Almost twenty years have passed since the Lisbon Memorandum, a decisive milestone in the orientation of EU policy and action towards a systemic approach to lifelong learning as a driver for sustainable and inclusive growth. One of the objectives of the Memorandum was to develop effective teaching and learning spaces and methods that would provide an uninterrupted supply of education and training throughout life and in different contexts. A focal point was identified as "the skills of formal and non-formal learning practitioners, whether they are professionals, volunteers or people for whom education is a secondary activity (e.g. qualified and experienced workplace staff or neighbourhood facilitators)" (SEC(2000)1832: p. 15). The document emphasized the urgency to develop and innovate training and qualification system for education, education and training specialists working also in the non-formal sectors in the field of adult education or continuing training. In 2015 CEDEFOP published the guidelines for the "professional development of trainers invocational education and training" highlighting the important role of trainers working directly in work contexts. In Italy, the processes of professionalization have certainly had a strong push with the last regulations: from Law 4 of 2013 to Law 2015 of 2017. Universities, first with the degree class 18, then with the degree class 19 for the first three-year cycle, and with classes LM50, LM57 and LM85 for master's degrees, have offered and continue to offer advanced training courses with different profiles within the same professional family. From the academic year 2018/2019 also the intensive training course for the qualification of "socio-pedagogical professional educator", in accordance with Law 205/17 and the subsequent Note CUN of 03/07/2018, offers an important moment of retraining for the personnel who carry out educational activities in public and private services./Also on an international level, there is a proliferation of training offers for trainers who are responsible for training. The number 34 of the magazine welcomes, therefore, contributions that present research and experience on:

- The characteristics of the supply with respect to the training demand of educators and trainers

- The impact of training on organizational improvement and educational services in formal, non-formal and informal contexts

- The problem of professional qualifications

- The skills of the promoters of the process of network construction, such as professionalism for an integrated system

- The real and potential impact of the new legislation.