"Background in Austria: a catalogue of competencies for VET schools was created and offered to schools; this was not specifically designed for internships though. Therefore in 2016 there was a working group at the Ministry of Education whose task it was to work out a further catalogue of competencies for various internships at VET schools. However, there has never been any obligation for schools to make use of this catalogue; it should be handled as a mere suggestion. Furthermore, it was also unknow to what extend such tools exist in other European countries.That's what ""Qualiship"" was founded for; it's main goal is to collect information on all kinds of evaluation tools and practices that exist on a European level, then compare them and, as a final step, collect best practice examples.These comparisons could lead to a follow-up KA1 project focusing on a document suggesting how to/ which criteria to standardize for internships; There were 4 partner countries that participated in ""Qualiship"": Austria acted as coordinator, the four partners are all related to VET institutions, some of them are even public schools.1. LMC: this college in Lancaster offers all different kinds of formation for approximately 5000 students. They have their own department for evalution of internships.2. COMUNIDAD DE MADRID: could be compared partly to Austria's ""BHS"" (secondary school type), partly to ""Lehre"" (apprenticeship). There are 5 big school clusters with a large variety of offers. The CEO of one of these clusters was our contact person. The organization and planning of the project included all CEOs, however, they could not all participate in the meetings. 3. MEDATLANTIA: is a consulting company in La Coruña, Spain, working on projects with education centers, also focusing on the topic of evalution, support and management of internships.4. CONFARTIGIANATO VICENZA: is an umbrella organization for employers in this region of Italy, providing various education and further training service for them.Probably the most interesting and inspiring part of this constellation was the diversity. Each partner provided the project with different angles and aspects; partly based on the differences in the countries' education systems. This also meant though that quite an amount of time had to be invested in getting everybody up to date and familiarizing them with these different systems and approaches. Phases and activities: the project started in the autumn of 2017; the ""Kick-Off Meeting took place in Austria (HLW Bad Ischl) in November 2017. The second meeting was set in Lancaster in April of 2018. Partners met in October 2018 for the LTTA in Madrid. The final meeting, focusing on evaluation and completion of the project took place in May 2019 in Vicenza.The meetings in more detail: At the first meeting in Bad Ischl*the project design was discussed once more in more detail*questions up for discussion concerning the comparison of the different systems for determining and managing the quality of internships were collected*tasks for the next meeting as well as for the project in general were distributed among the participants Until the 2nd meeting in Lancaster the partners were asked to work through the posed questions and unanswered questions were discussed again. In the second meeting the partners got familiarized with the educational system in the UK as well as with different tools used in supporting and managing internships (Who uses which instruments? How are results evaluated? Which criteria for support are of particular importance? How can we reduce the complexity of experience gained during internships?) Furthermore, the LTTA in Madrid was prepared.The 3rd meeting - LTTA - took place in Madrid. It was about evaluating all the tools shared and getting some concrete results, as well as the work on the final report. The 4th and final meeting in Vicenza focused once more on the research results.Results and effects: Spain -: Comparable evaluation tools (questionnaires) have been compiled - this did not exist before. 4 national and 6 regional meetings/events were held to present both the Erasmus project. 20 publications on social media. In Italy, the experience of the European partner organizations has been incorporated: in concrete terms, the evaluability and comparability of competence levels and skills as a whole have been adopted. There were no questionnaires on this either. – as the Italian partners were only fixated on technical professions. For the UK, the evaluation steps were followed by the exchange and comparison of the competence profiles for the trainee ships. Essential skills could thus be captured. In particular, the distinction between qualitative and quantitative content has greatly improved comparability and elaboration possibilities. The results are relevant in 184 courses with 2,840 students. For Austria, there was an evaluation of the competence grid by the additions of the partners."