Social exclusion represents a problem of modern societies which has even become more urgent during recent years, due to new forms of economic and social policies. Therefore international analyses of their consequences for education which at the same time may provide new perspectives are of particular relevance. The fact of young people not being able to make the transition from compulsory school to Vocational Education and Training (VET) or to work has been exacerbated in all European countries. On the one hand, in many countries high youth unemployment is to be found, on the other hand, the requirements with regard to knowledge and competences are growing. Therefore in many European countries special "measures" for re-integrating particularly the "disadvantaged" young people are being carried through. The proposed symposium is based on two EU-funded projects concerning these issues and additional comparative work carried through for a PhD thesis. It will present three interrelated papers which deal with 1) new approaches and models, viewed in a societal perspective, 2) detailed analyses of the aims and processes of existing models, 3) particular problems arising from the use of indicators for evaluation. In this way, overall aspects of educational policies are connected with - the new economic and social framework conditions, - new theoretical models for VET for disadvantaged young people, - critical aspects of evaluation as a tool for "managing" education. The Re-Integration " measures" have been analysed , during the former SOCRATES project "RE-ENTER", mostly by means of secondary analyses of project reports. Above that in a meta-analysis the guiding principles have been scrutinised and a theoretical framework has been developed. This encompasses features of the approach "action-oriented learning" and "situated learning" (according to Lave and Wenger), stressing especially the aspect of supporting young people in engaging more and more in shaping their educational pathway, with regard to work and also personal development. In the current LEONARDO project "RE-INTEGRATION" this framework is used as a means to evaluate existing Re- Integration schemes more thoroughly. The project is carried through by six partners from the countries Belgium, Finland, Germany, Greece, Portugal and the UK. In addition to the criteria regarding the learning process, as just outlined, a set of criteria has been developed which are dealing with more general issues like funding mechanisms, selection criteria, collaboration of teachers, trainers and social workers etc. This set of criteria is just being tested by carrying out field research. The theoretical framework represents a multi- level approach. Starting at the meso-level, at first the structure of the respective "measures" is analysed. From there one looks at the micro-level, the learning processes, and at the macro-level which is represented by the overall conditions in the educational system and the labour market. Thus the influences of general economic and social policies are taken into account. But the main aim of the project consists in supporting practitioners in evaluating their work, including the framework conditions at the macro-level. The first contribution by Karen Evans and Beatrix Niemeyer will present new approaches and models of good practice, based on the theoretical framework just outlined. The second contribution by Wiebke Petersen will present a particular case study: an Anglo-German comparison which encompassed extensive field work in both countries. The author defines "autobiographical action competence" as the principle aim of models of good practice. The major problem which arises from the fact that increasingly the European educational agenda is determined by external evaluation of educational schemes according to "indicators" of outcomes, promoted particularly by the OECD, is often criticised because the danger arises that educational ethics may be neglected. The contribution of Anja Heikkinen will outline some underlying societal and cultural features. Paper 1 Prof. Karen Evans University of London, Institute of Education Dr. Beatrix Niemeyer University of Flensburg, biat Berufsbildungsinstitut Arbeit und Technik Re-connection; Countering Social Exclusion through Situated Learning This paper proposes (a) new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning. b) new models based on analysis of the best of European practice using the distinctive approaches of 'situated learning' and the concepts of Learning Communities Centred on Practice (LCPs). The paper is based on a series of linked projects carried out in 6 EU member states ( RE-ENTER and RE-INTEGRATION ) between 1998 and the present time. Paper 2 Wiebke Petersen, M.A. University of Flensburg, biat Berufsbildungsinstitut Arbeit und Technik Autobiographical action competence: The principle aim of occupational and personal development of young people For an extensive Anglo-American comparison of Re- Integration "measures" for young disadvantaged people a set of criteria was developed which concerns mostly the learning process. This set is based on a theoretical framework which combines action orientated learning and situated learning in a new way. The principle aim, based also on a new theoretical foundation, should be "autobiographical action competence" which encompasses occupational competences, social competences and personal (or "self-") competences. The theoretical frameworks have been developed in close contact with empirical field research thus leading to a recontextualisation of the original points of departure. The empirical outcomes show that furthering "social skills" (primarily in the UK) on the one hand and supporting "occupational action competences" (primarily in Germany) on the other do not appear to be sufficient. Consequences also for young people who are not disadvantaged can be drawn. Paper 3 Anja Heikkinen & Eeva Lamminpää University of Jyväskylä, Department of Education Trans-national evaluation and management by projects- policies The Re-Integration project is responding to the concerns on social exclusion among policy-makers in Europe, which are e.g. indicated in socio-political and educational statements and programmes of the EU and its member states. However, inclusive programmes may also function as laboratories for the emergence of indicator or auditing societies in Europe. The underpinning ideology of mainstream education may be best identifiable among those diagnosed deviant from the so-called "normal" educational careers or patterns of life, as the other of the mainstream. The changes in evaluation of education are linked to wider shift in negotiating, organising and developing education in national and trans-national contexts. The aim of the presentation is to reflect on the connections of the transforming evaluation patterns to a more general change into management by projects-policies and to emergence of "culture of virtualism" in education. The Re-integration project is an example and a platform for discussing evaluation as an indicator of the on-going shift in national and trans-national policy-making. It is also a platform for researchers to rethink their roles and relations to other actors in the field and to develop together with them alternative visions and methods of evaluation of education, which would maintain and revitalise its ethical definitions.