The methodology adopted with ADAPT and proposed here as a repeatable model represents the summary of various remarks developed in different disciplinary contexts: economical, sociological and pedagogical contexts dealing with eco-development, local development and the features of labour market and flexibility of skills and competencies. As a matter of fact, the limited boundaries of reasoning within separated disciplinary contexts appear more and more clearly.
This method is proposed as a summary and action planning of the notions developed inside the various disciplinary contexts. It also aims at breaking off with an idea of vocational training which is now obsolete (and proposed, as it was said before, with the present European Social Fund’s programmes) and creating a new model which should be able to seize changes and transformations. The repeatable elements which mark the model proposed are the following:

• Enhance local resources (work on the existing resources and, at the same time, enhance them). When we talk about resources here, we mean both competencies already existing and local (tacit and explicit) skills and knowledge, environmental resources, vocations of the area, etc. The same intervention philosophy is adopted both in finding out the project sectors/ideas and in the kind of didactic project: elaborate and guide the (tacit and explicit) proposals offered by the area, enhance the resources already existing (ideas, competencies, natural resources, etc.); fill the gaps through a kind of training purposely adjusted for a special kind of users. The research-intervention and local animation stages are those allowing to identify these resources.
  Vocational training becomes the container where the elements that came out during the previous stages are elaborated and examined closely.
  In this way, vocational training is qualified as a wide growth process of the local productive structure and of the individual competencies and/or a process leading to the creation of new business initiatives and also as an opportunity to create a kind of development which is compatible with the environment.
  Substantially, the training project should activate a process starting from the identification of development opportunities and from the enhancement of resources offered by the area through the designing of specific local development projects; it should involve a group of people motivated and interested in the same projects (this is a very important aspect for successful training activities!); it should also remain tightly linked to the area both through the involvement of local stakeholders and witnesses during the training and accompanying the implementation of projects for which a (technical) support is foreseen in its starting stage.
• Flexible didactic programmes which should be adjusted to the needs of participants and based on the analysis of the needs to have competencies in the implementation of project’s objectives.
• Direct contact with the users and their engagement according to the development projects to be implemented.
• The tutor’s main role is to animate the area at a local level and design training programmes; they guarantee the connection and direct contact with the users. The method adjusted with ADAPT is focused on the role played by local teams, i.e. people living and working in the area and becoming a connection between the area, the group of participants and the group coordinating and supplying technical/scientific support to all project activities. These people guarantee the connection and coherence between the local resources to be enhanced, the opportunities to be exploited and turned into local development ideas and competency needs of participants. Moreover, they manage training activities in the framework of their tutoring function, a key function which should design - together with the coordinating group - didactic activities and re-adjust them during the training according to the progress of activities and to the participants’ attitudes. Finally, the tutor should design and support the final intervention stage, i.e. assisting and accompanying business activities.
• Organization of practical training sessions. This kind of activities is very important for a training programme, especially if it is addressed to adults. As a matter of fact, the main learning process for adults is based on direct experience, therefore, practice sessions are one of the activities with the highest degree of learning within a training experience. Therefore, these activities should be well designed for an active participation of trainees into the "production process" which is the training object. If training action is large enough, it would be better to design two kinds of practical activities: orientation activities and more practical activities.
• Continuous comparisons between the different contexts involved in the project. If the project foresees the simultaneous implementation of training activities in different areas (several training courses) the comparison between these different contexts becomes an opportunity for common growth and stimulates the participants to realize personal projects.
• Creation of an after-course accompanying stage. Vocational training actions usually finish when theory courses are over. Since the model proposed is outlined as a process formed by a series of actions, the theory stage should be followed by an individual or group support and accompanying stage. The various stages of this project can be designed together with the participants during the final theory stage, through the writing of a working plan which includes the subjects and modalities for the next interventions. This can be done through the interventions of experts on specific subjects, through consulting, tutoring the start of new business activities, etc..