PEIRA (from ancient Greek πειραʹ: experience, direct knowledge of something acquired over time by means of observation and practice) is a multilateral project financed within the LLP - Leonardo da Vinci - Transfer of Innovation and addresses the priority "Transparency and recognition of competences and qualifications”.The issue of recognition and certification of prior learning acquired in non-formal and informal contexts is debated in European and national policies on Lifelong Learning since 2004, when the EU member states agreed the Common European Principles for Validation of Non-Formal and Informal Learning (followed in 2009 by the European guidelines for validating non-formal and informal learning developed by Cedefop). In the UK, the new National Qualification Framework for England, Wales and Northern Ireland is the Qualification and Credit Framework [QCF] which has been implemented since November 2008 and is both EQF and ECVET compatible. The UK Sector Skills Council Lifelong Learning UK has implemented National Occupational Standards for Teachers and Trainers in the Lifelong Learning Sector since 2007. The RPLO project has developed a number of significant products approved by the UK National Agency. The RPLO results have been transferred from England to Wales, Scotland and Northern Ireland. In Italy the accreditation of VET Trainers lacks a coherent structure, quality level and compatibility with the EQF, the European Credit System for VET, and the Cedefop European Guidelines. Transfer of Innovations in the Recognition of Prior Learning [RPL] for VET Trainers in the UK, France, Switzerland and the Baltic States will improve the efficiency and effectiveness of Italian VET. Therefore, the main objective of PEIRA is to develop an appropriate model of RPL for VET Trainers to meet the needs of Lombardy and Lazio. PEIRA consortium includes beside the Italian partners (HEI, two Provinces, VET stakeholders including social partners) European partners from Croatia, France, Lithuania, Switzerland and the UK reflecting different approaches to the development and implementation of RPL for VET Trainers.