Many European countries face the problem that recruiting into the VET system is unbalanced and not representative to their demographic/cultural composition. The accessibility to VET for learners is restrained by communicative barriers (geographical, cultural, language, disability etc.) in terms of perceptions of the learning situation; in addition to the fact that VET is often only provided in the nation’s common language. As a result, many learners cannot participate in VET on equal terms with others in more central areas. In turn, this uneven access to VET education leads to uneven development of European societies, where most economic development is centered around major cities, which results in depopulation, unemployment and economic stagnation of remote regions. Remote regions are often dependant upon traditional industries and thus dependant on high-quality VET to ensure a balanced economic development and overall cohesion. The need to overcome these communicative barriers in remote regions, and teaching linguistic and cultural minorities in addition to disabled people involves many pedagogical, practical and didactical considerations, which makes it imperative to provide training for VET educators, local counsellors and traineeship responsibles. The implementation of networks for situated e-learning in the learners’ daily environment is a new concept, which requires a new set of competences for VET educators, local counsellors and traineeship responsible etc. in the learners’ network. The COMBAR I project developed concepts to provide better opportunities for VET to learners who face the above mentioned communicative barriers. This COMBAR II project transfers these innovative concepts, pedagogical e-methodology and e-tools from the COMBAR I project with particular focus on empowering teachers, counselors and traineeship responsibles to aid learners to overcome the communicative barriers. The aims and objectives of this COMBAR II are to improve the quality of, and access to, continuing VET in addition to promote and reinforce the contribution of VET to the process of innovation. This is done by a continuous empowerment of teachers, counsellors, traineeship responsibles and the learners’ general network by the use of situated learning combined with state of the art e-learning solutions to aid the learner in overcoming barriers during VET. The COMBAR II project also secures implementation strategies for organizational implementation of the concept, and the empowerment of intercultural competences amongst the learners’ network to secure en improvement in helping learners’ to overcome identified barriers. This will be done by focusing on developing, testing and implementing a new set of innovative mobile e-tools to secure a transfer of innovation for full implementation of the innovative initiatives, concepts and results from COMBAR I to educational institutions, counseling centers and traineeship responsibles in the business sector.