Eure.K aims at producing a European Memorandum for validation, recognition and definition of certification modes of the 8 European Key Competences (EKC) from the observation and the certification of devices experiencing their evaluation and validation in partner countries. The 8 EKCs set at the 2002 Lisbon Summit are indeed considered by the EU as "essential for personal fulfillment, active citizenship, social cohesion and employability in a knowledge-based society. " But their integration into national employment/training systems is hampered by the lack of explicit and recognized models for their validation. Eure.K therefore aims to overcome this obstacle by implementing: • An observation and experimentation device for evaluation and validation of the last 4 EKCs which are those that pose the most of problems in assessment terms as they integrate informal and non-formal knowledge not taken into account in initial and further traditional training institutions. These ECKs are the following: [5) learning to learn; 6) social and civic competences; 7) sense of initiative and entrepreneurship; 8) cultural awareness and expression]. Thus, observations will be made of existing devices, which refer more or less explicitly, to EKCs. When these devices are non-existent or non-significant in countries or in acquisition fields (formal, informal and non-formal), experiments will be carried out. Competencies acquisition will be observed through a cross-approach which (1) implements referentials identifying the content of these EKCs, as well as (2) their acquisition fields. Thus, 8 working groups will bring together members of the partner countries for the last 4 EKCs and the following acquisition fields: the work context, that of the "civil society", the training and the European mobility. Thus, collecting observation data from 12 devices is scheduled. Observation outcomes on the last 4 EKCs will then brought closer to what exists in the validation framework of the first 4 competencies, for a production encompassing the 8 EKCs. • The design of this observation and experimentation device will be preceded by an overview of the use of EKCs in training and recognition systems in partner countries and at European level (from a literature review). This overview or inventory will provide a useful diagnostic to identify 12 significant observation and experimentation devices. The recommended methodology for their implementation will provide a matrix for the future development of guidelines for EKCs validation, after the observation and experimentation steps. • Project successive productions will involve institutions and actors in the field of employment and training, in order to define with them, national / regional strategies to be implemented for EKCs' recognition and certification. To this end, « Dissemination Days » will be organized in each partner country. • Finally, all of these national strategies will be presented to experts from European countries not project's partners and EU experts to develop a European Memorandum for EKCs' validation, recognition and certification. The Memorandum will be presented at a final conference in Paris. Proximity and relative diversity of partner countries allow this in-depth work. Are involved : Belgium, Italy and Portugal. The Cnam, in France, is responsible for the coordination, monitoring and animation : as a large institution of vocational higher education, aimed at adults, it is a leading actor in the lifelong learning and the acquired experience validation. The consortium composition, which involves 5 higher education institutions and 5 training organizations, allows to take into account different points of view : that of the research as well as that of training engineering, educational engineering, and expertise in the evaluation and validation field. The challenge is this one: the recognition and the development of all acquired learning, including informal and non-formal in a simple, explicit and recognized framework for all young people and adults who want to be actors of the knowledge society, whatever their status, educational and academic levels, and their employment integration.