During the passed years several ECER-events (www.vet- research.net) have drawn attention to the role of 'action research' or 'accompanying research' as a support for innovations in the field of VET. The emphasis has shifted from sharing information on national and regional approaches to reflection on the role of these methodologies within European cooperation's. As a consequence, the previous ECER 2004 events have provided starting points for further debates (de Bruin, Westerhuis 2004) but there has not been yet a consequent follow-up approach. In a similar way the theme 'learning regions' has been discussed for some time within European innovation policies. To some extent these debates have included the field of VET and of supporting learning processes for all actors from industry, VET and research (three pillar regional innovation networks). Regional networks for qualification and learning are based on partnership between enterprises and other regional 'knowledge institutions' including universities, innovation centres, technology centres, and vocational education and training providers. Yet, the role of education and training in the context of regional development has been discussed in a somewhat sporadic manner (see Davoine et. Al. 2003). There has not been a coherent framework for analysing the innovative contribution of education and training provisions and for analysing the utilisation of such potentials in broader regional and societal contexts. The presentations of this round table try to take the debate further by discussing the potentials of action- oriented reseach methodology in linking the contribution of VET (or work-related learning provisions) to broader regional and societal innovation agendas. The round table will focus on crossing frontiers in (and between) advanced quantitative and qualitative research methods in research and innovation in VET and regional innovation research. The contributions arise from different national innovation programmes and they have a different view on the possible role of education and training providers in the respective action contexts. Furthermore, the presentations represent different evolutionary phases of the said approach. The following presentations are envisaged: 1. The presentation of Ludger Deitmer (ITB, University of Bremen, Germany) is based on the work of the programme coordination unit of the German VET-related innovation programme "Neue Lernkonzepte in der dualen Berufsausbildung" during the years 1997-2003. The main thrust of presentation is to discuss whether the dialogue- oriented evaluation approach (at the programme level) has had the kind of impact on individual pilot projects as has been expected. Just practising evaluation with little effects on the every day practise of the actors involved up to be able to formulate new solutions or to make new decisions which effects on the action patterns of the people involved. In the latter case the impacts of the evaluation would have a structuring impact on the organisations behaviour and enhancing goals, relationships and co-ordinated action plans. I will argue that there is a systematic difficulty of 'translating' evaluation results and outcomes into the everyday organisational routines and that the effect are not so far reaching as some one may assume. 2. The presentation of Bernd Hofmaier (Halmstad University, Sweden) draws upon research on regional innovation activities with a focus on improving working conditions, organisational efficiency and inter- organisational cooperation. The presentation will also draw upon the continuation work of a joint European project on analysing the co-evolutive potential of public-private partnerships ("COVOSECO"). The role of education and training provisions is discussed from the perspective of promoting a capability for networking and inter- organisational learning in a regional context and innovation clusters. 3. The presentation of Anneke Westerhuis (Cinop, The Netherlands) is related to a curricular transition towards competence-oriented learning and training (CLOP) in the Dutch VET system. This transition is closely linked to efforts to improve the regional cooperation between VET providers and the regional enterprises. In this context CINOP has developed an action-oriented methodological concept (the "CLOP-scan") helping VET schools (local actors) in evaluating the progress of this transition process and it's priorities, while monitoring the implementation of competence-oriented learning in at system level at the same time. 4. The presentation of Pekka Kämäräinen (Jyväskylä Polytechnic, Finland) tries to link some of the above discussed elements to an emerging strategy to promote regional innovations and networking based on a collaborative research & development strategy of the Jyväskylä polytechnic and its regional partners. The round table (90 minutes) is based on 'work in progress' and on preparation of a related plan to promote knowledge sharing before and after the conference. In this context the contributors seek to develop complementary platforms for mutual learning and methodological debate. The workshop could converge and diverge around three questions: 1. What are relevant methods to be considered as an appropriate evaluation and support approach to action research in VET and regional development? 2. What kind of experiences have been made with distinct action research and accompaniment methods? 3. What would be the future research agenda in order to strengthen evaluation research in VET innovation processes? Some selected relevant references for the contribution: DAVOINE, E./ DEITMER, L./ FLOREN, H. / HEINEMANN, L./ HOFMAIER, B./ JAMES, C/ MANSKE, F./ URSIC, D./ TURNER, L. (2003) Final report: Improving the European Knowledge Base through formative and participative Evaluation of Science-Industry Liaisons and Public-Private Partnerships (ppp) in R&D. COVOSECO thematic network project, EU STRATA 5th framework programm, University of Bremen, ITB. www.itb.uni-bremen.de/projekte/covoseco/index DE BRUIN, WESTERHUIS (Ed.) (2004) Research and Innovation in vocational education and training: A European discussion, Cinop: Hertogensbosch DEITMER, L., FISCHER, M., PRZYGODDA, K., RAUNER, F., RUCH, H., SCHWARZKOPF, K., ZÖLLER, A. (2004) Neue Lernkonzepte in der dualen Berufsausbildung - Bilanz eines Modellversuchsprogramms der Bund-Länder-Kommission (BLK). W. Bertelsmann, Bielefeld FLOREN, H. HOFMAIER, B. (2003) Investigating Swedish project networks in the area of workplace development and health promotion by an support and evaluation approach, Halmstad University, School of Business and Engineering; Research paper HOFMAIER, B. (1999): Regional Development and Learning: Case Studies in Southern Sweden. In: B. Nyhan/ G. Attwell/ L. Deitmer (eds.): Towards the Learning Region. Education and Regional Innovation in the European Union and the United States. Thessaloniki MANSKE, F.; MOON, Y.; RUTH, K.; DEITMER, L. (2002): Ein prozess- und akteurorientiertes Evaluationsverfahren als Reflexionsmedium und Selbststeuerungsinstrument für Innovationsprozesse. In: Zeitschrift für Evaluation. 2, 245 ff.