This project focused on establishing a common ground for VET institutions to meet the needs of the media industry and elaborating on the skills necessary for the graduates of institutions to be competitive and useful on the field of journalism, finding the ways of incorporating the skill training into already existing curriculum of participating educational institutions - both methodology and structure-wise, verifying and optimising the designed skillsets in practice with the participation of both academic and media institutions and developing ways of including the above mentioned skillsets into the digital systems of the institutions using open source software so that it could be easily modified by third party users to fit anyone’s needs. Since ECVET is designed to address the skills rather than academic progress, it is only natural for ECVET to have become the cornerstone around which the project was built.In practice the consortium of partners from media schools decided to create a comprehensive methodology of ECVET implementation into existing LMS and convert it into a piece of programme - an application - which would ease the entire process. The DOVOS app takes the user through all necesary steps to adopt ECVET principles, connects the dots for them and offers ECVET compatible results to be printed out or exported into any API equipped environment.The project consortium consisted of four schools altogether. Three of those being media schools - Vyšší odborná škola publicistiky in Prague, Czech republic; Thomas More Univerity College in Mechelen, Belgium and University of St Marc and St John in Plymouth, Great Britain. The partner selection was based on previous experience both on curricular and personal level. We needed partners with relatively similar study programme to be able to co-ordinate testing and quality assurance activities on roughly the same level and similar time scope.The fourth partner was invited from University College Leuven-Limburg, in Belgium, to supervise methodology creation and provide pedagogical context and supervision in all activities since they have long focused of technology implementation into educational process.The above mentioned brief structure of the project reflects the adopted quality assurance circle (as described by EQAVET) of planning, evaluation, implementation and review. In the project these are represented by developing the methodology of implementing the ECVET principles into LMS and portfolio systems, designing a working application and building the skillset background for learning unit creation (planning). All the activities were distributed evenly among the patners and at key moments submitted for evaluation to maintain fresh perspective and quality.Implementation was carried out during 3 media weeks which brought work-based learning activities, testing ground for the plugin, methodology and skillsets and last but not least mobilities for the students to work in the international teams under the supervision of local media institutions (e.g. BBC). The media representatives could actively comment on the implementation of the skillsets, they had previously been asked to help set, by providing the publishing as well as gatekeeping opportunities. The students undergone a first-hand experience in co-operating closely with media and their peers from other countries overcoming cultural, language and social differences as well as providing a learning unit verification in the process. The educational institution representatives were able to implement, evaluate, review and often optimise the learning unit design and coherence. The combined live and virtual mobility of the media weeks allowed the real-life simulation to be complete in terms of the media production process (pre-production, production, post-production), selected skillset definition, use and evaluation and application data transfer, processing and output customization.During the disseminatin process the partner institutions attended conferences, held workshops and were actively engaged in professional dialogue with media houses both before and during the quality assurance activities. From the feedback received from both media representatives and media schools alike there is a strong need for a system that can actively monitor individual students skills, knowledge and competence framework and development, access not only hard skills but mostly soft skills and attitudes and ensure greater quality control over work-based learning process and agenda setting.The DOVOS partnership believes the project outputs may well be the asnwer to that call.