Course: Training of Trainers (ToT) Personal, Social and Learning-to-Learn (PSL) Bridge4Mothers

Section outline

Select section 1. Welcome

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1. Welcome

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Dear Participant,

Welcome to the Bridge4Mothers Training of Trainers Programme in Personal, Social and Learning-to-Learn Competences.

This programme has been designed for:

VET trainers;

facilitators;

adult educators;

counsellors;

educational staff;

and organisations working with vulnerable mothers.

The course will support you in delivering inclusive PSL training that strengthens:

personal wellbeing;

self-regulation;

resilience;

communication;

collaboration;

critical thinking;

learning management;

and professional development.

The programme combines:

LifeComp-aligned learning;

gender-informed pedagogy;

blended and flexible learning;

safe learning environment principles;

peer-support;

reflective learning;

and inclusive assessment.
- Select activity Announcements
  
  Announcements Forum
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  About Bridge4Mothers
  
  Select activity About Bridge4Mothers
  
  Bridge4Mothers is an Erasmus+ KA210-VET project supporting vulnerable mothers through flexible, gender-informed VET training.
  
  The project aims to strengthen:
  
  inclusion in VET;
  
  personal and social competences;
  
  digital competences;
  
  employability;
  
  confidence;
  
  and participation in education and employment.
  
  The programme recognises that vulnerable mothers may experience:
  
  caregiving responsibilities;
  
  interrupted education or employment;
  
  financial and social pressures;
  
  low confidence;
  
  limited access to flexible learning;
  
  and difficulties returning to the labour market.
  
  It also recognises that motherhood and caregiving develop valuable competences such as:
  
  adaptability;
  
  organisation;
  
  multitasking;
  
  empathy;
  
  resilience;
  
  communication;
  
  and problem-solving.
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  What You Will Learn
  
  Select activity What You Will Learn
  
  Throughout the programme, you will strengthen your capacity to:
  
  Understand vulnerable mothers in VET
  
  recognise barriers and support needs;
  
  identify existing strengths;
  
  avoid deficit-based assumptions;
  
  and adapt training to learners’ realities.
  
  Apply PSL and LifeComp
  
  support personal competences;
  
  strengthen social competences;
  
  develop learning-to-learn skills;
  
  and connect PSL with employability.
  
  Use gender-informed pedagogy
  
  recognise gender-related barriers;
  
  use inclusive communication;
  
  challenge bias and stereotypes;
  
  and support equitable participation.
  
  Create safe learning environments
  
  establish respectful group agreements;
  
  support emotional safety;
  
  build trust;
  
  and manage sensitive situations appropriately.
  
  Deliver blended and flexible learning
  
  combine in-person and online learning;
  
  create flexible pathways;
  
  accommodate caregiving responsibilities;
  
  and maintain meaningful learning outcomes.
  
  Apply peer-support and inclusive assessment
  
  facilitate peer learning;
  
  provide constructive feedback;
  
  encourage self-assessment;
  
  and recognise learner progress.
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  How the Course Works
  
  Select activity How the Course Works
  
  The Moodle course includes:
  
  presentations;
  
  readings;
  
  videos;
  
  case studies;
  
  worksheets;
  
  practical activities;
  
  discussion forums;
  
  assignments;
  
  quizzes;
  
  and peer-feedback activities.
  
  The course combines:
  
  self-paced learning;
  
  trainer-led activities;
  
  collaborative participation;
  
  practical application;
  
  and professional reflection.
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  Course Expectations
  
  Select activity Course Expectations
  
  Participants are expected to:
  
  complete the learning activities;
  
  participate respectfully;
  
  exchange professional experiences;
  
  reflect critically on training practice;
  
  provide constructive peer feedback;
  
  and apply the methods in a VET context.
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  Support Available
  
  Select activity Support available
  
  Support may be accessed through:
  
  Moodle messaging;
  
  discussion forums;
  
  course facilitators;
  
  project staff;
  
  and scheduled online sessions.
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  2. INTRODUCTORY VIDEO
  
  Select activity INTRODUCTORY VIDEO TOT PSL
  
  INTRODUCTORY VIDEO TOT PSL File MP4
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  3. INITIAL TRAINER SELF-ASSESSMENT
  
  Select activity Trainer PSL and Pedagogical Self-Assessment
  
  Trainer PSL and Pedagogical Self-Assessment Quiz
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  4. WELCOME FORUM
  
  Select activity Introduce Yourself
  
  Introduce Yourself Forum
Select section Module 1 — Understanding Vulnerable Mothers in VET

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Module 1 — Understanding Vulnerable Mothers in VET
- Select activity This module helps trainers understand the realitie...
  
  This module helps trainers understand the realities, strengths, and learning needs of vulnerable mothers participating in VET.
  
