIPANTS; International workshops: 54 participantsOnline platform: 15 Staff/ facilitators, adult learners from partner organisations. Interaction and content comments from 30 other stakeholders beyond partnership.Target number of visits to website during project duration: 1000Public engagement with adult learners with intellectual disabilities/ artists: 160Seminar: 70 participants day one &50 day two for workshop formatInputs to publication: 15 Stake holders.Public engagement with exhibition: 35000 people.DESCRIPTION OF ACTIVITIES & METHODOLOGY Research, analysis, development and sharing of creative inclusive education practices through-• Development and implementation of 3 international workshops• Development of a publishing of a book• Development of an online platform for exchange of practice and researchDevelopment of accredited creative programmes for adult learners with intellectual disabilitiesDevelopment of an MA programme for educators / arts practicioners in creative inclusive education practices.Development and recommendation for creative inclusive education practices to link with a range of art college programmes.Curation and presentation of an exhibition Engagement with stakeholders through dissemination of outcomes and seminarEngagement with public through workshops A SHORT DESCRIPTION OF THE RESULTS AND IMPACT ENVISAGED AND FINALLY THE POTENTIAL LONGER TERM BENEFITS.Increased learning and progression opportunities for adult learners with intellectual disabilitiesDevelopment of career as artists and entreprenuership opportunities for adult learners with intellectual disabilitiesSkills development of art educators/mentors practicing in field of creative inclusive learning.Integration and recognition in society for creative adult learners adult learners with intellectual disabilitiesDevelopment of meaningful partnerships with cultural institutions

New Skills for New Artists (NS4N) addresses an identified gap in the training of musicians and similar performers. To date, the education and training of such people has solely focused on the musical and performance skillset associated in the mastering of a musical instrument (artistic skills). This approach to training musicians has not in essence changed for decades. The advent of the information society, where the market place for musical or performances has now become global, has fundamentally altered the musical industry. Similarly, the marketing of musical, whereas it was paper based less than three decades ago, is now mainly through Internet based media technologies. Music success is now as dependent on technological and business skills (basic transversal skills).A paradigm change has therefore taken place and musicians now face a much more commercially oriented environment in which exist. Embracing of these new changes is very important if a young-adult musician wants to be financially self-sustainable. The project partnership strongly complements the sector needs, with the participation of two music conservatories, an entrepreneurship centre of excellence and a private sector research partner, with strong experience in technological learning and the development of the Cultural and Creative Industries. Together these partners will research and develop targeting training modules focusing on transferring addition new skills to artists to better equip them to become self-sustainable in a fast changing environment.The project therefore addresses fundamental new changes in the training of musicians, equipping them to have a range of non-artistic necessary skills to succeed in the modern musical environment. NS4NA aims at tackling a distinct lack of digital, communications and entrepreneurial and business skills in artists and in particular providing training in business development, e-marketing and digital distribution of works, especially for unemployed and non-professional musicians, independently from their background (whether they are autodidacts or trained musicians).NS4NA aims to enhance the readiness of young artists by creating comprehensive and sustainable modules of interdisciplinary training –combining art, technology and business skills/entrepreneurship− that can be successfully replicated across Europe. In that framework, and according to the needs identified for the sector, the general objectives of the project are to:- Connect artists with today’s tools, opportunities and challenges- Design and test an interdisciplinary training programme that connects business, marketing and entrepreneurial skills with digital skills- Create and set the basis for a sustainable lifelong learning training programme ready to be transferred and mainstreamed in training institutions in Europe.The project's overall outcomes are aiming at:- Increasing digital skills of musicians towards the production and distribution of their work.- Increasing business and marketing skills to musicians, in order to improve the sustainability of their self-employment initiatives and projects.- Promoting innovative practices in music education in general and entrepreneurship education in particular promoting structured cross-border cooperation;- Enhancing quality and relevance of the learning offer in musical education through the development of new training and learning modules in business and entrepreneurial skills - Increasing employability and earning potential for musicians in general. The main expected result is a standardized training programme, available under OER standards and replicable in any European institution offering training in performing arts or business skills. In that framework, the project will produce the following key deliverables (Intellectual Outputs):- IO 1: Benchmarking of the current digital tools and technology in the field of music and the performing arts, and of existing related training materials, as well as protocol of learning targets.- IO 2: Interdisciplinary Training Programme containing 3 Modules:a. M1: Technology for Performing Musiciansb. M2: Entrepreneurship and Business & Project Developmentc. M3: Digital Marketing, Communication and Social Media- IO 3: Final document: Teacher and trainers’ guidelinesFrom a quantitative perspective, in the testing phase of the modules, the partners will train some 90 final beneficiaries (musicians/performers of between 18-30 years old) in Belgium, Ireland and Spain. The results will be transferred to at least 160 intermediary beneficiaries and decision-makers (training, business, cultural, technological, etc. institutions) through multiplier events and communication activities.

