Many evaluations are being conducted in the field of VET. Within this paper evaluation is defined as "the systematic investigation of the worth or merit of an object" (Joint Committe on Standards for Educational Evaluation). To ensure the quality of these evaluations some evaluation standards have been created. Our point of reference are the different Programme Evaluation Standards existing in Europe. There are some standard sets of national evaluation societies and others from commissioner organisations. These standard sets focus on different phases of evaluation as evaluation inputs, evaluation activities, evaluation output, and also the utilisation of evaluation outputs respectively the evaluation outcomes. Most of the standard sets are open to any field of evaluation, they are not specifically conceptualised for the context of vocational education and training. We investigated on the intercultural transferability of the different standard sets in Europe as well as on the transferability to the VET context. In 2002 we conducted an e-mail survey among VET and evaluation experts within Europe. 19 out of 30 experts had answered our questionnaire. The experts stem from 12 different nationalities and have different professional backgrounds. This survey is of course not a representative study but can nevertheless highlight possibilities and problems of using evaluation standards in VET within Europe. The questionnaire consisted of open and closed questions. This survey focussed on the following aspects: The pro´s and con´s against the use of standards for VET-evaluations have been discussed. We checked the familiarity of the respondents with the most prominent standards and guidelines. One important aspect was the use of two distinct concepts of standards: minimum standards - which judge an evaluation as "poor" or "non-professional" if one or more standards are not fulfilled - versus maximum standards, which one should strive for, but in case that some standards are not considered within an evaluation, this would not automatically lead to a negative judgement of the evaluation as a whole. Essential omissions of the existing standard sets should be identified. We asked for basic values, which should be included in regulations for VET-Evaluations as well as for better alternatives as a tool or regulation.Within this paper-session we would like first to present the results of the survey and second to reflect them with the requirements for evaluations in VET, which we could find in the recent European literature (1998 - 2002). Our findings from the survey could be confirmed as well as complemented with what we found in the literature.This survey was part of a research project commissioned by the "European Centre for the Development of Vocational Training" (CEDEFOP, Thessaloniki).