  Vulnerable mothers may experience interconnected barriers such as:
  
  caregiving responsibilities;
  
  rigid training schedules;
  
  financial pressure;
  
  interrupted education;
  
  limited access to childcare;
  
  digital exclusion;
  
  low confidence;
  
  discrimination;
  
  social isolation;
  
  and uncertainty about returning to employment.
  
  Trainers should not define learners only through vulnerability. Mothers may already possess valuable competences developed through caregiving and life experience.
  
  These can include:
  
  organisation;
  
  adaptability;
  
  multitasking;
  
  resilience;
  
  empathy;
  
  negotiation;
  
  time management;
  
  and problem-solving.
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  Learning Objectives
  
  Select activity By the end of this module, participants will be ab...
  
  By the end of this module, participants will be able to:
  
  understand barriers affecting vulnerable mothers;
  
  recognise existing strengths and transferable skills;
  
  avoid stereotypes and deficit-based assumptions;
  
  apply learner-centred approaches;
  
  and adapt training to different participation needs.
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  Expected Learning Outcomes
  
  Select activity Participants will: demonstrate stronger awareness ...
  
  Participants will:
  
  demonstrate stronger awareness of learners’ realities;
  
  identify strengths developed through life experience;
  
  design more inclusive participation arrangements;
  
  and communicate more supportively with vulnerable learners.
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  Estimated Learning Time
  
  Select activity Estimated Learning Time 5–6 hours
  
  Estimated Learning Time
  
  5–6 hours
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  2. LEARNING MATERIALS
  
  Select activity A. Presentation
  
  A. Presentation File PDF
  
  Select activity B. Video 1:EMPATHY AND LEARNER CENTERED FACILITATION
  
  B. Video 1:EMPATHY AND LEARNER CENTERED FACILITATION File MP4
  
  Select activity B. Video 2: SUPPORTING ADULTS RETURNING TO WORK
  
  B. Video 2: SUPPORTING ADULTS RETURNING TO WORK File MP4
  
  Select activity C. Reading Material: Understanding Learner Realities
  
  C. Reading Material: Understanding Learner Realities File PDF
  
  Select activity D. Downloadable Worksheet: Learner Needs and Strengths
  
  D. Downloadable Worksheet: Learner Needs and Strengths File PDF
  
  Select activity E. Case Study Resource
  
  E. Case Study Resource File PDF
  
  Select activity F. Infographic: Inclusive Support Includes
  
  F. Infographic: Inclusive Support Includes File PNG
  
  Select activity G. Guidance Resource
  
  G. Guidance Resource File PDF
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  3. PRACTICAL ACTIVITIES
  
  Select activity Activity 1 — Barrier Mapping
  
  Activity 1 — Barrier Mapping Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 2 — Learner Persona
  
  Activity 2 — Learner Persona Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 4 — Recognising Transferable Skills
  
  Activity 4 — Recognising Transferable Skills Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
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  4. REFLECTION & DISCUSSION
  
  Select activity Reflection Forum:Discussion topic How can trainers move from seeing vulnerability to recognising learner strengths?
  
  Reflection Forum:Discussion topic How can trainers move from seeing vulnerability to recognising learner strengths?
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  5. ASSESSMENT
  
  Select activity Knowledge Quiz
  
  Knowledge Quiz
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  Final Module Message
  
  Select activity Final Module Message
  
  Understanding the realities and strengths of vulnerable mothers is the foundation of inclusive PSL training.
Select section Module 2 — PSL, LifeComp & Social and Economic Inclusion

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Module 2 — PSL, LifeComp & Social and Economic Inclusion
- Select activity This module introduces Personal, Social and Learni...
  
  This module introduces Personal, Social and Learning-to-Learn competences and the LifeComp framework.
  
  The three LifeComp competence areas are:
  
  Personal
  
  self-regulation;
  
  flexibility;
  
  wellbeing.
  
  Social
  
  empathy;
  
  communication;
  
  collaboration.
  
  Learning to Learn
  
  growth mindset;
  
  critical thinking;
  
  managing learning.
  
  These competences can support vulnerable mothers in strengthening:
  
  confidence;
  
  resilience;
  
  communication;
  
  problem-solving;
  
  career planning;
  
  employability;
  
  and participation in society.
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  Learning Objectives
  
  Select activity Participants will be able to: explain the three Li...
  
  Participants will be able to:
  
  explain the three LifeComp areas;
  
  connect PSL with social and economic inclusion;
  
  recognise PSL competences developed informally;
  
  design relevant PSL activities;
  
  and connect learning outcomes with employability.
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  Expected Learning Outcomes
  
  Select activity Participants will: understand the LifeComp structu...
  
