The main aim of the ExPerO project is to define a model and to realise tools able to evaluate the quality of learning outcome of the HTE, taking account the stakeholders' expectations and perceptions.

To fully understand this definition, we have to give these clarifications:

• The HTE (Higher Technical Education) is a training/educational level do to into the vocational or technical high schools. Its morphology is very heterogeneous between the institutes and countries. It can extend from 6 months to 2 years and to include different curricula in order to the different needs and request from the work local contest. Its aims are to offer full competencies in the profession whom it is aimed to.
• The HTE learning outcome is an integrated system of competencies, acquired during the HTE training, formed by knowledge, capability and professional behaviours of the trainee, which answers concretely to work needs.
• The stakeholders are entities or people that have a kind of interest on the organisation and that are able with their decisions and behaviours to influence its activities and results. In the “stakeholder approach” arises the need to take accountability of them; it is not necessary to satisfy all their expectations, but mainly to create networks and communication flows between them and the school.

To develop this big and general aim:

• We developed a theoretical model aimed to study how to evaluate the quality of the HTE learning outcome.
• We created and validate tools to collect data.
• We created tools to elaborate data and feedback
• We disseminated the results through conferences, training courses ad one hypertext

1. Theoretical model aimed to study how to evaluate the quality of the HTE learning outcome.
   In this sense we took care about the booming Customer Satisfaction and Service Quality literatures. After a deep review, we recognized the most important theoretical prospective and approaches and we tailored them to Expero aim (quality of learning outcome). In this tailoring, we have made something of new.
2. Validate tools to collect data.
   In this sense we located qualitative tools (interviews and focus group) together with quantitative ones (questionnaires) to be used as methodological choices in order to gather detailed information and standard comparable data.
3. Tools to elaborate data and feedback
   From the tools aimed to collect data we obtained a big amount of information. To manage all these data we elaborated some tools able to:
   • Compare the result by different prospective (by stakeholder, by HTE, by indicators);
   • Represent in a synthetic and user-friendly way the results;
   • Suggest new insights and proposals.
4. Disseminate the results through conferences, training courses ad one hypertext.
   The results itself are important; but their communication have the same importance. With some dissemination acts we explained - to different targets and in different ways – our reached objectives, with the aim that they could be the basis for other future research.