Anja Heikkinen& Eeva Lamminpää
Culturally embedded actor-based approach and deconstructive action research approach
Recent projects with European partners have included the actor-based cultural approach in studying gendering of competences (GENDERQUAL) and the deconstructive action research approach in evaluation of exclusiveness of (vocational) education through re-integrative programmes. Both methodological approaches are cases for discussing the options of cross-cultural research on (vocational and adult) education.
See outline of approach / issues for discussion: [1] [2]

David Raffe
Comparative analysis of transitions from education to work in Europe
Recent projects (CATEWE) have compared national survey data on the transition from school to work in several European countries. They identify issues of availability and comparability of data. Underlying these technical problems is a conceptual issue: if the aim of the research is to explore differences in national transition systems, how is it possible to compare data which are defined and constructed in terms that are specific to national systems?
See outline of approach / issues for discussion

Jean-Paul Reeff
New assessment tools for cross-curricular competencies in the domain of problem solving 
Assessment tools related to the ability of problem solving in large scale international comparative studies have been analysed (NATCCC-PS network), including educational indicators and a model curriculum analysis on the understanding of problem solving. The analyses was aimed at an inventory to determine the role which the 'problem-solving ability' plays in vocational training. 
See outline of approach / issues for discussion