The key interest of this edited book is in integration of students’ learning experiences across vocational education institutions and workplace settings. This is nowadays a central aspect of vocational education within universities, technical and vocational institutes, upper secondary schools and enterprise based training environments. Such educational goals came about, and have been driven by transnational organizations and governmental decisions, in response to a changing world of work, unemployment, global workforce mobility and a new economy - all acknowledging risks and uncertainties (OECD, 2009; OECD, 2010). Taken together, these are aspects that are raising the demands on the provision of vocational education, including both a quest for high quality workers as an outcome of education and training while avoiding educational blind alleys, as well as inclusion of young people who are reluctant to fully participate in education. Increasingly, major interest groups at different levels are looking to workplace-based experiences to be part of vocational educational provisions as a means to develop the kinds of knowing required to be productive in work, inform students about their preferred occupations, make judgments about suitability for a vocation of their interest, and also develop the kinds of capacities that they will require to be productive in their chosen occupations. Hence contemporary vocational education has to adapt to new groups of students to meet societal challenges and to new forms of vocational education.