Working in a multi-actors system, our partnership involves higher education organisations, students, organisations in contact with enterprises and socio-economic actors, and with European associations in the field of vocational training and supporting quadruple helix approach.

We focus our efforts in these areas:

Multi-Actors Cooperation approach

We work with and through partners and communities on common issues to tackle them with practical and integrated approaches. The members come from different traditions and cultures and this raises obstacles before mechanical transposition of an exercise from one context to another. Even the best practices in a country or region cannot be taken as a blueprint to be applied in development projects of another country or region.
This objective of cross fertilisation of on-the-job training practices will be focused on higher vocational trainings in the subjects of financial institutions, entrepreneurship, public financing, non-profit organisations and human resources. These kind of converging practices prepare the field for another measurable longer objective: realisation of on-the-job training periods of learners in a partner country other than his/her.

Recognition of student placement

There is significant mismatch between workers' knowledge and skill levels and actual job requirement in the labour market. The lion share of the shortages falls in the field of professional skills and competences and the remedy can come from innovative vocational trainings.
All the partners started exercises aimed at the most direct cooperation with the job market stake holders: student placements in real job conditions and considering this placements as integral part of their vocational learning paths.
Separately the partners all have tried to evaluate and validate these internships, but not even all the good practices are known by the others. This gave the idea to organise a series of thematic workshops in the partner countries around different aspects of the on-the-job trainings. This exchange of experience will lead to a cross fertilisation of practices and, later on, will end up with learner placements for internships in partner countries, non- existing up to date. This will be facilitated by the direct participation of trainees in the project's workshops and site visits.
The mutual trust generated by the comparison of accreditation techniques and the direct participation of trainees will facilitate their mobility allowing to carry out the on-the-job training sections in another partner country and to make it validate in the original is a real added value of the project.

Echange of practices

Solutions implemented at one institution can function as generative idea for the others. Translating generative ideas into functional practice requires local re-design and creativity from the adapter. An objective of the project is to stir such kind of practice adaptation among the participating institutions. The main short term objective of this series of workshops is to mutually discover the experience of the VET provider partner institutions in trainee placements at business sector partners as mandatory part of their learning pathways.


The mentioned evaluation and validation of the placements are being done by different methods, different accreditation procedures. In the higher professional qualifications aimed at in the proposal institutions apply either higher education tools (ECTS) or vocational education procedures (ECVET).
All the partners use one of these approaches and this will give the possibility to compare the procedures and try to close the gap between them.
The use of ECVET and its consolidation with the better known ECTS procedure, even if it is in the restricted case of learner internships, are priorities of the Leonardo programme and badly needed for a coherent education – vocational training policy.

Paving the future

On-the-job learning periods are integrated parts of the learning pathways. Depending on the institution ECTS or ECVET credit points are accorded to these training sections. Disparate patterns in the accreditation principles create obstacles to transnational cooperation. Bilateral agreements on future trainee exchanges for internship will be launched between the relevant partners during the project implementation. This will result in an important asset of the project and for its future deployment. 
Accreditation practices of the participating institutions will be presented and discussed during the project's lifetime. This will facilitate the solution of the various problems posed by the transfer and validation of learning outcomes and create mutual trust for the cooperation.