Comparisons in Initial Vocational Education and Training (VET): Theoretical Frameworks and Methodological Challenges

Vocational Education and Training (VET) and VET research face fundamental challenges. In the context of demographic change and accelerating technological, societal, sustainability-oriented and economic transformations, a central question is how VET systems can contribute to finding sustainable solutions to these challenges while continuing to fulfil their core functions of fostering social integration and participation, providing a skilled labour supply for a dynamic, rapidly changing labour market, and attracting young people to vocational pathways. To meet these challenges, we need deeper insights into how VET systems are constituted and how they develop over time. This requires a comparative analysis of VET. The aim of this thematic issue is to further develop the theoretical and methodological approaches to comparing VET at different levels of analysis.  

We invite paper proposals for a special issue that explore the scientific relevance of comparison in the study of initial VET systems and the respective policy implications. Its objective is twofold: first, to encourage the systematic application of promising conceptual frameworks to empirical comparative research (international or regional comparison of VET); second, to place the methodological challenges of comparison at the centre of inquiry into VET. Rather than assembling juxtaposed (national or regional) case studies, the issue seeks theoretically grounded, explicitly constructed comparative analyses. The special issue also welcomes original theoretical contributions.

The scope of the special issue’s contributions is confined to initial VET, encompassing upper‑secondary education—including vocational orientation, vocational schools, apprenticeship systems and technical tracks—as well as tertiary‑level professional education, such as professionally oriented higher education or higher VET. Not in the focus of the special issue is continuing education or lifelong learning or purely academic education. The analytical anchor lies in vocational education organisations, systems and institutions rather than in labour market policy. Submissions should adopt systemic, institutional, organisational or policy‑level perspectives embedded in the social sciences and employ comparative designs at international, national, regional, sectoral or organisational levels. Comparative configurations may span countries, regions, sectors, vocational tracks within a country, or vocational organisations within or across countries, including multi‑case comparisons. Hence, an essential requirement is a clearly articulated comparative dimension. 

With respect to geographical scope, priority will be given to European comparisons or those involving at least one European country or case. At minimum, contributions must speak to European relevance. Extra‑European case comparison is welcome where it illuminates European VET systems or policies, or where it counters Eurocentric assumptions and broadens the analytical horizon. Processes of Europeanisation of VET merit particular attention.  Comparative perspectives may be cross‑sectional or incorporate a longitudinal or historical dimension, but all submissions must address contemporary challenges and clarify their salience for current transformations of VET systems.

Key thematic foci include permeability between vocational and general education tracks; school‑to‑work transitions; the academisation of vocational education or the vocationalisation of academic higher education; diversification and hybridisation of VET systems; skills acquisition and institutional configurations; the appreciation, valuation and recognition of VET skills and qualifications, including non-certified skills; differentiation and segmentation within dual and academic VET tracks or between professions; social inequalities within and through VET; Europeanisation processes, such as shifts towards vocational excellence; the implementation of green and digital transformations in the organisation of VET; and broader institutional restructurings. 

Submissions must present an explicit analytical framework with explanatory power and aim to advance theoretical or methodological innovation in comparative (VET) research. Relevant frameworks may includetheoretical approaches such as the Capability Approach, Varieties of Capitalism, Institutional Political Economy, the Economics of Conventions, Societal Analysis or Transition Regimes and more. In terms of methodology, qualitative, quantitative or mixed-methods designs are welcome, provided they present a persuasive comparative framework and research design, critically engage with the methodological challenges of comparison, explicitly construct comparative categories and justify case selection.

Particular consideration will be given to contributions that pioneer innovative comparative strategies, undertake epistemological reflection on comparison, provide robust empirical applications of promising concepts or move forward methodological debates in comparative VET research. This thematic issue is anchored in the social sciences including sociology, anthropology, educational science, pedagogics, political science, history and the economics of education. We especially welcome interdisciplinary contributions.

We invite comparative researchers in the field of VET to send their abstract of maximum 2 pages (excl. references) by 29th June 2026 to: christian.imdorf@ish.uni-hannover.de

Abstracts should outline the research problem (e.g. societal challenge) and the research question embedded in the literature, the comparative theoretical framework and methodology as well as some (preliminary or expected) results. It may be submitted in English or French, signalling the language of the final contribution.

The researchers will be informed of the guest editor's decision by early August 2026. The full paper of max. 50’000 characters (including spaces, notes and bibliography) will be expected by 1^st of December 2026 the latest. The manuscripts will undergo double-blind peer review, and the authors may be invited to participate as reviewers. Publication of the thematic issue is foreseen in autumn/winter 2027. All accepted articles will be published on the journal’s website https://journals.openedition.org/ress/ free of charge as open access without embargo period.