Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century

This issue introduces 40 research papers from more than 20 countries which have been presented on the International VET-Conference "Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century" from 2nd - 4th of September 2015 in Bremen. Boundaries defining and shaping the field of Vocational Education and Training (VET): Systems: Socio-culturally different VET systems have evolved along conceptual lines. The comparison of different skill formation systems and governance of VET systems are on the one hand of reflexive and on the other hand of practical importance in the context of international economic development and cooperation. The comparison allows for the identification of strengths as well as areas of improvement and recognising gaps. In a comparative perspective with regards to the current state as well as the necessary/possible developmental directions for the respective systems, what can we apply to the challenges of the 21st century? Institutions: Formal and informal regulatory systems have formed within the different VET systems. These are not only an expression of professionalisation but also show the system boundaries and interfaces that are alike. In these inter-institutional spaces lie ever increasing innovation potentials: What rules have been established? How do the organised division of labour institutions interact? Which cooperations and what transitions were made possible or would be needed? What solutions have been developed and what rules would be required that are different from the previously established approaches? Practices: In the institutions or systems of rules, practices have been established to cope with the central questions of teaching, learning, and competence development. Practices are constrained by the boundaries of the institution (intended practices), but also new practices (emerging) occur at this level that are both rule bound to the institutional boundaries and transcend them to create their own and original area for innovation. What are the different formal and informal practices, how do they relate to each other, and what developments are evident for the 21st century? The three levels are influenced by conceptual ideas, terms, and constructs. How do these conceptual ideas take shape, what are their boundaries, for what background are they valid, what are the underlying assumptions, what developments are evident, and which are fit for the future requirements of the 21st century? Both formal and informal learning occur at the level of skill formation systems, for example, the concept of collective and school-based VET systems, at the level of the institutions, for example, the concepts competence-based education and school-to-work transition, and on the level of practices, for example, problem-based learning and technology-enhanced learning.