Education and training systems need the right tools and processes to plan and develop their digital capacity. SELFIE for work-based learning (SELFIE WBL) provides one such tool. SELFIE stands for self-reflection on effective learning by fostering the use of innovative educational technologies. SELFIE WBL is a self-reflection tool for vocational schools that use WBL in their programmes, designed to assess digital readiness, to encourage a practice of collective reflection on the use of digital technologies for teaching and learning, and to use this reflection to make informed and collective decisions about strategy and practices at all levels. Using anonymised aggregated data, it also has a system-wide dimension, helping policymakers take action towards developing the digital capacity of education and training systems, taking into account the views and needs of school leaders, teachers, students and in-company trainers. Based on the SELFIE tool for schools developed by the European Commission's Joint Research Centre (JRC) in 2018, SELFIE WBL has the added dimension of including in-company trainers in the self-reflection process, and thus responds to the growth in dual-learning systems in vocational education and training (VET). It aims to bring VET institutions and the private sector closer in order to embed digital technology that both benefits learners and narrows the skills gap. During 2020, SELFIE WBL was piloted in nine countries. Within the European Union (EU), the JRC and the European Forum of Technical and Vocational Education and Training (EfVET) organised pilots in France, Germany, Hungary, Poland and Romania. The European Training Foundation (ETF) joined this collaborative effort to coordinate the pilots in the EU neighbourhood countries of Georgia, Montenegro, Serbia and Turkey. The overall purpose and general objectives of the qualitative and quantitative analyses of the pilot outcomes were: (1) to identify if SELFIE WBL applies to national WBL/dual VET programmes, criteria and indicators; (2) to identify the extent to which digital tools are used for WBL by students, VET institutions and companies; (3) to identify possible deviation in some specific process, criterion and/or indicator in the user groups' responses; and (4) to identify whether/how SELFIE WBL needs to change to increase its usefulness to VET institutions and companies. [For the individual country pilot reports, see ED617596 (Georgia), ED617597 (Montenegro), ED617598 (Republic of Serbia), and ED617599 (Turkey).]