Three innovations in use in some European institutes are adapted to the conditions of others, on a continuous training for teachers and trainers approach. Both suppliers and receivers of innovations benefit from a feedback process. Five pilot projects were carried out for the implementation of three innovations.Authentic Learning: In order to make student learning relevant to real life experiences, learning environments must be authentic. Authentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. The term authentic is defined as genuine, true, and real. If learning is authentic, then students should be engaged in genuine learning problems that foster the opportunity for them to make direct connections between the new material that is being learned and their prior knowledge. The true power of authentic learning is the ability to actively involve students and touch their intrinsic motivation.Accreditation of Earlier Gained Competences: Do you have to learn again the same things you already know? One of the priorities of the Copenhagen Declaration (2002) is the validation of non-formal and informal learning. Competent and competitive professionals are a main goal of every VET policy. Their competences include a joint of skills and attitudes to be acquired through a Lifelong Learning process, that in many cases do not include formal education. This background is accounted for in some education systems, resulting ina) motivation for youngsters and adults to joint formal systems;b) official recognitions for their competences; andc) more realistic and personalised educational programmes.On-the-job Trainers’ Training:Methodologies separating the working and the learning environments are seriously questioned for long time. Modern tendencies are focused to join them and to reinforce links between education and business world. In different ways and intensities most of the European educational systems include student in-company placements at companies, where tutors (on-the-job trainers) provide support and make the follow-up of the learner’s progress. In many countries these tutors must previously follow certain training in education and social skills, acquiring competences to optimize learners’ time in the company.