REVIVE project seeks to contribute to European cooperation in QA focusing on defining QA factors in VET services. More specifically, the project aims at methodology application to ensure quality of VET curriculum at institutional level. REVIVE project will aim at applicability of the CQAF criteria at institutional level, as national QA actions cannot be properly ensured without “bottom approach”. VET problems were identified at national levels in Partner countries showing that the main problems of QA include the lack of innovative methodologies, which causes old-type of learning situations still used in training (eGovernment Progress in EU27+: Reaping the benefits. 2007.). It is also the truth, that education institutions do not address EU QA recommendations in the majority of cases. Research statistics show that only 39 % of Curriculum is based on QA schemes. The problems identified do not foster creative thinking and autonomous citizenship, but sustain different target groups and different sectors from accessing learning content. Learners express dissatisfaction with learning experience due to insufficient support, disagreement of learning expectations and learning content, as well as old-learning curriculum which is designed years ago and is not updated to meet rapid society development needs. This proves that QA is not monitored at institutional (curriculum) level.The findings of needs analysis at partner institutions show that curriculum developed is often used forgotten “on the shelves” and not used. In average, from 30 to 48 % of “old” curriculum is not used due to the following reasons: a) curriculum is designed for traditional learning/ teaching, and this does not meet the needs of target groups who want to reach the curriculum online at individual place and pace, 2) learning support is not adequately planned for individual learning activities and this needs to be reviewed and updated, and learning facilitators needs to be flexible during learning organization process, 3) technologies used for realization of learning content are out-of-date, and curriculum authors are not able to re-design and re-select technological tools as they are not aware of the methodological recommendations for this process. These obstacles sustain VET process and a critical mass of employees do not benefit from learning at work, from qualitative learning situations, and later they are not competitive enough in the labour market.