Learning society requires spaces and scenes where learning can occur without obstacles. Knowledge economy and learning society based on information and knowledge and the dynamic of these. Nowadays, workplaces and the related environment are the most intensive and turbulent learning places (Hassink 1997). Clusters are special organizations for economic cooperation and development and operate in networks. The most important features of clusters are the common knowledge obtaining, knowledge sharing and the production of new knowledge (Hudson 1999). Clusters are good examples to investigate these phenomena (OECD 2001). The learning process of a network could be split into two main parts (Martin-Sunley 2002). In the first part workplace learning occur in organizations, in the second phase learning – based upon the organization learning – happen amongst the members of the network. The end of this developing process is to have learning community (Giuliani – Bell 2005). The empirical research which applies both qualitative and quantitative methods tries to focus on the learning processes within the member organizations of a selected ICT cluster but moreover investigating the learning process amongst the cluster members. The main research questions are: Who are the engine of the learning processes in the organizations? What type of working tasks generates more learning and knowledge? What is the role of the schools systems supporting the learning acquisition? What is relationship towards the locality versus global regarding new knowledge acquirement?

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