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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