The project "Plant LSS" aims to improve and broaden the competence of the staff in the LSS (Law on Support and Service for Certain Disabled Persons) activities in the four cooperating municipalities of Borlänge, Falun, Gagnef and Säter in order to strengthen their position in the labour market and their ability to meet current and future challenges in the sector. A common, quality-assured and up-to-date competence, which the project offers, means that municipalities can increase the quality of services and the capacity of operations, and thereby the project can contribute to knowledge-based, equal and equal care for people with disabilities. Welfare faces a variety of challenges as society evolves. The development of demography with an ageing population, with fewer young people to support an increasing number of older people, is a challenge in many ways, not least in terms of skills supply and the lack of a skilled workforce. In addition, few people apply to the professional programmes that are in demand in the LSS sector. In a competence survey, the Swedish Association of Local Authorities and Regions (SALAR) points to difficulties for municipalities in recruiting employees with the right skills and to the fact that existing staff have varying skills that in many cases need to be supplemented. The target group of the project consists of about 70% women and is a heterogeneous group that is widely spread in terms of work content, education, experience, age and more. Like other female-dominated sectors, LSS operations struggle with challenges such as low wages, irregular working hours and a high proportion of part-time work. Major national investments have been made in Elderly Care in recent years and the needs for competence development in the LSS operations have been neglected. This was noted when SKR was commissioned by the National Board of Health and Welfare and the municipalities to conduct a preliminary study on the needs for competence development in the public sector. Five professional trips are to be developed in the areas of activity that have been prioritized by the municipalities. The occupational trip Disability for performers was prioritised as the second focus to be put in the lake. Training concept/method The Vocational Journey is based on a combination of self-study, discussion groups and trainings supported by a digital platform. Responsible for the development has been SKR and the concept is based on research, proven methods, experience and good examples. The aim of the project is that all employees working within LSS's performing activities will receive a common, quality-assured basic competence that strengthens their position in the labour market. 1150 employees will go through the "Professional Journey Disability Area for Performers" - basic step. The basic step of the 'Professional Journey' contains an introductory course followed by five additional courses. Each course follows a structured process consisting of preparation, course occasion and post-work. For those who need extra support to get started or manage the digital platform, project staff are available for help. The courses in BAS are based on each other, so not until one course is completed can you "go on" to the next. The participant completes and ticks off his/her activities on his/her account. The municipal administrator has access to the municipal information and can follow and, if necessary, support the participants' progression. When the participant completes the basic step, the employer issues a certificate. Each participant owns their training trip. If the employee terminates his/her employment in the municipality, he/she can take the information with him/her and continue his/her professional journey in another municipality, which ensures continuous and coherent competence development across municipal boundaries. For inclusive skills development, we take into account gender equality, accessibility and non-discrimination. Based on the composition of the target group, our assessment is that there will be a need for individual adjustments to ensure that everyone can participate on equal terms. The need for adjustments is communicated primarily with the project staff via the supervisors or other agreed staff, but it is also possible for the participants to turn directly to someone in the project staff for support. The adaptations may, for example, consist of adaptations in time and space, access to aids, transcriptions, translations or other things that affect the participants' ability to access the educational material. Project staff play a critical role in ensuring that all aspects of the project - from planning to implementation and evaluation - actively include and promote gender equality, accessibility and non-discrimination. This involves continuous monitoring and assessment of the project's processes and results to identify and address any obstacles that may prevent these principles from being fully realised. The s