According to the European Guidelines for the Validation of Non Formal and Informal Learning (CEDEFOP), the process of validating non formal and informal learning is divided in four phases: IDENTIFICATION, DOCUMENTATION, ASSESSMENT AND CERTIFICATION.According to the Council recommendation from 2012 on the validation of non-formal and informal learning, «[...] youth organisations and civil society organisations should promote and facilitate the identification and documentation of learning gained through volunteering, using relevant Union transparency tools such as those developed under the Europass framework and Youthpass» (Council of the European Union, 2012, p. 4, 4a).In most cases, the work of voluntary organisations ends with the documentation and the work of providers of formal education starts with the assessment. Volunteers often face alone the transition between the documentation and assessment phases. In other words, they receive no help between the moment they obtain documentary evidence of the learning gained through volunteering, until they secure an assessment of such learning from a formal education provider as part of an official qualification. There is a lack of information, training, guidance and tools to help volunteers with this transition. This is currently one of the main obstacles for the validation of the learning gained through volunteering in the EU.In this context, a transnational and cross-sectoral partnership made up of five organisations joined forces to develop the first open and multilingual online platform of information, training, guidance and support for volunteers during the transition between the documentation and assessment phases of the process of validation of the learning gained through volunteering.The platform consists of the following elements:- Homepage, with tools and instructions for the identification, documentation, conversion of the learning gained through volunteering into formal education standards, and evaluation as part of an official qualification.- Online course on the four phases of the process for the validation of the learning gained through volunteering and on the current systems for it in the EU.- Guidance, through an online forum and social media, where volunteers, voluntary organisations and providers of formal education can advise and guide other people who are facing alone the challenge of validating the learning gained through volunteering.- Good practices and success stories for volunteers to get inspired. Once the first development of the online platform was completed, it was tested by 72 volunteers from four countries. Based on the testers’ feedback, the project partners implemented additional improvements before the final publication of the ‘eVA-VOL’ online platform in September 2020.The online platform is accessible from computers, tablets and smartphones in four EU languages ​​(English , Spanish, Italian and Portuguese) at www.evavol.eu.According to the study “Volunteering in the European Union” (European Commission, 2010), there are around 92 to 94 million adults involved in volunteering in the EU (22-23% of the EU population). Therefore, facilitating the validation of the learning gained through volunteering could have a huge impact in the number of adults in the EU who decide to re-engage in formal education or continue towards higher qualifications. Thus contributing to the objectives of the European policies “Education & Training 2020” and the “renewed European agenda for adult learning”. In particular, regarding the objectives: at least 15% of adults should participate in lifelong learning, and at least 40% of people aged 30-34 should have completed some form of higher education.The ‘eVA-VOL’ project is a cross-sectoral and cross-border partnership led by the Spanish Volunteering Platform in collaboration with: Lazio Volunteer Support Centre (Italy), Portuguese Confederation of Volunteering (Portugal), Meath Partnership (Ireland), and Cork Institute of Technology (Ireland).