  Participants will:
  
  understand the LifeComp structure;
  
  map lived experiences to PSL competences;
  
  and create learning activities connected to real-life and professional contexts.
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  Estimated Learning Time
  
  Select activity Estimated Learning Time
  
  5–6 hours
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  2. LEARNING MATERIALS
  
  Select activity A. Presentation
  
  A. Presentation File PDF
  
  Select activity B.Video 1: Introduction to LifeComp
  
  B.Video 1: Introduction to LifeComp File MP4
  
  Select activity B. Video 2: Transferable skills and employability
  
  B. Video 2: Transferable skills and employability File MP4
  
  Select activity C. Reading: PSL and Inclusion
  
  C. Reading: PSL and Inclusion File PDF
  
  Select activity D. Downloadable worksheet: LifeComp Competence Mapping
  
  D. Downloadable worksheet: LifeComp Competence Mapping File PDF
  
  Select activity E. Competence Mapping Resource
  
  E. Competence Mapping Resource File PDF
  
  Select activity F. Infographic: LifeComp Includes
  
  F. Infographic: LifeComp Includes File PNG
  
  Select activity G. Guidance Resource: Designing LifeComp-Aligned Activities
  
  G. Guidance Resource: Designing LifeComp-Aligned Activities File PDF
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  3. PRACTICAL ACTIVITIES
  
  Select activity Activity 1 — PSL and Employability
  
  Activity 1 — PSL and Employability Feedback
  
  Select activity Activity 2 — Collaborative Discussion
  
  Activity 2 — Collaborative Discussion Forum
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  4. REFLECTION & DISCUSSION
  
  Select activity Forum Topic How can PSL help vulnerable mothers recognise their value and prepare for employment?
  
  Forum Topic How can PSL help vulnerable mothers recognise their value and prepare for employment?
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  5. ASSESSMENT
  
  Select activity Quiz
  
  Quiz
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  Final Module Message
  
  Select activity Final Module Message
  
  PSL competences help learners recognise existing strengths and use them in education, employment, and everyday life.
Select section Module 3 — Gender-Informed Pedagogy

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Module 3 — Gender-Informed Pedagogy
- Select activity Gender-informed pedagogy recognises that learning ...
  
  Gender-informed pedagogy recognises that learning participation may be affected by:
  
  unequal caregiving responsibilities;
  
  employment gaps;
  
  financial dependence;
  
  social expectations;
  
  discrimination;
  
  gender stereotypes;
  
  and unequal access to time and resources.
  
  A gender-informed trainer:
  
  recognises structural barriers;
  
  avoids assumptions;
  
  uses inclusive language;
  
  values lived experience;
  
  provides equitable participation;
  
  and supports learner agency.
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  Learning Objectives
  
  Select activity Participants will be able to: explain gender-infor...
  
  Participants will be able to:
  
  explain gender-informed pedagogy;
  
  recognise bias and stereotypes;
  
  use inclusive language;
  
  adapt activities equitably;
  
  and support empowerment and participation.
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  Expected Learning Outcomes
  
  Select activity Participants will: improve bias awareness; strengt...
  
  Participants will:
  
  improve bias awareness;
  
  strengthen inclusive communication;
  
  and design more equitable learning experiences.
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  Estimated Learning Time
  
  Select activity 5–6 hours
  
  5–6 hours
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  2. LEARNING MATERIALS
  
  Select activity A. Presentation: Gender Informed Pedagogy
  
  A. Presentation: Gender Informed Pedagogy File PDF
  
  Select activity B. VIDEO 1: What is gender informed pedagogy
  
  B. VIDEO 1: What is gender informed pedagogy File MP4
  
  Select activity B. Video 2: Empowerment Through Learner-Centred Facilitation
  
  B. Video 2: Empowerment Through Learner-Centred Facilitation File MP4
  
  Select activity C. Reading: Gender-Informed Approaches in Education
  
  C. Reading: Gender-Informed Approaches in Education File PDF
  
  Select activity D. Downloadable Worksheet: Gender-Informed Reflection Worksheet
  
  D. Downloadable Worksheet: Gender-Informed Reflection Worksheet File PDF
  
  Select activity E. Case Study Resource: “Aylin’s Participation Experience”
  
  E. Case Study Resource: “Aylin’s Participation Experience” File PDF
  
  Select activity F. Infographic: Gender-Informed Practices
  
  F. Infographic: Gender-Informed Practices File PNG
  
  Select activity G. Guidance Resource: Creating Inclusive & Empowering Learning Spaces
  
  G. Guidance Resource: Creating Inclusive & Empowering Learning Spaces File PDF
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  3. PRACTICAL ACTIVITIES
  
  Select activity Activity 1 — Bias Awareness Exercise
  
  Activity 1 — Bias Awareness Exercise Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 1 — Bias Awareness Exercise (copy)
  
  Activity 1 — Bias Awareness Exercise (copy) Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 4 — Safe Learning Environment Reflection
  
  Activity 4 — Safe Learning Environment Reflection Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 4 — Safe Learning Environment Reflection (copy)
  
  Activity 4 — Safe Learning Environment Reflection (copy) Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
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  4. REFLECTION & DISCUSSION
  
  Select activity 4. Reflection Forum Discussion Topic: “What does gender-informed and inclusive facilitation look like in practice?”
  
