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In the earlier phases of European cooperation VET researchers had to use quite a lot of time to present their own VET systems (and related cultural conventions) and to learn from each other. During the last ten years this need has been reduced because the active researchers have started to become familiar with the VET systems and cultures of their counterparts. Moreover, due to the globalisation of markets (and the related redistribution of employment opportunities) it has become clear that the VET researchers have take into account wider contexts than the emerging European Educational Area.

In this effort to widen their horizons the European VET researchers have got valuable help from the regular visitors from Australia and Canada (Quebec). This year, I could notice an effort to deepen the trans-continental dialogue between Europeans and Australians and to explore new frontiers of knowledge development. Below, I will present some rearks on two sessions that merit further attention:

1. The symposium "Looking at Europe and beyond: Synthesising European and Australian findings on workplace learning" (Session 8C) presented parallel empirical findings from Australia, Denmark, the Netherlands and the United Kingdom. In addition, Alan Brown presented a paper on which he had started to cluster the findings for further conceptualisation. This stimulated a discussion on the following questions:

• What kind of commomwealth of knowledge (on workplace learning) is being developed?
• What kind of countries ae involved (and which are not involved) in the said exercise?

The first question referred to the fact that exemplary cases highlighted the contrast between formal education and training provisions (in the prior learning histories) and the informal and 'open context' learning that characterised their current learning alongside working. In the light of the exemplary cases this was a matter to be analysed in the course of the transition from education/training to working life. However, it remained unspecific, how these findings could be related to the delopment of VET provisions.

The second question referred to the fact that countries involved were characterised by relatively clear demarcation lines between the realm of education/ training and the world of work. (In this respect  countries like Denmark and the Netherlands are clearly different from Germany and Switerland). Therefore, the whole gallery of countries represent VET cultures in which VET is perceived as preparation for working life rather than integration and enculturation into the world of work. This, obviously, is related to the assumptions how VET provisions are expected to take into account the contextual, organisational and communicative challenges that are related to modern working life.

2. The questions that I raisd above provided the starting point for the theoretical explorations of Len Cairns (Monash University, Australia) with the heading "The PAM model of adult learning: Being there". Looking back, the theoretical model of Cairns - based on the coordinates "Place", "Agency" and "Mindfulness"  is not only an essential  starting point for the adult learning histories and for developing adult education provisions (as Cairns proposed it). To me, these coordinates were also helpful for analysing wider social assumptions on learning at workplace and/or on vocational learning. However, when taking into picture other concepts from other lingual contexts it is essential to note what kind of changes of perspective are taking place in the respective analysis. This can be demonstrated with the following concentric circles:
a) individual/situated learning: Place - agency - mindfulness
b) workplace-based/organisational learning: Space for activity - Opportunity for participation - Scope for social shaping,
c) vocational-systemic/ socio-culturally specific learning: Connectivity (or Lack of connectivity) between the mode of acquiring competences, the entry to labour market and the general career models in woring life.

It is clear that the underlying assumptions on vocational/ work-related learning are not clarified by quick footnotes to conference papers. However, it is symptomatic that these questions are catalysed by dialogu between Europeans and Australians. In this context it is wirthwhile to note that Australian universities are more closely analysing and supporting the development of new VET structures in the Asian countries that are profiting from the redistribution of industrial workplaces on global markets.

These quick remarks provide an insight into the wider international dimensions that need to be considered in the future VETNET programmes. Howver, one thing is clear. The issue "Looking at Europe and beyond" was not exhausted with one symposium.

Pekka Kämäräinen

For several years the VETNET network has had a tradition to organise two joint plenary sessions that have a somewhat different character. Recently the Opening Colloquium has been profiled as a more conceptually oriented event (although with a clear relevance for European policies). The VETNET Forum has been developed towards an event that challenges the European VET researchers to consider their role (and possible contribution) to the development of European VET policies.

This year there was an interesting tension between the two sessions. On the one had the Opening Colloquium drew attention to the discussions on the reform of VET in Switzerland (which is not a member of the European Union or of the European Economic Area). On the other hand the VETNET Forum focused on the current phase in the preparation of the European Qualification Framework (EQF) - a European policy process that concerns primarily the European Union and the European Economic Area. In this respect the two sessions could have landed into discussions that would have had very little in common. Yet, after the event it is possible to note that this was not the case.

The Opening Colloquium was based on the keynote lecture of prof.em. Rolf Dubs from the University of St. Gallen. In his lively way he managed to chase away stereotype pictures of Switzerland as a self-sufficient fortress that is happy with its own traditions and sceptical vis-à-vis foreign ideas. Instead he gave a picture of dynamic debates in the need to reform the Swiss system of apprenticeship and on the willingness to consider aternative options. In this context comparative analyses onthe developments in the neighbouring countries (e.g. Germany, France and Austria) and outside Europe have had a role to play. Equally, the presentation provided comparative insights into the performance of school-based VET and dual models of apprentice training in Switzerland. All these analyses gave rise to proposals for revitalising the dual system and into enriching into 'trial system' by introducing bridging learning arrangements between traditional full-time education and traditional workplace-based learning. In this respect the main question for Dubs and for his commentators was 'how to make vocational learning meaningful and perspective-opening both for the learners and for the receiving enterprises'. (We hope to get more material on the web page of the session 4 in the coming days).

