During the beginning of the decade the first graduates to receive state-approved formal training in media and ICT branches were entering a labour market, which had been primarily formed by laterally hired personnel. This constituted a veritable need for adapting further education and training models. Persons without approved qualifications now have a considerably lower chance of further development, mobility and career prospects if their technical and vocational skills cannot be made more identifiable. There still are no uniform job descriptions and job profiles on the European level to date. At the same time, the advance of technological change demands the necessity of providing continual further education for persons working in the media sector.Admittedly, the further education market did (and does) indeed offer an abundance of extremely diverse courses, not only concerning their description, but also content, duration, didactic and pedagogical methods and infrastructure. It is very difficult for clients (participants, employers) to estimate the real benefit of a further education scheme. For the company, on the other hand, it is hard to classify the training.So the aim of the 30-months-project „Euro Media Standards” was in this context to develop standards for the concept, planning and realisation of VET in the multi media sector - in terms of occupational profiles, aspects of curricula-development, quality assurance and transparent documentation of knowledge, skills and competences provided by a VET-programme.Target Groups:- The primary target group were persons who finished their training before digital technology became established. - Also those who have found a job in various multi media branches during the boom in the late 90 ’s without having any related training or those coming from other professional fields. - A further target group were persons coming from unrelated industries and who were currently being retrained in multi media design, not yet working in this sector. The following results are planned:- Certification model- Modular job profiles and standards for professional training- Didactic and pedagogical standards - Standards for infrastructure and organisation- Method of approving further education - CurriculaThe acquired results should be tested in the form of pilot schemes during the project period.