The following are institutions taking part in the ERASMUS project: the Akademie für Lehrerfortbildung und Personalführung (Germany, Dillingen), the Pädagogische Abteilung der Deutschen Bildungsdirektion (Italy, South Tyrol, autonomous province of Bolzano) and the Pädagogische Hochschule Salzburg (Austria). The participating institutions’ main task is to offer courses for in-service and pre-service teacher training. We all have to deal with the same hot topic, namely: How can we prepare teacher trainers to meet the demands and face the challenges that arise in the context of digitalization?When hiring new teacher trainers, there is neither a competence profile where important qualifications are described, nor is there some sort of assessment center that can be used as the basis of the selection process. Teacher trainers often come from school backgrounds, i.e. they used to be teachers for children and youths; new teacher trainers have often acquired competences in certain specific fields of expertise in the course of their professional careers. That usually took place in the context of in-service teacher training at local level or even at school level where they learned presentation techniques in an autodidactic way.Additionally, teacher trainers are very heterogeneous with regard to their digital abilities and – related to that – their course designs. In a nutshell: A professionalization for teacher trainers is missing. This has two major downsides: Firstly, the trainers themselves might feel insecure without a role-specific qualification profile and/or lack of know-how. Secondly, the participants of their courses who are former colleagues might not want to accept them as trainers.Consequently, the only prerequisites for being employed as teacher trainers are perennial professional experience, participation in projects and – in some cases – additional qualifications not necessarily related to the tasks ahead.By implementing a more professional approach, trainers can gain knowledge with regard to planning courses as well as self-confidence in teaching teachers in courses that have a lasting effect.We assume that the participants’ willingness to learn, try out and transfer new knowledge is higher, if the teacher trainers act more professionally.In this context, developing a job specification for teacher trainers is a desideratum that plays an important role in personnel development work. The participating institutions agree that the development of such a specified profile can only be research-driven and the result must then be firmly established in the respective institutions. By co-operating, the institutions from Austria, South Tyrol/Italy and Germany realize synergies, e.g. the joint activities. Mutual transnational meetings will be arranged with the intention of facilitating job shadowing, compiling good-practice-examples, obtaining input from external speakers and the mutual exchange of ideas and reflection. The main media for the mutual exchange is a digital platform, which enables the institutions and the participants from the different regions to get in touch on a regular and sustained basis.The main objective of the project “Professional Competencies of Advanced Teacher Trainers in the Context of Digital Potentials“ is the exchange of good-practice-examples and the drafting of a framework curriculum. The basis are four areas of competence that are key for speakers working in in-service teacher training. The job profile (i.e. a job specification with regard to relevant qualifications) of teacher trainers will emerge and a framework curriculum will be designed. The latter can be used by any institution dealing with teacher training because it can be modified individually according to different wants and needs.The examination of the four competence areas serves as basis for developing standards in teacher training in the context of digital potentials. These areas are:The role of trainersPerson centricityDesigning of teaching and learning processes (with a special focus on digitalization) Expert monitoring of the whole process.Each mobility focuses on one of those areas and their step-by-step differentiation. The element that is integrated in all mobilities is the digital potential - which is to be found in the competence areas described above.

