The background With the Asset Management becomes the value added processes in the companies’ departments. The primary objective of each Asset Management is the cooperation between the functions of design, manufacturing, purchasing, installation, commissioning, operation, maintenance, improvement/ modification and recycling/disposal of equipment, machines and buildings. In addition, the effects concern in particular the health, the safety of the active employees and the environment. The result of these activities will have a fundamental impact on the competiveness and profit for an organisation. The Asset Management brings together the competence necessary for the actual areas and will have a positive impact according the specific aspects. The complexity of Asset Management requires competence which cannot be acquired in a concluded professional continuing education or a study. This was also recognised by the national and European professional committees and led to a standardization initiative which lead to the introduction in 2014 of the ISO 55000, 55001 and 55002. By that a binding recommendation exists for the requirements for the Asset-Management in these areas. The deriving qualification requirements are not defined however. This gap will be closed by the project presented here. Project targets In the project AMCOM the Qualification requirements are in terms of Innovation development of in-service training for the area of the work with accompanying education, so to speak, translated and processed. In addition a competence requirement profile is developed for the Asset Management. Modular education modules/curricula are formulated to cover existing skills gaps. These are prepared for different forms of learning so, that they can be integrated in the existing programmes of vocational education and training. This include particularly even that learning will be taking place at the work place. The use of open learning platforms will facilitate access to in-service training. So, alternatives should be created which provide at least the basic knowledge in "open" learning systems. Developing this system is actually with a final observation skills and a recognition on the basis of ECVET rounded. The ECVET principles are in accordance with the recommendation of the European Parliament and of the Council. Number and profile of the partners 6 European countries about full partnerships are involved in the project (Germany, Greece, the Netherlands, Bulgaria, Sweden and Turkey). The partnership is so designed that the necessary expertise is available for all defined activities. The resulting variety of partner corresponds to the basic idea of a European education project. The partners are structured as follows: • Professional experts – maintenance • Experts – ECVET • Specialist in the competence statement and -evaluation • National umbrella organisations – chambers • European umbrella organisations • Representatives of the social partners • Strategically advisory partners Description of the activities Through the standardization activities of the EU to Asset Management, which has resulted in 2014 to ISO 55000, implies a proven need for educational activities, which are addressed in this project. The project covers the following activities: 1. The project will structure the necessary evidence-based competence, skills and specialist knowledge for the purposes of a core profile and described as learning result units. 2. A cross-border uniform curricula that becomes modular on the basis of the defined learning result units, and made in such a way that it will allow an integration into available national programmes for the professional education and continuing education. 3. The application of ECVET and its "tool box" create the European frame to achieve this aim. 4. The variety of skills requires a cross-workplace learning, so that all pathways are available for acquiring the necessary skills. In particular the learning workplace causes that theoretical knowledge become action competencies. 5. Innovative instruments for the competence registration will be drawn up, which will at the end result in the formal, non-formal and informal learning processes to prove of the competences. 6. Learning in the workplace is characterised by the fact that some competencies cannot be imaged fully in the learning process. Therefore, innovative Web-based solutions are applied, which permit a complementary competence and by that efficiently complement workplace learning. 7. The education based on the principles of problem-based learning (PBL), which has strengths in the development of problem-solving skills in addition to knowledge. 8. A self test to be developed allows employees an objective observation of the own action and method competence.