This year the VETNET Forum was dedicatd to joint re-examination of the preparation of the European Qualification Framework (EQF) in a policyprocess that was steered by the European Commission. On behalf of the VETNET network I presented the bakground of the EQF and gave the floor for the speakers who provided insights into the current phase. Dr Jörg Markowitsch provided a closer look at the most recent phase of the preparatory process. In the next speech prof. Georg Spöttl drew attention to different - and often mutually contradicting expectatons that have been raised during the preparation of the proposal. (We hope to get the contributions of the two speakers in the coming days; the main points of my introductory input have already been presented in an earlier blog entry).

The subsequent discussion was lively and constructive an it merits a more thorough re-examination than is possible at the moment. Of the many important points that were raised it is worthwhile to mention the following ones:
a) Since the European Commission has finalised its own position on EQF the debate has moved to a new phase. Yet, in the current phase all the unresolved contradictions will appear once again as concrete problems how to relate the national and sectoral frameworks to the EQF.
b) The final phase of the preparation has been characterised by some pragmatic compromses (e.g. disconnecting the EQF and the ECVET from each other). This (together with some tacit agreements on the concepts to be used) will make it more difficult to see what the actual role of EQF will be in the  next phase.
c) The hopes on the usability of a context-neutral European framework were related to the perspective of reaching common agreements on the levels of competences (and on different aspects of competences to be related to these levels).  Yet, in the light of the most recent discussions it appears that the interpretation of the levels is far more context-dependent and culturally specific than has been anticipated by promoters of 'European transparency'.

Yet, already in the open discussion strong points were made that the discussion is heading towards new frameworks and that European VET researchers cannot remain passive. In particular the new member states and the candidate countries consider it necessary that European experts participate in the process with constructive contributions. In this respect my proposal for the VETNET Forum was to start a process of policy motintoring and policy analysis that will be concluded via a specific document ("The VETNET Memorandum") at the ECER'07. This proposal was greeted and subsequently agreed in the VETNET General Assembly. In order to proceed in the work the speakers were requested to submit their contributions to support the further discussion. In the next few days some decisions will have to be taken how to organise the discussion.

Pekka Kämäräinen

ECER'06 was organised during three active conference days in Geneva. This year the conference was closed alrady on Friday and no programme-related sessions took place on Saturday. Therefore, the VETNET programme was tightly packed to the the three days and most of the time there were three sessios running parallel to each other (during some slots even four sessions).

Most of the VETNET sessions were based on individual papers. However, as has been the case for many years, a considerable number or symposia and round tables were organised as well. Furthermore, some 'workshops' were piloting with a mode of work that mobilised the participants into creative group work.

The main theme of the whole conference was "Transforming knowledge". One can raise the question whether such a universal idea can be incorporated into the specific contribution for VETNET sections. Yet, when analysing the work in some sessions it is possible to note some tranisional or transformative tenedencies. To some extent this is related to the way in which 'knowledge management' or 'knowledge proesses' were related to the potentials of vocational learning. To some extent this is related to the importance of European and international cooperation in promoting knowledge enrichment. (I will explore these aspects in my forthcoming blog entries.)

One of the concerns during th preparation was the role of "European dimension" in the contributions. The main problem was how to overcome the financial restrictions that threatened to minimize the participation of European cooperation projects. Thanks to the support of the Swiss government and to the flexibility of the participants this risk was avoided. In fact, issues with strong European relevance were raised and discussed in several sessions. Furthermore, some sessions tried to take further steps towards trans-continental dialogue between European researchers and their counterparts in other global regions. (I wll also explore these aspects in my forthcoming blog entries).

One of the general issues to be considered across these reports and messages is the role of VETNET as the umbrella network for European research in vocational education and training (VET). In this respect the earlier years have alredy provided ECER an VETNET a natural role as the annual meeting point and the central platform for European researchers. Also, during the most  active years of researchers' partcipation in European programmes the role of VETNET has been crucial for 'networking the networks' and for knowledge evelopment across projects and initiatives. From this point of view both VETNET and the researchers are ging through a transitional period. However, as the VETNET plenary sessions demonstrated, the European VET researcher are geing ready to discuss new initiatives and give VETNET a more proactive role. (I will also report more on these developments in my next blogs.)

The VETNET assembly in Geneva marked the 10th anniversary of the first VETNET meeting since the network was founded by the board of the European Educational Research Association (EERA). The next ECER will mark the 10th anniversary of the presence of a VETNET programme at ECER. I hope that these 'reports and messages' will carry some impressions and experiences from Geneva to the preparation of the way forward.

Pekka Kämäräinen