Europe has clearly defined its aims and ambitions in learning mobility for 2020. There is a strong focus on creating opportunities for young persons between 16-29 years old to gain accredited skills to become competitive on an increasingly international job market. The EMEU4ALL project addresses all Erasmusplus program objectives (2014-3020) which prioritize the expansion of learning mobility opportunities, the creation of strategic partnerships for VET education and the accreditation of learning mobility achievements through the use of the European ECVET Toolkit instruments. Access for young VET students to teaching and training methods and work experiences in other countries will help to improve their employability in a global economy: work-based learning is critical for employability at all education levels, particularly in the current context of extremely high youth unemployment. Student numbers have dropped dramatically in the last 10 years and therefore there is a clearly defined need to increase the quality and attractiveness of VET education in many European countries. The EMEU4ALL project therefore focusses on Learning Mobility which comprises both physical mobility and virtual activities, because current opportunities for physical mobility in VET education are low: in The Netherlands e.g. the number of secondary VET students involved in mobility programmes is just between 1-2 % . Internationalization@home (IaH) or Virtual mobility activities where staff and students work together at a distance are stable in HE and Universities, but very underdeveloped in VET; if activities are offered in VET, they are most likely not embedded in the curricula of VET colleges and therefore not validated. IaH, however, may be the only affordable key to mobilize the majority of non-mobile students. With the predecessors of the EMEU4ALL project, i.e. the Automobility project, the Automovet project and Engineering Mobility across Europe (EMEU) project (2014-2016) the partnership has actively supported and addressed the EU aims described above by creating an open and sustainable network for learning, working opportunities and validation through ECVET thereof for Engineering students in VET education. The attention and nominations the EMEU project has received since its inception has strengthened our belief that the project formula will work in all VET sectors as practice has attracted new partners to the project. Thus, the EMEU4ALL project aims to transfer the EMEU products, procedures and website for Engineering/ICT to Health Care, Social Care, Business Studies (Marketing), Sports, International Trade and Service (Retail and Catering). The existing and tested EMEU products and procedures (see: http://em-eu.eu) will ensure a transfer to the new EMEU4ALL VET sectors with which we aim to: 1. create and test a minimum 40 virtual mobility activities; 2. create and test 40 modules; 3. Create vocational blood groups of 5 partners; 4. promote and execute longer-term work placements for students after finishing the modules. (This means that after the EMEU and EMEU4ALL project, the partners will have developed and tested 80 copy-left modules and virtual assignments. 5. adapt the existing EMEU website for engineering/ICT to the new VET sectors involved. 6. adapt the existing ECVET for ENGINEERING manual to an ECVET4ALL manual. The experience gained with understanding and applying ECVET will help to embed the modules in their own educational programs to become part of the partner’s primary process; 6. Further develop teachers' professional skills in other VET areas regarding intercultural diversity, foreign languages and learning about the other VET programs in Europe. An extra focus for teachers will be on learning about and actively using social media, particularly through virtual learning mobility activities: If students are to be competitive on an international labour market, then it's necessary to gain the knowledge, skills and attitudes necessary in an international context and to assess and validate their achievements. 7. Promote an active relationship between Education and Industry: during and/or after the modules the students will visit local/regional companies to experience educational theory applied in practical situations. Local and or regional industry will also contribute to the project by helping to develop the contents of the modules and by offering work experience opportunities to the transnational students. In a nutshell, through virtually and physically participating in and, more important, after this project, many more VET students will benefit from an international experience which will enhance their chances on an international labour market. It will also develop teachers’ knowledge and skills, create an sustainable, attractive and modern VET environment and actively address an active relationship between Industry and VET Education.