A web portal, an RPL guide was aimed for the low skilled adults.

"The aim of the project “ Opposing Force: How to combat the on-going drain of young adults in rural areas” was a joint development of tools for lifelong learning.Our project was based on the research that emerged amongst youth in Söderhamn, Sweden, carried out by Ms.Lotta Svensson, PhD in Sociology at the University of Uppsala and at R&D Söderhamn. http://www.soderhamn.se/lottasvenssonhttp://liu.diva-portal.org/smash/record.jsf?pid=diva2:21857Background:In the transition between school and working life all young people are facing difficult decision making about their own future. For many of the young people in the rural areas there is an additional component to ponder, namely the question if they should stay where they are or move. These kinds of decisions play an important roll for the individual, but also for the the regions where these young people were raised, but later in many cases move away from.The migration of young people from more or less all small municipalities to big cities is a major concern. Civic leaders fear population decline and worry that shrinking demographics and smaller tax bases may impact local welfare. Business people are concerned over a potential shortage of competent workers. In addition, what happens to the expectations and hopes of the future in an area that young people are moving away from?The norm – which says that young people who wish to gather symbolic capital and be perceived as modern and youthful, ought to move to urban areas is highly general. In addition, it seems that the feeling of not being wanted or needed in the municipality of origin is widespread among the ones who have no desire to leave or relocate, which are the ones with parents without a higher level education. The preconceived notion that “young people with ambitions want to move” often leads the adults to the conclusion that young people are not interested in working with local development.This leads to that young working class people living in the rural areas face contradicting messages; on the one hand they must and wants to shoulder the future of the region, and on the other they are stigmatised and viewed as passive because it is their wish to do so. The norm and internal logic, which state that those young people who “count for something” are going to want to move, result in the attitude that there is no point in trying to engage young people in local development work. In this way, the municipal civil servants and politicians contribute to an increased individualisation and stigmatisation, which is mainly expressed in working class youth having an insufficient belief in the fact that those with regional power and influence really want them to stay in the region. If young people who stay in the local community do not “count”, they will not perceive themselves as interested in influencing society. In order for resources that are contained in social relationships to become assets to the individual or to the group, the individual must be aware of his or her resources. Even if the need for renewal is acknowledged in our municipalities, the prevailing values reduce the value of young people who show interest in and wish to stay in the region, and they are not seen as renewers of social capital. Young people who express an interest in “taking over” and shouldering the responsibility from previous generations are not seen at all, or are regarded with distrust by many of the surrounding adults, because they are considered to be passive and disengaged. In this way, these young individuals will not experience, or become aware of, the possibility that they could have something to contribute to regional development. Instead, their lack of self- confidence is confirmed, and they continue to see themselves as poor in resources and lacking in influence.Objectives were to:• Improve the access to lifelong learning for young adults: to provide high quality AE by learning centres and facilitate an academic career by the use od distance education. • Encourage and support the young adults to take over already existing small enterprises.• Develop the the use of social media and the opportunity for young adults in rural areas to inspire each other and to increase their influence on local democracy. The partnership included partner organisations from Ireland, Sweden, Romania, Iceland and Finland and consisted of both AE providers and rural action associations with close links to popular education movements.Adult education/training was developed for groups of young adults in each partner country related to the topics and the results are published in an ""Opposing force manual"" aimed to inspire learning centres and AE providers in rural areas to participate in the combat against the on going drain of young adults in rural areas."

The project was contextualized within higher-level vocational training, the need for students to contact the professional world during their format itinerary, and the need for a relationship between companies and training institutions, as an initial idea. Secondly, the other main element of the context is the heterogeneity and multiculturalism of the workgroups in the current labor market, and the convenience of including these formative factors within the students' curriculum.The objectives were detailed in the proposal and can be summarized in the following points:- The work of the students in a multicultural and heterogeneous team for the development of a software project.- The work of the students in a team led and managed by company professionals.- The acquisition of soft key skills derived from the planned action.The participants were 32 professional training students in the area of ​​software development. They came from four training institutions, from four different countries. The professional profile of the students (eight per country and institution) ranged from EQF 3-4 to EQF 5.The results achieved have been significant levels of competence in soft-skills related to teamwork, as well as technical skills in the application development sector.The impact has been significant in the institutions involved, of all types (training centers, companies, social agents), in different ways that will be detailed later in the report.As a long-term benefit, we must point out the strong ties between the participating institutions, which have already materialized in other collaborative project proposals presented.

