The European Commission, Lifelong Learning Programme funded, TT-Plus project is examining the changing role and practice of training with the aim of developing a Framework for Continuing Professional Development. One aim for the project is to develop a Framework for Continuing Professional Development of trainers in Europe. Before developing such a Framework, research was required both to validate the hypotheses underpinning the project and to explore further the changing roles and practice of trainers. We were especially interested in the extent to which the training function is presently spread especially within the workplace and in the effectiveness of existing training the trainer provision. The research undertaken by the TT+ project showed that the number of trainers has increased. These ‘trainers’ include full time trainers, people with a formal training responsibility and all those for whom supporting the learning of others is part of their job. It also concluded that many of these people do not have effective or adequate access to continuing professional development opportunities or support or recognition for their own learning. It is clear that if the standards of training are to be raised, improving the training of trainers must be a priority. However, given the heterogeneous nature of the group and the range of sectors and occupations in which they work, it is difficult to see how this could be standardised, or indeed whether it is desirable to do so. Certainly some sort of common framework would have advantages. It would provide a degree of coherence to what is a very fragmented field. It would increase the visibility of trainer training and in so doing, increase awareness. It could also stimulate the establishment of communities of practice between trainers. The project has developed an open framework for continuing professional development for trainers in Europe aimed at all those concerned with training and learning. This includes trainers - both full and part time - but also employers and enterprises, sector organisations, trade unions, regulatory bodies, regional economic bodies, examination and certification organisations and local, regional national and European governmental organisations. The framework is designed to be inclusive and to support trainers and organisations in developing, promoting and facilitating opportunities for professional development. It is based on voluntary commitment to both implementing its principles and monitoring progress towards that implementation.

In alignment with one of the overall “hypothesis” within the TTPlus project of “the spread of the training function” (Attwell & Brown, 2001) each country selected three companies or organisations in which training takes place. In each selected company three or more interviews were held, with stakeholders (managers or persons responsible for training), trainers and when possible, with trainees. For all interviews, the same questionnaire was used. The questions in each part were adapted to the different functions of the interviewees. Out of the interviews in a company or organisation, a case description is developed. This resulted in 19 case studies in total: 3 in Germany, Greece, the Netherlands, Romania and the United Kingdom and 4 in Portugal. An important issue for the project has been the question of contextuality or internationalisation of training cultures (Kamareinen, 2007). Regarding this question, the project has avoided such methodological pre-conceptions that would put over-emphasis on the national backgrounds or on alleged ‘megatrends’. Instead, the partners have been encouraged to produce authentic ‘contextual images’ in which country-specific factors and (potentially) trans-cultural factors can be explored without overemphasising their relative weight. From these contextual images, the here presented framework is derived.

The framework is designed to be inclusive and to support trainers and organisations in developing, promoting and facilitating opportunities for professional development. It is based on voluntary commitment to both implementing its principles and monitoring progress towards that implementation.