Main scope of this project was to promote IVET trainers’ and teachers’ training and learning with a special focus on the "Learning to learn" (L2L) competence, thus directly contributing to both initial and continuous training for teachers, trainers and other education staff and Key Competences development. The investigation question at the base of this project is: what does this competence mean for IVET trainers and teachers? A shared reference framework for the development of this competence for IVET teachers and trainers has been therefore defined starting from LifeComp, the conceptual framework developed at the EU level. This is one of the most important goals of this project. The common framework has been then validated through a pilot training course, implemented at national and transnational level, aimed at a group of trainers operating in the countries involved (Italy, Germany, France, Slovenia) in specific professional sectors: automotive and food. The same trainers subsequently developed and tested some simple teaching practices to develop the students' ability to learn to learn.
IVET teachers and trainers often find themselves strongly involved, in terms of energy and time, in direct activity with learners, devoting little space to their training and professional growth. The training courses are often experienced as an additional "burden" that aggravates the already high load of direct activity with learners. The proposal of this project is to come and implement a framework related to “Learning to learn” competence, lays the foundation for making trainers autonomous in managing their lifelong learning path, in such a way as to raise awareness of the value and the ways for self-regulated career development. The proposal of a hybrid training course centred on the ability to learn from experience, that is to reflect on professional practice, makes the training activity transversal to its daily action in the profession, allowing the acquisition of new skills from their own experience. The trainers have the possibility to create tools for reflection, self-assessment, and metacognitive analysis, that will allow the generation of experiential knowledge and therefore renewed skills in the daily practice of the profession.