There are six electrical vocational employment training students taking part in an eight-week practical training in Germany. It is their ECVET-based practical training under their vocational programme. The trainees are participants of the local dual training system with a different legal relationship to the enterprise. This is different from the practice in Estonian enterprises, which is based only on a practice contract. The practice period is planned to be from March to April 2015. The objectives of the project are as follows: 1. To offer electrical vocational employment training students the possibility to do part of their training (comprising all the 12 credit points planned for practical training) in a different cultural linguistic and work environment. 2. To carry out the practice differently from the possibilities in Estonia and based on a dual training model. According to this model and this tradition the theory is taught at school (1/3 of the training course amount of credits) and the practice (2/3 of the training course amount of credits) is carried out in an enterprise where our trainee is registered on the basis of an employment contract and he has all the rights and responsibility of an employee (except the wages). This changes in a substantial way his attitude to the practice and produces good training results. Breakdown of activities (the duration of the stages is based on the practice acquired and is the most efficient variant for the practice). 1. Preparation period (8 months) 2. Practice period (2 months) 3. Evaluation and documentation period (8 months) Effect and benefit of the project: 1. The project changes our own view on the current organization of the practice, on the training of enterprises and instructors, and on the development potential of the school. As in our school we have completed the theoretical part and the practical work, the practical training in a German enterprise is carried out on conditions in which the somewhat lax current attitude to practical training on the part of enterprises and students alike is replaced by the study of the area of specialization and by acquiring the necessary competence. The school would be moving at a faster pace towards a vision of a development plan – every pupil will find an application in the chosen field. 2. To make proposals based on this experience to develop is so far very uncommon apprenticeship training in Estonia. (It comprises only 2% of the students of vocational training according of the data provided by the Ministry of Education and Research.) This experience can be shown as an example of how to develop this theme in the area of skilled employment because the apprenticeship training has so far been designed to acquire a basic level of qualification and does not motivate to acquire higher level skills. The development of the dual training system based on the Central European experience is important from the point of view of youth employment. According to the German-Baltic Chamber of Commerce (according to data provided by AHKbalt Aktuell on the year 2013) youth unemployment in the main European countries (the survey also included small countries like Estonia) is around 18% whereas in the countries using dual training system (Germany, Switzerland, Austria) youth unemployment is 8%. 3. To apply principles of ECVET in acquiring the learning outcome to guarantee the integration of a pan-European training and its mutual recognition. We conclude by saying that the reduction of unemployment is one of the main European priorities and projects like that are a good opportunity for self-development of both the pupils and training systems.