The aim of this project was to develop a toolkit to be used with the ECVET documentation. This toolkit should be especially aimed at the IT sector since we looked for but didn’t find any documentation on the internet that could make our work with filling out the ECVET documentation easier.During Sweden's transnational mobilities for its students some questions arouse:Is the ICT market the same in different parts of Europe?Is the ICT vocational education similar in different parts in Europe or does it differ and if, in what way?Is it possible to make some templates or drafts that would make the filling out of the ECVET documentation easier and which would work in all of Europe?These were also questions we wanted to know the answers to and that's why this project was founded.The objectives were to compare our educational systems to find similarities and discrepancies and to establish the EQF levels of our different educational programs. We also wanted to know what the companies looked for to employ our students and if it differed in different places of Europe. From the information gathered we wanted to make learning outcomes to be used in the ECVET document system for some different work roles that our students could have during mobilities.number and type/profile of participants; The participants were from five different parts of Europe to maximize the geographical spread. There is a variation of sizes of the participating schools which also could give different perspectives on the project. The participants were Sweden (north), the Netherlands (middle), Estonia (east), the Republic of North Macedonia (south) and Portugal (west). All the participating countries have some sort of vocational ICT education on upper secondary level.Each country also contributed with different skills or experiences we thought valued for the project:The Swedish representative is included in a large consortium for Erasmus+ KA1 mobility which sends a lot of students on transnational internships every year (not during the pandemic, but before and will again).North Macedonia is specialised in special needs since their school is specialized for hearing impared and they also do some transnational mobilities. And had some eTwinning experience.The Netherlands have a lot of experience with international projects and they also work actively with including and integrating refugees and immigrants to the Dutch community.Portugal had experience of eTwinning and of international projects.Estonia also has experience of international projects and has a long experience of vocational education within ICT.During the project we had a transnational project meeting in all the participating countries. During these meetings we did study visits to different ICT companies and interviewed the employers about what skills and competencies they looked for when they recruited new employees.We also compared our different educational systems and curriculums to find similarities and discrepancies. Further more we also compared our different ECVET documents that we used for transnational mobility. The aim was to make some common ECVET documents to be used for transnational mobilities within IT and to learn from each other's different experiences and knowledges. All in purpose of making it easier to implement transnational mobilities and thus increase student mobility in Europe. We found that we all had an educational level equivalent to EQF level 4 and that our different end result of our IT related VET educational program didn’t differ that much. We also could conclude that there were no bigger differences in what the employers looked for with an eventual employee in our different countries. We also could conclude that the employers on the whole generally rated soft skills higher than pure technical skills which was a bit unexpected for us. We identified some different work roles within IT that our students could take in eventual transnational mobility and established which learning outcomes would be proper for the different roles.The information gathered is also used in the teaching at all the participating schools and thus increased the quality of teaching at these establishments with a wider and deeper international perspective.Hopefully this will help our organisations with the documentation during transnational mobility and also help others as well. One unexpected outcome was that one of the participants is now involved in writing new national curriculums within their educational system on secondary level, partially due to their involvement in this project!Experiences from this project is now also included in the teacher training program at the portuguese organisation.