"Throughout the world, persons with intellectual disability (ID) are excluded from many areas of life, often segregated in specialised systems including special schools, sheltered work environments, and congregate living facilities. These arrangements adversely affect their learning opportunities and have a negative impact on their opportunities as adults and their quality of life.Inclusive post-secondary education (IPSE) for individuals with ID, which are programmes housed in traditional colleges and universities, is a relatively new practice that holds much promise for improved adult outcomes. Currently in Europe, however, relatively few IPSE programmes for young adults with ID exist. This suggests there is both a need and an opportunity to greatly increase these programmes. This is the primary objective of the proposed project.We have recently identified nine IPSE programmes in five countries, and seven of these institutions are partners in this proposed project:•Austria: University of Education Salzburg•Germany: Catholic University of Applied Sciences Berlin•Iceland: University of Iceland•Ireland: University College Cork, Waterford Institute of Technology, Trinity College Dublin•Switzerland (as an associated partner): University of Education ZürichAll the partners have significant experience and competence related to operating IPSE programmes at their universities, and each has demonstrated unique strengths in key areas. Because of their expertise, we feel the proposed project will greatly benefit from each partner’s contribution.The proposed project has five distinct goals:1)Increase the access of persons with ID to IPSE programmes throughout Europe; 2)Focus on developing fully inclusive programmes for persons with ID in current and future IPSE programmes;3)Enhance IPSE programmes to focus on employment outcomes for persons with ID in self-determined career areas;4)Develop instruction for IPSE staff and student volunteers to improve their knowledge of strategies promoting inclusion and self-determination for persons with ID;5)Develop and disseminate quality indicators for IPSE programmes to colleges and universities throughout Europe.The following products will be developed during the project to help achieve the above goals:1)IPSE Curriculum Framework: Currently, IPSE programmes offer a range of curricular options. While all programmes have different valuable features and strengths, no standard curriculum model is broadly implemented. We feel there is a need for a broad curriculum framework across IPSE programmes to better assure the direction and quality of programmes.2)Strategic Inclusive Information Training Modules:For IPSE programmes to develop fully inclusive models, there is a need to prepare two key constituency groups to implement these models: a) professional staff who operate IPSE programmes; and b) college students with and without disabilities who populate the programmes. During the project, to prepare these groups for inclusion, we will develop and test two sets of instructional modules, one set for each group. The modules will be developed for use in live, face-to-face sessions, or in online webinars. They will address these critical topics: What is inclusion (what does it look like)? Why is inclusion important (what does research say about the effects of inclusion)? And, How does inclusion work (what strategies can be used in IPSE programmes to implement inclusion successfully)?3)IPSE Knowledge Centre: A Web-Based Resource for Programmes, Students, and Families. To provide a wide array of information about IPSE programmes for students and their families, and to provide practical information for current and developing programmes in Europe, we will develop ""IPSE Centre"". This web-based programme will digitally house different kinds of information and various resources. While these resources will be fully determined during the project, we currently envision four main functions or components of the website:•A database listing all current and future IPSE programmes in Europe and containing key information about the programmes •Information sharing blog that will allow professionals, persons with disabilities, and families to share key ideas and successful practices related to operating IPSEs•Accessible published materials relevant to IPSEs •Sources of technical assistance IPSE Knowledge Centre will be installed and operated at the University of Education Salzburg. This will allow the site to be maintained after project funding has been terminated. 4)IPSE Conferences:The ultimate purpose of the project is to encourage and enlist European universities to develop and implement IPSE programmes for students with ID. Therefore, during the life of the project, we will offer two international conferences. The final of these conferences, a “state of the art conference,” will launch a post-project series of conferences that will occur biennial."

Talk to each other! - In-Service Training for Teachers in the European Context (TaTo)The successful integration of refugees and immigrants in German speaking countries and the awareness for multi-/plurilingualism and cultural diversity in today's society are regarded as challenges, which require transnational expertise, especially in the context of education. In the framework of the project TaTo, a range of support measures using the expertise of professionals from various fields were thereforedeveloped and implemented. Transregional teams worked on four distinct Intellectual Outputs (IO).IO 1 “Plurilingual Curriculum” (PLC) developed a key document for the inclusion of plurilingual competencies in schools. In the course of the project, IO 1 “PLC” emerged as the foundation for IO 4, which evolved from the “Competency Grid” into the “Plurilingual Competency Model” (PCM). Both IOs were tested at the school district of Bozen-City Centre and in the Pforzheim school district. Selected parts were also implemented at schools in the school districts of Böblingen, Pforzheim, Salzburg and Bozen-City Centre. Both the school management and the teaching staff were prepared for the testing and evaluation of the material in various further training events. Furthermore, the implementation at the Pforzheim school district was scientifically evaluated by the University of Education Ludwigsburg (UEL) and the results were made available for the development of further training seminars.IO 2 “Massive Open Online Course” (MOOC) used contents from other IOs to develop four different MOOC modules, consisting of learning videos and teaching and working materials. The four modules cover the subject areas “self-reflection and acquisition of intercultural skills”, “interaction and communication with parents or legal guardians”, “PLC” and “PCM”. The respective IO working groups were responsiblefor the scripts. The production was undertaken by Bad Wildbad.IO 3 developed a curriculum for a transnational