A look at various methods of evaluating vocational education and training in Europe shows traditional practices (correlated with results and objectives) using new interactive approaches. Because of the great variety of situations, levels of awareness, diversity of tools, and multiplicity of participants, the improvement of evaluation practices could not be linear. The conditions for implementation of an interactive evaluation are established gradually. Interactive approaches are being implemented by the structuring of the dialogue between representatives of employers, public authorities, trainers, and trained persons. With both traditional and interactive approaches being used, more can be known about the effects of program implementation, such as the duration and the quality of alliances, the motivation of contributors, the creation of a set of reference values, the continuity of the dialogue, and the gathering of evaluation results for the improvement of vocational training. The countries which have tried to improve the evaluation process have achieved progress in several directions: (1) the development of exchanges between institutions; (2) the establishment of reliable local data; (3) the progress of research; (4) development and diversification of partnerships; and (5) increases in the volume, scale, and diversification of joint financing schemes. Other types of improvements include increased cooperation among the countries, identity, and access to vocational training. (Contains 11 references.) (KC)