The key ambition of the project was an innovation transfer of a curriculum for e-facilitators. An already existing, but “de-contextualized” curriculum was translated and adapted according to the needs in the three transfer receiving countries Germany, Latvia and Portugal. "Transfer" in this case meant that an already existing curriculum (focusing on teaching, networking, management competences and others) was adapted to the needs and framework conditions in the three beneficiary countries. The project team has developed training material to improve the quality of training for e-Facilitators.Telecentres present themselves as an answer to the raising demand of “suturing the digital gap”, as they work as a promoter of digital competences especially for disadvantaged target groups and for people with special needs (e.g. migrants, elderly people, unemployed persons). The key role for a successful target approach is the qualification of the e-Facilitators (working in the TC) - which has been addressed in the "Gdansk Roadmap for Digital Inclusion". Trans e-facilitator has contributed to this challenge.As research in 5 European countries in the VET4e-I project has shown, there is no recognised or widely accepted profile for e-Facilitators yet. This was confirmed by context analyses done by Trans e-facilitator. This situation challenges both the “quality” of e-facilitators and the attractiveness of this occupation for employees or volunteers. TCs and e-Facilitators do not only address digital skills, but merge this competence layer with other competences needed for their users’ inclusion in society, communities and labour market. The innovative contribution of the Trans e-facilitator project to lifelong learning was twofold.• On the one hand, it was the transfer process of the existing curriculum to different national contexts, employing a localisation process that took different national and regional situations into account. The partners from countries who participated in the project as innovation beneficiaries have successfully adapted the curriculum.• On the other hand, the transfer has initiated a systematic recognition process in the countries involved, including stakeholder involvement for social recognition and preparatory steps for a formal recognition process in the different systemic contexts. The project has enlarged the curriculum by modules which qualify e-Facilitators to use and implement learning opportunities with regard to key and transversal competences. This can be regarded as a significant further development of previously existing curriculum and an innovative contribution to the performance of telecentres because they can now better serve the economic and individual needs of improved transversal competences.The project was supported by the Telecentre Europe network which serves as a common European platform for TCs.