• Re-Enter and Reconnect-But Whose Problem is it?.- Engaging to Learn: Situated Learning and Re-Integration for Young People.- Situated Learning for Social and Vocational Integration in Germany.- Situated Learning Embedded in the Idea of Route Counselling.- Situated Learning as a Challenge for Teachers and Trainers.- Re-Enter Initiatives in the Context of Integrative Vocational Education and Training.- Re-Entering Transformable Labour Markets and the Role of VET.- Suggestions for Improving the Framework Conditions for Re-Enter Initiatives.- Summarising Conclusions and Recommendations for Practice.

From the reviews: "The approach adopted is based on interesting and intermingled concepts including the concept of Learning Communities centred on Practice (LCPs) intended to capture the important features of both the individual and the societal parts of the 're-inclusion' process. [...] The good practices identified constitute an enrichment in terms of research and policy recommendations, given that the contributors come from six countries representing different educational and VET traditions, cultures and policies...]." (M'Hamed Dif, University Louis Pasteur of Strasbourg, France)

• Re-Enter and Reconnect-But Whose Problem is it?.- Engaging to Learn: Situated Learning and Re-Integration for Young People.- Situated Learning for Social and Vocational Integration in Germany.- Situated Learning Embedded in the Idea of Route Counselling.- Situated Learning as a Challenge for Teachers and Trainers.- Re-Enter Initiatives in the Context of Integrative Vocational Education and Training.- Re-Entering Transformable Labour Markets and the Role of VET.- Suggestions for Improving the Framework Conditions for Re-Enter Initiatives.- Summarising Conclusions and Recommendations for Practice.

From the reviews: "The approach adopted is based on interesting and intermingled concepts including the concept of Learning Communities centred on Practice (LCPs) intended to capture the important features of both the individual and the societal parts of the 're-inclusion' process. [...] The good practices identified constitute an enrichment in terms of research and policy recommendations, given that the contributors come from six countries representing different educational and VET traditions, cultures and policies...]." (M'Hamed Dif, University Louis Pasteur of Strasbourg, France)

• Re-Enter and Reconnect-But Whose Problem is it?.- Engaging to Learn: Situated Learning and Re-Integration for Young People.- Situated Learning for Social and Vocational Integration in Germany.- Situated Learning Embedded in the Idea of Route Counselling.- Situated Learning as a Challenge for Teachers and Trainers.- Re-Enter Initiatives in the Context of Integrative Vocational Education and Training.- Re-Entering Transformable Labour Markets and the Role of VET.- Suggestions for Improving the Framework Conditions for Re-Enter Initiatives.- Summarising Conclusions and Recommendations for Practice.

From the reviews: "The approach adopted is based on interesting and intermingled concepts including the concept of Learning Communities centred on Practice (LCPs) intended to capture the important features of both the individual and the societal parts of the 're-inclusion' process. [...] The good practices identified constitute an enrichment in terms of research and policy recommendations, given that the contributors come from six countries representing different educational and VET traditions, cultures and policies...]." (M'Hamed Dif, University Louis Pasteur of Strasbourg, France)