Description: Goal of this paper is to describe the research process which leads to the construction and experimentation of a model called CoRe (which stays for Competences-Resources) aiming to define the professional profiles - starting from an analysis of the work field (job analysis)- and the related fitted curricula, based on the concept of competence.This necessity derives from different issues. First of all the need to have, in the vocational training system educational paths and curricula able to face the deep changes in the labour market and to meet the individual needs. The rising complexity of the social reality imposes to educate not only professionals but also conscious citizens. These fundamental premises are comprehended in CoRe by integrating, in the curricula development, both professional and socio-cultural competences; both disciplinary and practice logics; responding, in this way, not only to the exigencies of describing the actual way of being of a profession, but also of integrating the future innovating potential of the profession itself.CoRe model responds to the need to have some European standards for structuring and evaluating professional competence too (European Credits For Vocational and Educational Training - ECVET).In this framework the Federal Office for Professional Education and Technology (http://www.bbt.admin.ch/) - for which our Institution operates - has in fact enacted (2004) a new law on vocational education and training, which foresees the renewal of all the almost 300 professions existing in Switzerland.The first prototype (developed in the context of the national renewal of the Pharmacy Assistants regulation) is concluded. Methodology: The methodological path deals with the experimental development of a prototype in a quasi experimental research setting which enables the comparison with other similar models. The process is articulated in different phases.Phase1: analysis of work field and development of competence profile.The analysis of the work field (for similar job analysis technique see: http://www.dacum.org) is based on a theoretical model of the professional field. This conceptual framework (Miles&Huberman, 1994) allows a focus group (Morgan, 1988), composed by some experts, to gather the most representative work-situations (Suchman, 1987; Resnick et al. 1997). The next step is the collection of the resources (Le Boterf, 2000; Boldrini, Ghisla, 2005) needed to manage and face these situations and, further on, the definition of a competence profile (référentiel de compéténce). The whole process is constantly validated by consultations with the stakeholders and the professional group.Phase two: definition of curriculum and training path.The step moves from the competence profile developed in the previous phase and deals with the training program building and especially with the definition of contents, the structure of training and the related evaluation procedure. This curriculum development is based on an integrating approach. Selecting and structuring contents, it combines the two criteria of classic knowledge and disciplinary orientation with practice and action orientation. Furthermore the organisation includes both flexible modular elements and more traditional ways of teaching and learning. The whole competence profile and the evaluation criteria take into account the standard concept (Klieme, 2004).The curriculum was developed in collaboration with important stakeholders, representatives of the professional context and the educational one, integrating the three Swiss cultural orientations. Conclusions: CoRe has been accepted as an official model for the preparation of new professional regulations and of the concerned training programs, and it is ready to be applied to any type of profession. It represents a concrete contribution to make education evolve in the direction of situated competences, instead of simple learning objectives to be attended.