On European and national level much emphasis is put on the reduction of youth unemployment and the improvement of school to VET transition. Many of the established re-integration programmes refer to the shift of paradigms in learning theory, by strongly stressing forms of work based, situated learning (cf. Socrates Re-Enter, interim report, Flensburg January 2000). Re-integration programmes have developed innovative approaches to vocational education, including new methodologies and didactical means. Still the implementation of forms of situated learning in practice does not go without problems on various levels. Assessment methods and assessment criteria have to be devised with regard to learners competencies and quality of programs. Therefore training of teachers and trainers is of outmost importance. Based on the Leonardo project "Re-Integration. Transnational evaluation of social and professional re- integration programmes for young people" and the national projects "Professional Co-operation" and "Handlungsorientiertes Lernen", we want to point out the meaning of training of teachers and trainers in the European context. By way of mutual learning several approaches dealing with innovative training models have been evaluated. Presentation of the Round Table The Round Table will present and discuss interim results of European and national projects with focus on training of teachers of vocational schools and practitioners of VET programmes (institutional level). Which kind of obstacles in co-operating of different kinds of practitioners do exist? How is the accessibility of workplace practice for disadvantaged young people improved? Which kind of obstacles implementing best practice do exist? Several approaches supporting the implementation of innovative training methods will be presented. Illustrating our approach, it is planned to discuss research results of national projects from Germany in relation to the project "Re-Integration". These projects deal with further educational training of practitioners (e.g. trainers, social workers) in vocational preparation programmes and teachers of vocational schools. Our results refer to the empirical basis of field research. A number of expert interviews have been analysed. The aims are: " to develop a model of mutual learning for a better way of co-operation " to qualify the educational staff of VET preparation programmes " to save the effectiveness of VET preparation programmes Contributions: Anke S. Kampmeier / Rosa Maria Jimenéz Laux Professional Co-operation. Analysis of the dilemma of professionalism and development of a model for improving co-operation and qualifying of practitioners in VET institutions for disadvantaged young people. Mutual learning Inka Neunaber Handlungsorientiertes Lernen - a model of good practice An exemplary initiation and implementation of situated learning in different vocational programmes and institutions to improve learning conditions and learning skills of young disadvantaged people. - further education of practitioners Presenter still to be nominated Education of teachers and trainers for Re-Integration models in Portugal Sue Cranmer, University of London Further education of teachers and trainers in Great Britain