The paper is based on results of research from two-part on-going project with the focus on analysis of teaching-learning tools (TLT) in Vocational education (VE) according to chosen 9 professional sub-areas.Research questions:Who are the actors, what are their responsibilities and functions in supplying, organizing, functioning and updating the TLT in VE? Which of these processes face the challenges and what kind of? What are the core characteristics of variety and specificity of usable TLT tools in VE? What are the peculiarities of financing of the supplying the VE schools with TLT? What are the (non)supporting features in supplying the VE schools with TLT?Objective: Modeling the system of updating the TLT for VE.Purpose: To evaluate and analyze the need for change and illuminate the challenges in system of updating and renewing the TLT for VE.Value: Value: (1) established and validated matrixes for evaluation of content and peculiarities of TLT content; (2) diagnozed the obstacles, risks, challenges and premises for supplying and / or renewal of TLT in VE; (3) formed the systemic research model for investigation of the need and specificity for supplying and / or renewal of TLT in VE.Theoretical framework consists of teaching-learning concepts (e.g., Claxton, 1998; Guskey, 1999; Joyce et al., 1999; Longworth, 1999; Laurillard, 2000; Meheut, Psillos, 2004); constructivist approach (e.g., Gough, 1997; Ahlberg, Dillon, 1999; De Corte, 2001), concept of evaluation in education (e.g., Guskey, 2000; Oosterhof, 1996; Stiggins, 1997; James, 1998; Curtis et al., 2000; Neesom, 2000).The research consisted of three phases: (1) evaluation of TLT in VE programmes according to chosen 9 professional sub-areas; (2) intervew of experts from every chosen professional sub-area; (3) questioning survey at VE schools.Methods: documentary research; evaluative research; structured interview; qualitative content analysis; descriptive and inferential statistics. Samples: (1) 54 programmes of VE; (2) 18 experts; (3) 58 VE schools.Instruments: (1) 10 evaluational matrixes for TLT (texbook, compendium, IT teaching programme, teacher's manual, compendium of practical tasks, descriptions of laboratory works, reading compendiums, instructional tables, posters, compendiums of replications, schemes and maps); (2) interview questionnaire with 21 question; (3) questionnaire with 14 questions.System of preparation and supplying with the TLT in VE is not characterized by clear features and not rare is identified as storage of usable material(s). In VE schools exists mainly the fragmentation of this system, where the core role plays methodical board of local VE school, e.g. they discuss, which tools could be renewed and / or newly prepared, and which could be purchased. In this process takes part the librarian, but the last decision makes vice-principal for education at every school.Teachers lack the competence in preparing the TLT usable for VE and specific to professional (sub)areas. Here is a lack of clear criterions for those evaluations, e.g. some schools evaluate just rendering forms, the other - only adequacy to professional areas, competencies and aims of the subject/module. The quality of prepared TLT is not evaluated and it is 'left by gravity' and is treated not rare as responsibility of every individual teacher. It faces the challenge to prepare the unified standards for preparation of TLT for vocational education. Not rare the teachers are not tended to cooperate in preparing of TLT though they are working in the same programme. The main challenge in this context becomes the assurance of the unified system of TLT' preparation for VE. The need for supplying with TLT is not investigated at VE schools locally or in all VET systemic. Respondents mention two premises for their cooperation in preparing the TLT: common projects and cooperation in personal level. Reasons for renovation of TLT are technological changes and local decision of methodical board at school.The core factor, which stimulates the renewal of TLT is certification of teachers and their wish to acquire the higher qualification category. Non-material motivating factors are projects, teachers' self-respect, striving to be effective in education and their personal goodwill in order the school would be honored. Material motivating factors for teachers are the established conditions and environment for effective VE at the school.Avis, J., Bathmaker, A.-M. Critical Pedagogy, Performativity and a Politics of Hope: trainee further education lecturer practice. Research in Post-Compulsory Education, 2004, 9 (2), 301-313.Cartnal, R.; Diaz, D. Students' Learning Styles in Two Classes. College Teaching, 1999, 47, 1999, 41-48.Guskey, T. 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