teacher training concept (TTTC), consisting of 8 modules – 4 compulsory modules and 4 optional modules – totalling 12 ECTS. 2 modules were implemented at the University of Education Salzburg (UES), the Deutsche Bildungsdirektion Bozen and the ZSL Bad Wildbad and evaluated by the UEL with regard to their effectiveness. Furthermore, the PLC wasedited for teacher training and the modules “DaZ (German as a Second Language)- transfer DaF (German as a Foreign Language)” and “Self-Reflection and Intercultural Skills” were implemented at the University of Pristina (Kosovo).The PCM of IO 4 is a product which goes far beyond the originally planned “Competency Grid” in terms of content and structure. It is based on the competence areas of the PLC. The structure is supplemented by references and examples of open forms of teaching. Using the PCM helps teachers to quantify their students' learning progress and makes it easier to talk about plurilingual competencies. Theexpected goals of IO 4 were exceeded by this further development. It is not only made available in a print version, but – like all other IO products, including the evaluation – it is also posted and available for free on the new homepage and thehomepages of the project partners.Due to Covid19 not all events could take place as planned. Most importantly, the dissemination event, scheduled for 13 March 2020, had to be cancelled at short notice. The AUL in Nuremberg, scheduled for May 2020, had to be cancelled as well. Other regional events, e.g. a multilingual theatre production, were also called off.Still, the production of the MOOC videos could be completed despite the difficult circumstances, which included a prohibition of direct contact thus making the shooting of the videos impossible for a prolonged period of time. The project's main goal – supporting teachers, school administrators and disseminators in their work with intercultural students – was fully achieved. Many short-term and long-termeffects can be observed among all those involved in school life.Short term effects: Legal guardians, students, teaching staff and school administrators work together more closely; strengthening of learners' self-reflection and assessment skills; change of attitudes; strengthening of language acquisition, interculturality, inclusion/integration; change of perspective (on multilingualism and languages of origin as a resource); interdisciplinary multilingual projects with languages of origin and school languages.Long term effects: teacher-student conversations at eye level, increased motivation in students' learning behavior. Both effects could be ascertained in the project's test phase. 2 modules of the TTTC were adapted for the teacher training curriculum and have been implemented at the UES since the academic year 2019/2020. Both the PLC and the PCM will be used in schools further on. Cooperations with experts were initiated and will continue after the project's official end.

LoveLife the project was collaboration between 7 partners who all worked to support people with a learning disability. Only 3 in 100 people with a learning disability are living with a partner in comparison to 72 of the general population.The topic of personal relationships and sexuality was still considered as a taboo by professionals and families of people with a learning disability. This situation urgently needed to be addressed via coherent training and sensitisation activities so that the competencies of staff working in the disability sector and family carers could be enhanced, their confidence in dealing with matters could grow, with the ultimate goal of improving the well-being of people with a learning disability. The objective of the project was to raise awareness around the rights of people with a learning disability to be supported to have meaningful relationships. To recognise that people with a learning disability are experts in their own situation and to empower them to deliver training to others who form part of the barriers to people accessing their rights. Lovelife directly benefited 48 people, 24 of whom will had a learning disability and indirectly benefit a minimum of 1440 people. They included people with a learning disability, support staff, support services professionals and family carers. Description of activitiesLovelife set out a number of activities in order to ensure that the final products were useful, and designed to suit the need of the trainers and support the desired outcomes for the project. Through research and knowledge a Theoretical Framework was created. All partners produced an up to date summary of research in each partner Country. The project then produced a glossary of terms in plain English and Easy read English to support the trainers who have a learning disability. Our partners from the University of Salzburg where then able to draw up a comprehensive curriculum guide for the courses the project would deliver. This then supported our experts in training the trainer who has a learning disability to produce a training manual to be used as we supported the tandem trainers to learn to deliver courses with good materials. This was delivered to the first cohort of trainers before it was reviewed for effectiveness before being taught to our second tranche of trainers. As the 2nd part of the project the trainers delivered their Relationship training in their own partner countries to a mix of audiences. All partners delivered training to at least 40 people with some partners delivering to over a 100. On rolling out the training and evaluating to training and project as a whole the partners were then able to publish recommendations. Results and impact attainedThe whole project produced many good trainers who have continued to deliver training to other organisations and support providers beyond what was projected in the project. Evaluation for training delivered taught us that support staff felt more comfortable with the topic of sex and relationships. They reported that their work practice has now changed to be able to better support people to explore how they may have relationships or understand what knowledge and training they need before being comfortable with relationships. For the individual trainers there was a notable change in confidence, what they wanted out of relationships, how they identified as sexual beings. Many explored their sexual preferences and were able to talk about being lesbian, gay, bisexual or trans for the first time. Longer term benefitsWe believe the project trainers will continue to deliver training, advocate for others and raise awareness of the rights of people with a learning disability to have sex and relationships. Some project partners will go on to develop more training and support more trainers. All partners will lobby their National and Local governments to better support people with a learning disability to have relationships.