  4. Reflection Forum Discussion Topic: “What does gender-informed and inclusive facilitation look like in practice?”
  
  Select activity 4. Reflection Forum Discussion Topic: “What does gender-informed and inclusive facilitation look like in practice?” (copy)
  
  4. Reflection Forum Discussion Topic: “What does gender-informed and inclusive facilitation look like in practice?” (copy)
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  5. ASSESSMENT
  
  Select activity Quiz
  
  Quiz
  
  Select activity Quiz (copy)
  
  Quiz (copy)
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  Final Module Message
  
  Select activity FINAL MODULE MESSAGE
  
  Respectful communication, emotional safety, and learner-centred facilitation are essential for strengthening participation, confidence, and long-term learning success.
  
  Select activity FINAL MODULE MESSAGE (copy)
  
  Respectful communication, emotional safety, and learner-centred facilitation are essential for strengthening participation, confidence, and long-term learning success.
Select section Module 5 — Blended Learning & Flexible Pedagogy

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Module 5 — Blended Learning & Flexible Pedagogy
- Select activity Blended learning combines: in-person learning; onl...
  
  Blended learning combines:
  
  in-person learning;
  
  online learning;
  
  independent activities;
  
  and collaborative digital participation.
  
  Flexible pedagogy is especially important for learners managing:
  
  caregiving;
  
  employment;
  
  transport limitations;
  
  emotional stress;
  
  and changing availability.
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  Learning Objectives
  
  Select activity Participants will be able to: explain blended lear...
  
  Participants will be able to:
  
  explain blended learning;
  
  distinguish synchronous and asynchronous activities;
  
  design flexible participation;
  
  use Moodle effectively;
  
  and maintain learning quality across different formats.
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  Expected Learning Outcomes
  
  Select activity Participants will: create blended PSL activities; ...
  
  Participants will:
  
  create blended PSL activities;
  
  improve online engagement;
  
  and provide accessible learning pathways.
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  Estimated Learning Time
  
  Select activity 6–7 hours
  
  6–7 hours
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  2. LEARNING MATERIALS
  
  Select activity A. Presentation
  
  A. Presentation File PDF
  
  Select activity B. Video: "What Is Blended Learning?"
  
  B. Video: "What Is Blended Learning?" File MP4
  
  Select activity C. Reading
  
  C. Reading File PDF
  
  Select activity D. Worksheet
  
  D. Worksheet File PDF
  
  Select activity E. Moodle Tools for Inclusive Learning
  
  E. Moodle Tools for Inclusive Learning File PDF
  
  Select activity F. Infographic: Effective Blended Learning Includes
  
  F. Infographic: Effective Blended Learning Includes File PNG
  
  Select activity G. Beginner Tutorials
  
  G. Beginner Tutorials File PDF
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  3. PRACTICAL ACTIVITIES
  
  Select activity Activity 1 — Design a Blended Lesson Plan
  
  Activity 1 — Design a Blended Lesson Plan Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
  
  Select activity Activity 2 — Accessibility Review
  
  Activity 2 — Accessibility Review Assignment
  
  Opened: Wednesday, 5 August 2026, 12:00 AM
  
  Due: Wednesday, 12 August 2026, 12:00 AM
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  4. REFLECTION & DISCUSSION
  
  Select activity Reflection Forum Discussion Topic: “What makes blended learning inclusive and accessible?”
  
  Reflection Forum Discussion Topic: “What makes blended learning inclusive and accessible?”
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  5. ASSESSMENT
  
  Select activity Quiz
  
  Quiz
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  MODULE COMPLETION REQUIREMENTS
  
  Select activity MODULE COMPLETION REQUIREMENTS
  
  To complete Module 4, participants must:
  
  View all learning materials
  Participate in discussion forum
  Complete Moodle practice activities
  Submit blended lesson plan
  Complete quiz/self-assessment
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  FINAL MODULE MESSAGE
  
  Select activity FINAL MODULE MESSAGE
  
  Flexible pedagogy is essential for supporting participation, confidence, and long-term engagement for vulnerable learners in VET.

Section outline

Understand vulnerable mothers in VET

Apply PSL and LifeComp

Use gender-informed pedagogy

Create safe learning environments

Deliver blended and flexible learning

Apply peer-support and inclusive assessment

Estimated Learning Time

5–6 hours

Personal

Social

Learning to Learn

5–6 hours

6–7 hours