Based on the world view as stated in the profile (above) and inspired by innovative pedagogigal approaches, teacher training as offered at this University College of Education of the RC Diocese of Graz-Seckau - Kirchliche Pädagogische Hochschule Graz - may be described as child-centered, inclusive, holistic and open to the world. A pedagogical orientation that takes its bearings from what is best for children also serves as a leitmotif for new accents in teacher training that looks to practical uses and usefulness, where children's ways of learning are the starting-point of pedagogical efforts: the aim being that teachers-to-be should be better prepared (better than in the past) to face the needs, and the challenge, of heterogeneous groups of learners.

Gaining a broad and well-founded knowledge in arts subjects as well as in specific special subjects, together with didactic and methodological learning, will only bear fruit if integrated with a student's personality, tied up with basic personal self-knowledge and social competence that are ready to use as it were. At this University College of Education, character formation will therefore receive support through the sort of study opportunities and course design that favour student-organised, responsible learning, made possible through students' individual choice of areas of emphasis (a selection of modules to choose from); through promoting certain special types of experience (semesters of study abroad, out-of-school activities and practical teaching or other work experience); and by way of providing students with a wide and broad choice of cultural and spiritual activities.

The high quality of initial and in-service training and further education for teachers (or of teachers to be) of Roman Catholic Religious Studies in our diocese of Graz-Seckau (Styria, Austria), needs safeguarding and preserving, as do other strong points of the work of this diocese (RS textbooks, for instance). In-service training and further education of teachers of all types of schools have a place of special importance in this field, due to fast-moving societal developments around us, and considering the exposed position of religious teaching. All educational paths need bearings inspired not by the Zeitgeist, but by theological thought that is in the vanguard of its time. In a pluralistic world, each person's individual identity, and their ability to enter into dialogue, can only be developed and achieved together. That conviction also holds true for possible educational initiatives beyond schools and schooling (among other things) that are in an initial stage of planning.

The University College of Education of the RC Diocese of Graz-Seckau puts great store by a holistic education, that is, an educational process that embraces all dimensions of our lives as human beings. Faculties to be developed are not of the cognitive type only: artistic, musical, creative, craft-oriented, social, movement-related, and religious and spiritual faculties need to be developed and brought to blossom, too. The selection and direction of study courses and other engagements, will take their bearings from that guiding principle (e. g. periods of hands-on work, so-called workshop weeks; project work).

Through being involved in research projects, and through practical (action) research, students at this University College of Education are to acquire intellectual and discursive competences, as well as a basic attitude (which is a must for their future profession) of searching for answers, questioning established ways - which will allow them to take appropriate decisions in complex situations of their daily professional lives and work. Moreover, they will be able in everyday practical schoolteaching to discharge research-based tasks (which are more and more in demand) in a competent way, such as sceenings, standard testing, and evaluations.

Cooperation with foreign partner colleges and universities (in 15 different European countries, as at present) is to be continued and deepened.
The fullest possible use is to be made of the framework set down by EU programmes regarding student mobility (e. g. the study abroad scheme, for the duration of one semester) as well as faculty mobility. In the course of the next few years, it is planned gradually to increase the number of courses taught in English.

Kirchliche Pädagogische Hochschule Graz - the University College of Education of the RC Diocese of Graz-Seckau - follows principles of a new culture of learning, and sees itself as a storehouse and mediator of such Good Practice: not only content-wise (subjects studied), but also through a type of course design and study organisation that puts students' self-organised and problem oriented learning in first place. Specific know-how gained and developed by way of the College's own research and development activities is to be disseminated and made available to other teachers and schools.

Based on the experience of the (former) Pädagogisches Zentrum der Diözese, this University College of Education of the RC Diocese of Graz-Seckau attaches great importance to establishing this new institution and venue as a top-level place to live and work, with an atmosphere all of its own. That includes an attractive overall design; artistic contributions (an art gallery, exhibitions, concerts...); a wide choice of spiritual and religious events and activities that are planned and held with the active participation of teacher colleagues and of students (religious services, meditation, pilgrimages...); feasts and celebrations as part of a personal as well as institutional 'culture'; and proposals, suggestions and support for projects that involve social work and commitment (social projects; development projects with Third World countries).

A primary school called Praxisvolksschule (with seven classes, known formerly as Übungsvolksschule) is an integral part of this new Tertiary College of Education of the RC Diocese of Graz-Seckau, where students can gain practical teaching experience: its profile and pedagogical aims are the same as those of this College of Education. Here, the concept of heterogeneous classes (as regards pupils' age in each form) will be adopted and put into practice, to be evaluated later; also, this primary school will have a policy of open doors for children with special needs (and a need for special support), in keeping with the school's (and the College's) integrative, inclusive approach. If needed, concepts and models for those pupils' whole day attendance and presence at school will be developed (where periods of classroom teaching and of care alternate), beyond the current practice of social and pedagogical care extending into the afternoon.

Beyond its main task of providing initial and in-service teacher training for teachers and other types of further education, KPH, this University College of Education, aims at being an educational centre that acts as a forum - where questions of schooling and education are debated, where commitment and independent opinions strive to find feasible solutions (conferences, symposiums, discussions and other events).