Europe is focussing at a minimum of two ways for the further differentiation of a European educational policy: a top-down approach and a bottom-up approach. It is obvious at the latest that since the beginning of the discussions of the European qualification framework (SEK, 2005) the aim is the introduction of an instrument for the classification of different qualification levels in Europe into a linear, hierarchically structured framework with the objective to increase the comparability and the transparency of the graduations. The discussion of this qualification framework is manifold and will still take a lot of time. On the other hand the alternative approach, i.e. the bottom-up perspective of the establishment of European occupational profiles has up till now hardly been considered. This way seems to be comparatively complicated at first sight and that it is suspected to enforce the occupation oriented approach (These approach is generally alleged to result in the exact opposite of what the European policy has in mind, i.e. not promoting flexibility, permeability, comparability etc.). This is, however, by no means correct. As soon as occupational profiles, qualification concepts, modules etc. below the respective systems are more closely examined it becomes evident that the work and work process orientation is in the centre of all “qualification and competency development concepts”. Consequently the idea of European core occupations safeguards that those transnational work and work process orientations not interfering with existing system structures are in the centre of interest.