204 Nacy Krisztina — RAPos NÓRA — PESTI CSILLA process, activities, content, and assessment are assigned to rhe learning outcomes, and all these are adapted to the students" specific characteristics. Above the constructivist approach, the learning outcome-based training program development has been supported by regulatory systems (European and national frameworks) that play a significant role in todays EHEA (European Commission 2009). The European, as well as the national frameworks for teacher education refer to autonomy, and they also include the idea of collaboration, and the idea of organizational learning and learning in communities, As the interpretation of autonomy and collaboration in these documents are of a regulative nature, these concepts could serve as a basis for our analysis, Moreover, training programs can be considered as flexible and dynamic systems ensuring possibilities for articulating local needs. It is also the cross section of difference stakeholders; students, institutions and the world of work. Specific characteristics, interests and opinions should be taken into account when defining the goals and the learning outcomes of a training program. In this sense training programs are not exclusively administrative obligations, but they boil down to 1) the institutions’ philosophy and mission; 2) the discipline-related learning outcomes and goals; 3) the coherent plan of reaching and learning activities; 4) the valid and reliable pre-defined system of assessment; 5) the learning support system (cf.: Rapos-Kopp 2015: 12.). Based on this, the primary focus of our research are the training programs of institutions providing ITE. Moreover, due to the fact rhat the learning outcomes in these documents rely on competences, in the course of our study we examined the interpretation of autonomy and collaboration in the European Qualification Framework (EQF)', the National Qualification Framework (NQF) (Farkas 2016), the document of territorial qualification characteristics (TQC)’, and the document of Training and Outcome Requirements (TOR) (Ministry of Human Capacities of Hungary 2013). METHODOLOGY The system of ITE in Hungary has changed twice in the last decade, and the institutions were required to implement policy-driven educational program development all along these changes. These sudden changes and their implication for program development have several linking points to che international trends heeps://www.okcaras.hu/pub_bin/dload/LLL/ekkr/ekkr_szintleiras.pdf. http://wwwmrk.hu/wp-content/uploads/2015/06/053_pedagogus_plakar_7szint_JAV. pdf.