The target group of the project is SFI (Swedish for Immigrants) and vocational teachers (from Berg, Härjedalen, Krokoms, Strömsund, Åre and Östersund municipalities). These individuals are to increase their competences and acquire skills to meet the new requirement of an SFI increasingly combined with vocational training (as well as other vocational activities). This also requires platforms and networks for the exchange of experience at management level and at the organizational level. The total participation from SFI, vocational teachers and headmasters is estimated to 58 of which 20 men and 38 woman. The objective of the project is through enhanced competences for the female and male SFI and vocational teachers so that their skills match the demands of a changing educational pedagogy where SFI and vocational training (as well as other vocational activities) are combined and where cooperation at management and organizational level create organizational prerequisites for this new educational pedagogy. The background and development to an increased combination of SFI and vocational training is made clear in public debate, which is often put forward that: 1) It takes too long for the students to have completed their training. 2) The program lacks clear links to employment. 3) The Swedish National Agency for Education (Skolverket) calls for more options for students in SFI parallel with their language studies. For example, also be able to study a vocational or other training courses in adult education. In order to increase quality and efficiency of the time spent in the SFI, it is important that all activities where students can learn the language is included in the language assessment. We need to strengthen the skills in language developing working methods, increase competences for the assessment of the progression of language outside the classroom and increased collaboration between SFI and vocational teachers. On an organizational level skills and increased understanding are required to provide support and organizational conditions to these new demands. In recent years, several actors in Sweden has tested and developed methods where SFI is combined with training, practice or the like. Several benefits has been put forward for the individual, for the labor market and for the society as well. For example, it has resulted in faster language learning for the individual, greater interest from employers to take on trainees and that individuals can thus move faster to work. Stockholm and Gävleborg are pioneers in this development and there are also successful projects in e. g. Sorsele where successful results have been implemented in the actors regular activities. Many of these examples although arrives from more densely populated regions. Our region may use learnings but must however, also adapt and develop skills and models based on our conditions with a sparse population, limited student base (particularly for existing vocational training) and long distances. The individuals who the target group is working with have different backgrounds, comes from different cultures and thus often have different views on gender and gender equality. This requires a good understanding and high competence of SFI and vocational teachers with continuous new knowledge in the field.