The project main goals of 'Dual Approaches of Vocational Education and Training’ were to focus on introducing dual vocational education and training with new approaches and methods. The 14 participants of MIOK-JNGSZI were experienced, well-qualified tutors, experts, mentors and project coordinators of ongoing themes. Each of them has a good command of Vocational English and they fluently communicate in it so they were open to acquire new knowledge and approaches in the theme. After altering the previous vocational education and training, which required more theory versus training, our ‘DAVET’ project introduced the new dual training system with schemes and approaches. In our project the emphasis was based on the identification of balanced training with additional theory. Updated work placement managing schemes, trade modules, the institutional background provided and proposed outstanding opportunities to modify dual VET. Participants also swoted up and assessed the transparency in crediting system of vocational training. The project was launched to implement new initiative in VET to be able to spread new methods by its experts. Participants could give guidance, supervise motivated students to integrate them into workplaces when the importance of VET knowledge was redefined and re-evaluated by possessing vocational education and trade skills. North West Academy of English organized and presented the project work in Derry with introducing dual vocational educational and training, supporting applied methods and algorithms and mapping the places of ‘best-practice’. During the 2-week-project, demo institutions, practice and workplaces were observed. While studying the economical and social transition in Derry region the learnt aspects derived positive effects on students’ studying in vocational education and training by tutorial guidance. By choosing the tailor-made skills and trades students could gain possession of encouraging employment. Project experts completed learning exchanges, each of them had to change teaching attitude and behaviour and out-of-date manners to be able to use the fresh, up-to-date initiatives and its implementation in Hungary. The project highlighted the standards, values and the path to follow the dual VET. As in Hungary there is not enough mutual partnership between the vocational school-work placement-chamber, the cooperation of the 3 is not fully- formed our project has suggested alternatives how to organize a framework of that collaboration. The project work included technical visits and in-situ VET solutions. Participants listed and recorded the teamwork and in-progress partnership of the 3 (vocational school-work placement-social enterprise) and we also had a dispute and debate on its development. The 2-week-project was divided into 2 phases: 1. Explore and In-Progress Week 2. Reorganize and Impact Week. In Derry NWA took charge of the work programme; visiting educational institutions was to provide workshops, seminars, meetings, open dialogues and brainstorming discussions comprehended the project priorities. The following terms had been established; Practice &Theory Integration, VET Area Reorganization, Decentralized Dual Training, Social Exclusion and Inclusion in VET, Melting Points with Skill, Job Fairs and Schooling with Preventional Education. 'DAVET' project emphasized the importance of cooperation of empowered, skilled tutors-students and supporting collaboration of master-student-teacher to broadcast effectiveness to students’ schooling. Our project praised the importance of VET with professional skills to be able to make a benefit of the trained knowledge in a disadvantageous social and financial background. Besides the above mentioned advantages, our future depends on how we rely on applying the changing attitude of experts and tutors in dual training. In Derry region brand new reorganizing and integrating plans were worked and carried out some years ago, which met our project demands. In Northern Ireland the well-planned and outlined regeneration projects are widely spread which presented finding solutions and answered the same features we have in our region. Our project team systematized and organized the new trends and methods were shown during the mobility which brought all best-practices together. 'DAVET' project experts could learn from one-to-one, they changed educational methodologies and they learnt new competencies from each other, cooperative learning vehicles were developed. Our project multicultural, intercultural, formal and informal settings were appraised. Project participants’ profits put on view in their professional and personal development. Each project impact now is applied and implemented. Short-phased consequence: MIOK-JNGSZI updated its curriculum after sharing high-quality, unique and constructive experiences in dual VET. Long-phased consequence: dissemination spread the outcome and entire revenue of the project in long-run.