Editorial: Inclusion in vocational education and training (VET)

how representatives of describe inclusion . Based on qualitative interviews with 18 administration staff representatives, the illustrate how the respondents describe inclusion from the perspectives of equal opportunity, equality and inclusiveness. The findings thus show the paradigm shift in inclusion from the old special needs support paradigm towards the new paradigm of inclusion for all. However, the authors also find that the representatives of the Finnish administration lack consideration of students’ activity in different educational communities and students ’ own experiences of being included or excluded. Based on their findings, the authors argue that explicit and