That is why CVT provisions – also public ones - have to be related to the work situation of the individual learner before, during and after the courses.

From this the following challenges for training institutions can be derived - all forming new orientations away from traditional text book teaching towards the coaching of learning processes:

• Analysis of work and of motivation for learning 
• Sparring in the follow up
• Relate teaching to reality

If training organisations are to meet these challenges they themselves have to develop to become learning organisations  - for supporting learning in organisations. Some critical questions for starting this path towards becoming a learning organisation:

• Are we good at learning of own experience?
• Are there time and room for reflection?
• How do we spread experience of successes?
• Is there a ‘joint table’ on which to put all those pieces of worthy information which so many teachers and others at the training institutions gain individually?

• Verbal versus written communication?
• Systematic versus spontaneous communication?
• Individual versus collective culture?

If others are entering the road of integrated learning, conceptual work that bridges industrial sociology and VET-research/learning theories is highly recommended. It has proven to help the development of the integrated delivery in the Danish context, as well as transnational co-operation has done.