The project originates from a careful analysis of the most recent developments and trends characterizing two of the leading sectors of regional economy: Tourism/Hospitality and Agriculture/Biotechnology. Discussions among teachers on issues concerning emerging new job profiles, new forms of work organization which affect training and educational needs and provision represent the main rationale of the project proposal. New emerging competencies and learning concepts, also taking into account the needs of microenterprises are required by both sectors: the traditional simple and repetitive tasks are evolved to multidisciplinary tasks in order to deliver more complex products and services.Against this background teachers agree on the manifold benefits of work-based learning experiences abroad allowing learners to enrich and expand classroom learning, to show them how concepts and theories are applied in practical situations in multicultural working contexts; to offer learners access to tools, equipment and facilities generally not available in schools. The project fits into school-work alternance scheme aimed at providing learners’ with supervised hands-on, curriculum-related working experiences. A school-work alternance experience abroad means a whole set of different requirements for a student compared to a work placement in the home country. It takes independence, initiative and flexibility to work abroad. Moreover, experiencing life and work abroad will involve the continuous use of the language in different situations: this will benefit the students not only because it strengthens their knowledge of the foreign language but also because it develops the essential communication skills for business & social interaction in a multicultural environment. The partnership brings together partners from different countries (IT,DE,NL,SLO,IE,UK,GR,ES,FR,DK,LT) and is built ad hoc to include the necessary expertise to successfully reach the goals of the project. Skills and competences are multidisciplinary and integrated in a consistent way with the tasks and phases of project development. Many of the partners already collaborated with CPV in other EU-funded projects thus developing a strong mutual trust. C.A.T.ER.P.I.LLA.R project is designated for 104 17-18 years old learners, attending the fourth year at vocational and technical upper secondary institutes. The schools involved, encompass a range of professional curricula: Tourism and Hospitality; Agriculture, Biotechnology, Winemaking.The methodological framework adopted in identifying and describing the main occupational profile – related units of LOs to be acquired/improved by learners built on: careful analysis of current study programmes and existing methods and practices developed in other EU-funded projects (VQTS matrix, ECMO, TRIF, etc.) where CPV and Consortium's members have been involved. In designing and implementing the mobility schemes the project will built on the assumption that modern work processes involve many similar tasks despite national differences in the manners of offering and organising training. Thus, the proposed model provides a “common language” for describing competences and their acquisition and offers a way to relate these competences to specific training programmes. The project will last 18 months and will be implemented through following stages: BEFORE MOBILITY mainly focused on preparation of participants, IMPLEMENTATION OF THE MOBILITY ACTIVITIES (the work placement will last 30 days (travel excluded) and may include 2 days of induction. In the choice of work placement companies, the project partners will be supported by the E.R.M.E.S. database including more than 370 EU companies); Consortium and foreign partners will ensure an efficient mentoring and supervision arrangements of mobile participants through monitoring documents, monitoring visits by tutors; FOLLOW UP/DISSEMINATION activities.The project seeks to have significant impacts not just through the mobilities which the project will naturally promote but also by focusing on the sustainability of the multilateral ties that will ensure. By offering work-based vocational education and training in another country, the primary expected impact of the mobility experience on the participants is a direct and measureable improvement in their professional competencies and work-related skills. Other personal and social impact include: development of language, ICT and teamwork skills; increased intercultural awareness; increased level of independence, confidence and open mindedness.As to the participating organisations, the impact will include: -exposure to work-based learning practices in other EU countries; - development of openness and cooperation with schools from other countries; - strengthening of the EU dimension to the Consortium members’ activities; - improvements in VET methods, systems and processes, development of interdisciplinary approaches.