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The Higher Education (HE) sector in England demonstrates a tendency of diversification of their provision, specifically through developing strategies to integrate academic and workplace learning. The paper aims to consider a case study of practically-based higher education in a higher education institution in England, as an example of an industry engaged model of higher education which combines academic and practical learning, through cross-disciplinary contextually relevant curricula. The paper report on the research in progress hence findings at this stage are preliminary and speculative. This paper will specifically focus on the contextual analysis of the case study. The findings indicate that the cross-over between academic studies and practical experiences involves continuous stakeholder collaboration, aiming to foster a deep understanding of student skills and expertise such that they are able to meet unknown challenges in the context of a constantly changing world of work.&nbsp

Context:The context for this paper is strongly underpinned by the significance of the integration of education and the world of work, which has been recognised as akey issue for policy, practice and research across Europe and beyond. Approach:The four interrelated symposiumpapers focus on the complexities of work-based learning and explore itsdifferent configurations.The potential of a social ecological approach for exploring the relationships between workand learning will be considered. The papers will further draw on perspectives fromthree European countries: Germany, Latvia and the UK. Findings:Through these three cross-national case studies, the context of the workplace has been considered as a crucial indicator ofdifferentdimensions of work-related learning.The papers identify some influential interdependent and embedded processes involved, such as the consolidation of theory and practice,digitalisation, personalised workplace learning patterns and crossing boundaries betweendifferent sectors, approaches and learning routes such as work-based and Higher Education.In these processes, the central place of agency of the learning individual, needstobe taken intoaccount, and the social ecological approach provides a useful frameworktocapture the interdependent, relational and contextually embedded developments involved. Conclusion:Through these three case studies, this paper aimstofacilitate cross-nationaldiscussion of the complex nature and changing demands of contemporary work-based learning, particularly highlighting the significance of its inclusive perspective and embedded approaches.&nbsp

The symposium focuses on the role played by active citizenship and communication practices in contributing to social inclusion of young adults in vulnerable life situations. Engaging vulnerable young people through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in the social, economic and civic/political life in their country contexts. The paper draws on the key findings and conclusions of the Horizon 2020 project ‘Adult Education as a Means to Active Participatory Citizenship’ (EduMAP, 2017; 2019) conducted in 2016-2019. The project, which involved the partnership and cooperation of eight academic institutions in six European countries and one non-EU partner, aimed to advance understanding and further develop both the current and future impact of adult education on learning for active participatory citizenship in Europe and beyond. The methodological approach was based on both desk and empirical research, carried out through dedicated work packages. The project also involved undertaking a review of the relevant literature, including research publications, policy papers and statistics, relevant to the inclusion and participation of young adults. The EduMAP study involved researching 40 adult education programmes across 19 EU countries and Turkey. Fieldwork was carried out through individual and focus group interviews with 814 participants, including educational practitioners, policy-makers and young adults.

Adult Education (AE) can act as a vehicle to support transitions and cross boundaries, from school to higher education, further training or to work. Research has shown that this is particularly true in the case of young adults in vulnerable positions of disadvantaged background between the ages of 16-24 who are at a vital stage of decision making at the age of 18 (Kersh & Toiviainen, 2017). This age group experiences a double ‘crossing’; one is the transition to higher education, further training or work, the other is moving into adulthood. In this paper we aim to highlight the extent to which mentoring programme has been effective for engaging and re-engaging vulnerable young adults, and facilitating their social and economic inclusion, and active citizenship.&nbsp