Context/background:The recognition of prior learning (RPL) is of great interest within the European Vocational Education and Training sector. If applied effectively, supported by appropriate technology, it has the potential to reveal what the learners already know and understand, to inform and improve the teaching and learning process.The Optimal project aimed to develop, pilot and evaluate processes to support the recognition and accreditation of prior learning (RPL/APL) for classroom and work-based learning, in mid Norway and Scotland, respectively. The learners involved were all experienced fish farm aquaculture operatives employed by salmon farming companies and working towards the completion of a recognised National Qualification (NQ).The concept underpinning the Optimal project originated in Norway and was based on their experience with using Response Technology (RT) to provide learners access to multiple choice questions via their mobile phone, leading to the ‘recognition of their prior learning’. Based on the results, the group’s strengths and weaknesses were used to determine where teaching inputs and learning activities were focussed during the next class.ObjectivesThe mission was to develop improved RPL and APL processes and resources to support classroom and work-based learning by mature learners with previous aquaculture experience who were employed in industry. The RPL concept and RT was demonstrated to the Scottish partners and piloted with work-based learners, helping to inform the ‘Individual Learning Plans’ that are the foundation of the apprenticeship system.More specifically, the Optimal project:1. Develop multiple choice question banks that could be shared and used to support RPL for classroom and work-based learning and APL for work-based learning.2. Develop and pilot the use of RPL to improve the efficiency and effectiveness of group learning in a classroom environment, including peer learning3. To devise processes for the accreditation of prior learning (APL) based on multiple-choice questioning endorsed by the Scottish Qualifications Awarding Authority4. To pilot learning resources that supported independent study by work-based learners and targeted the specific gaps in knowledge and understanding revealed by RPL5. Develop teachers in their use of the Response Technology and RPL in a classroom and work-based learning situations6. To pilot RPL and APL with classroom and work-based learners and to gather feedback to inform project evaluation and the development of improved RPL/APL specificationsNumber and profile of participating organisations;There were four core partners and one Associated partner involved in the development and delivery of the Optimal resources and pilots.1) The Blue Competence Centre - coordinator, developer of methodologies and multimedia2) The Guri Kunna (GK) VET School - a leading provider of NQs in Aquaculture for young students and unqualified mature learners from industry3) Pisces Learning Innovations Ltd - A Scottish education consultancy specialising in the development of qualifications and learning resources for the water and land-based industries4) Inverness College - A provider of Aquaculture Modern Apprenticeship for the Scottish industry on the mainland5) Teachers Union of Ireland – Social partner representing teachers in Ireland and responsible for their terms, conditions and personal developmentDescription of main activities undertaken:1. Demonstration of Response Technology (RT) to Optimal partners, leading to review and selection of RT systems 2. The provision of specialised RT training and ongoing support for teachers in Norway and Scotland3. Development and application of RT to RPL to classroom-based learning in Norway, to develop, pilot and evaluate th4e impact of RPL on the teaching effectiveness and NQ results of learners4. The development of multiple choice for use by the classroom and work-based learners and learning materials to support the work-based learners individualised learning plans5. Piloting or RPL and APL with learners, leading to evaluation of results and the formulation of improved RT specifications and associated pedagogyResults and impact:1. A marked improvement of the GK mature learners quanitative and qualitative results in their Aquacuture NQ theory examination, whereby all learners entered passed2. GK learners gave positive feedback on the application of multiple-choice questions within RPL the classroom pedagogy and peer learning in particular3. The work-based learners gave positive feedback that the use of multiple choice, RT and discrete learning episodes improved their overall learning experience Longer-term benefits.1. The Optimal results were used to inform the development an improved future specification for RPL/APL technology and pedagogy within classroom and work-based VET delivery systems2. The learning resources and pedagogy are being adopted within Scotland and Iceland