In the training of economically vulnerable people, the skills-based approach has served to match training courses more closely to the realities of the job market and to connect them with other levels of training or skill certification.It is evident, however, that the accumulation of technical and general skills is not enough when it comes to guaranteeing the lasting social integration of the most disadvantaged individuals rather than merely improving their employability in the short or medium term. It is therefore necessary to examine the ways in which training practices foster or hinder the development of trainees’ ability to harness their skills in order to convert educational resources effectively into real opportunities for social and vocational development.To this end, it is necessary to define and translate into educational outcomes a strategy for enabling jobseekers to re-forge social links, to regain control of their own occupational and social progress and to develop their autonomy and their scope for free choice so that they can effectively escape the mechanisms of economic insecurity. For this purpose, we wish to conduct a study in 15 training centres to identify with them the practices, organisations and contexts that facilitate the development of capabilities. We then wish to formalise recommendations linked to these practices in such a way that they can be implemented and are transferable to any training centre. In connection with this aim, we shall offer support to the 15 training centres to help them implement the recommendations in their training activities. Finally, the various theoretical, methodological and assessment tools for product testing will be distributed in order to enable other players to make use of them. This will be done not only for the sake of disseminating the fruits of this study but also with a view to advancing the discussion on the subject of capabilities.