This project, which was initiated by France in 2000 and that aimed at constructing common certificates with a European vocational standard, has established a shared methodology to implement vocational training paths, based on work analyses. It has led to the construction of the first two-year university diplomas: “Front office manager” and “Logistics technician”. This project mobilises and closely associates actors of professional sectors and national institutions that joined in this common process. After this project has been evaluated by the European Commission, the results have been integrated to the Copenhagen process which encourages the construction of a European space of knowledge and mobility in vocational training (EQF – ECVET). They are integrated in the framework of the approach of this process known as “sectoral”.The results of this work establish a “common architecture for diplomas/certificates/qualifications” divided in two big parts: - The first part is common to all the partners. It contains the “professional profile” which identifies the outline of the professional activities practiced in that profession and also what has to be done in each of these activities (tasks). It also comprises a “competences frame of reference” describing the professional competences linked notably with the context to which they refer, and finally the “objectives for certification” that define what has to be verified to prove that the candidate masters the major skills of this profession. It is important to underline that thanks to this approach, the professional profile and competences constitute the content of a European qualification. -The second part of the diploma architecture complies with the subsidiarity principle prevailing over in the European Union in the field of Education. The content of these diverse components depends on the member states’ competence. It notably deals with the ways of accessing the diploma: the content and organisation of teachings, the validation of the certifications and trainings, the actors of this validation. It finally identifies the existing links with issues concerning non-formal and informal knowledge.