The professional development of staff in the adult education sector is one the key pillars of Education and Training 2020 ET2020, for the improvement of quality and efficiency of adult learning. In adult learning sector, a high number of professionals, including teachers and trainers, come from other sectors and while they maybe experienced in their field of work, they often lack competences in adult learning. Addressing the issue of professional development of adult education staff, European Commission developed the key competences framework for adult learning professionals. The project DEMAL builds on the key competences framework for adult learning and proposes the development of specific key competences for adult learning professionals: 1. Design of adult learning process and 2. Monitoring and Evaluation of adult learning process. More specifically, the project’s objectives are: • To develop European reference competence profiles for the two selected competence areas• To develop and pilot two-in-service training courses (including both an e-learning part and a one-week workshop each), including learning resources • To develop and pilot an innovative tool (a digital app) on course planning to support self-directed learning and enhanced professional practice of both novice and experienced teachers and trainers of adults. • To develop and pilot a validation framework for the two selected competence areas to enhance the comparability (both across and within countries) of existing training provision and qualifications, facilitate the recognition of informally acquired competences, and thus enhance the flexibility of qualification routes for adult learning staff in Europe Each training course will have a theoretical part that will be delivered through e-learning and a practical part that will be delivered in a 5-days workshop. The learning resources for each training course include presentations, video lectures, case studies, role play games, exercises, projects, assessment test and a collection of additional resources.The two courses will be delivered during the project, at transnational level, using appropriate funding schemes (in-service training grants). The framework for the validation of non-formal and informal learning for the two competences will be based on a portfolio of a candidate, assessment tests and an interview. The project partners will invest on web-based promotion activities with the aim to ensure that the resources developed in the project are widely used after the end of the project. In particular, it is aimed to make the in-service training course offers sustainable and offer them as Continuing Professional Development (CPD) courses, after the project end.