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The paper aims to present a curriculum for a parent training course on preventing violence against children (VAC). The training course was developed into a multi-site cross-national project framework involving five European countries (Italy, Turkey, Greece, Lithuania, and Spain). A needs analysis was conducted in each local context by using semi-structured in-depth interviews. Sixty-two parents have been reached, and the interviews were analyzed using a bottom-up exploratory research approach and thematic analysis. The meta-synthesis of the data highlighted the need for standardized cultural- sensitive training programs based on more information about child development and VAC and strategies to address children's behaviors positively. According to the needs analysis, four modules (M) were designed: Information on children's rights and protection (M1), Self-reflection: parental perception and children protection (M2), Positive parenting and relational skills (M3), and Conclusion and assessment (M4). The contribution will offer an example of curriculum design for the prevention of VAC to help to disseminate and promote a new awareness on the topic and the importance of supporting parents as a first step in the prevention of VAC.

This paper offers a reflection on the role of early childhood educational and care (ECEC) professionals in preventing and addressing the phenomenon of the corporal punishment of minors in the home. As recently stated by the International NGO Council on Violence Against Children Report, 10 years on: Global Progress & Delay in ending violence against children – the rhetoric & the reality (2016), corporal punishment continues to be the most common form of violence experienced by children throughout the world, although at different rates in different countries (UNICEF, 2014). In this scenario, a specific role may be played by education professionals (such as teachers and educators in early childhood education and/or care services), who may be viewed as a valuable resource in this battle (Walsh & Farrel, 2008; McKee & Dillenburger, 2012). I here set out to demonstrate how important it is for the relevant education professionals to receive specific training in dealing with the issue of corporal punishment, which is one of the main sources of violence against children.

This paper aims to present a project, carried out within the Lifelong Learning Programme – Grundtvig Multilateral Projects - , with the main goal of exploring evaluation as a key aspect for the professional development of adult education staff, in order to define the professional profile of the evaluator of adult education staff at a European level. The project started in January 2014 and is planned to be completed in December 2015. It will contribute to promoting a European culture of evaluation in the adult education system, taking into account the specific differences between the fields of intervention and the expertise related to adult education. The project has been developed by a Consortium made up of 6 partners from 5 European countries from different EU regions: Southern Europe (Spain, Italy, Greece), Central Europe (Poland) and the Baltic region (Latvia). The geographical spread covers some important diversities in the EU as regards the different traditions in Adult Education, Lifelong Learning and Evaluation Systems theories, models and methodologies. Geographical diversity also accounts – to some extent - for different traditions in adult learning, different traditions and models in defining evaluation, as well the methodologies, procedures, practices (i.e. qualitative or quantitative traditions of evaluation). The project described here uses an innovative methodology in the field of adult education, based on a collaborative approach in constructing knowledge and cooperation between those who have working knowledge (professionals working in agencies of adult education) and those who have theoretical knowledge (researchers). This approach aims to create, together, new and effective assessment strategies and a new "vision", capable of making a significant contribution to current practices. To achieve these goals, the project involved a target group of official and unofficial evaluators with different roles in adult education services. Some of the practitioners involved belong to organizations and associations that each country has identified as partners and have been an integral and structural part of the project, since its beginning. To achieve these aims, the project has developed: • qualitative research, in order to investigate the different theoretical models of adult education and evaluation in the countries involved and the relationship between models and current practices in the work of evaluators of adult education staff; • a mobility workshop, that will be an opportunity for practitioners and researchers to share theories and practices about the evaluation of adult education staff, in order to build up collaborative knowledge; • a curriculum (to be completed at time of writing) for training the professionals involved in the evaluation of adult education staff, in order to promote the wellbeing, quality and productivity of those who work in the adult education field, preventing and facing their risk of burn-out and occupational diseases • a Handbook (to be completed at time of writing) that will summarize the theoretical background and its practical implications in providing evaluation methods for adult education staff • guidance and counselling tools and methods for the evaluation of adult education staff. To summarize, this paper aims to present our project as an opportunity to build up a professional profile of the evaluator of adult education staff, starting from the concrete evaluation already done by professionals in the adult education field.