Conference Agenda
| Session | ||
02 SES 10 C: Excellence and Inclusion
Paper Session | ||
| Presentations | ||
02. Vocational Education and Training (VETNET)
Paper Towards an Inclusive VET Ecosystem: A Systematic Review of Pedagogical, Digital, Wellbeing, and Transition Support for Learners with Diverse Needs University of Eastern Finland, Finland Presenting Author:Context: Several United Nations agencies mandate the provision of inclusive vocational education and training (VET) for students with special educational needs (SEN). Nevertheless, despite these robust international commitments, empirical evidence supporting inclusive VET remains dispersed across multiple disciplines, national contexts, and thematic areas, resulting in a lack of cohesive synthesis of policies and practices. Therefore, this systematic review intends to ascertain evidence on inclusive VET across four analytical domains: 1) pedagogy, 2) institutional support, 3) school-to-work transition, and 4) digital tools and mental health.
Research Questions: This systematic review was guided by the following specific research questions: RQ1: Which pedagogical approaches and life skills are implemented in inclusive learning support for SEN learners in VET? RQ2: What are the various institutional support mechanisms for SEN learners in VET programmes? RQ3: What are the various transitional practices for SEN learners in VET? RQ4: What are the various digital tools used and mental health support offered to SEN learners in VET? Theoretical Framework: This review adopts the ecological systems theory framework, primarily based on Bronfenbrenner's (1979) model, to explore the complex factors influencing inclusive VET. This approach facilitates the analysis of how different systems (such as teacher-student interactions and teaching methods), mesosystems (like school-to-work transition programmes and institutional support), exosystems (including VET policies and funding for digital tools), and macrosystems (such as international agreements like CRPD and national disability rights laws) interact to shape the experiences and outcomes of SEN learners in VET. Additionally, the study is guided by critical disability studies, which emphasise the social construction of disability and call for systemic changes rather than focusing on individual deficits. This dual theoretical perspective provides a thorough understanding of both the practical implementation of inclusive VET and the broader societal and policy contexts that either support or hinder true inclusion. The international scope of the review, covering 18 countries, offers a strong empirical foundation for cross-national comparisons and the identification of transferable best practices and systemic obstacles within the European and global VET environments. Methodology, Methods, Research Instruments or Sources Used Approach: Adhering to PRISMA guidelines, a search was conducted across five databases (ERIC, Web of Science, PubMed, Google Scholar, and Scopus) and through manual searches of four principal VET journals from January 2008 to April 2026. Conclusions, Expected Outcomes or Findings Findings: The review included 40 peer-reviewed empirical studies from 19 countries across four analytical domains: pedagogy and life skills (n = 22), institutional support (n = 22), school-to-work transition (n = 28), and digital tools and mental health (n = 6, all with partial focus). Data across the studies were mainly from 1) SEN students, 2) parents of SEN, 3) teachers/staff of VET, and 4) experts of SEN-VET. Across the studies, four cross-national themes emerged, which are 1) a universal gap between policy and practice, in which inclusive VET is widely mandated but inadequately implemented; 2) the VET teacher serves as the de facto inclusion system, with institutional support fragile because it relies on individual teacher commitment rather than structural design; 3) a pre-VET bottleneck, in which the transition from school to VET is the strongest predictor of long-term Not in Employment, Education, or Training (NEET) risk for learners with SEN; and 4) a critical oversight in digital and mental health, with no primary-focus studies addressing artificial intelligence, assistive technology, or mental health specifically within VET for SEN students. There are different VET systems among countries; however, some countries consistently yield stronger outcomes. Conclusions: Achieving inclusive VET requires a systemic approach rather than relying on individual efforts alone. The evidence points to four priority actions: 1) addressing the universal policy-practice gap with accountability mechanisms, 2) reducing the burden on VET teachers by strengthening institutional support structures, 3) mitigating the pre-VET bottleneck by having early transition planning with employer and VET provider involvement, and 4) closing the critical evidence gap in digital and mental health requires targeted research funding for assistive technology, AI tools, and wellbeing interventions in VET contexts. References Urie Bronfenbrenner. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Cedefop. (2016). Leaving education early: Putting vocational education and training centre stage. Publications Office of the European Union. Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221 OECD. (2018). Equity in education: Breaking down barriers to social mobility. OECD Publishing. Matthew J. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n. 71. https://doi.org/10.1136/bmj.n71 Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews. ESRC Methods Programme. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45 UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education All Means All. UNESCO Publishing. 02. Vocational Education and Training (VETNET)
Paper Understanding Vocational Excellence and Inclusion in European VET: Insights, Challenges and Limitations from a Cross-Country Documentary Analysis 3s research laboratory, Austria Presenting Author:This paper begins from a basic yet fundamental question: how can the concepts of vocational excellence and inclusion in VET be meaningfully researched? Both concepts have gained substantial prominence in European VET policies over the past 25 years, yet the exploratory analysis underpinning this contribution demonstrates that neither is clearly or consistently defined. Instead, they are multifaceted, interpreted differently across countries and influenced by diverse theoretical perspectives and stakeholder positions. This conceptual ambiguity complicates any systematic analytical attempt - yet it also offers a unique opportunity to reflect on how research can capture evolving, diffuse and politically loaded concepts. Building on this starting question, the paper presents and critically discusses a cross-country research approach used to investigate how excellence and inclusion appear in national VET policy documents from the past 25 years and to what extent these can be considered as contradictory or complimentary objectives (Cedefop, 2025). An exploratory analysis of academic and policy-related international research literature was conducted. It shows that the two concepts are sometimes understood narrowly – for example, focusing only on specific target groups or specific institutional dimensions – while broader interpretations view them as essential, mutually reinforcing components of high-quality VET systems. In such holistic understandings, excellence is linked to quality, diversity and innovation, while inclusion relates to equity, participation and ensuring that all learners can succeed (see also e.g. Mironov et al., 2024; Hazelkorn & Klemencic, 2022; Hornby, 2020). The exploratory analysis resulted in the identification of aspects or attributes that are frequently associated with these concepts and that can be used as ‘signals’ for vocational excellence and/or inclusion when analysing national VET policy documents. To structure these signals, an analytical framework was developed drawing on a refined three-perspective model (socioeconomic/labour-market; epistemological/pedagogical; education system perspectives) that was initially designed to analyse conceptions of VET among different countries and changes in them over time (Cedefop, 2023). For the purposes of this study, it was adapted to focus on selected dimensions and aspects (‘signals’) relating specifically to excellence and inclusion. In addition, the concepts of vocational excellence and inclusion were linked to the ‘orders of justification’ which can be used to understand the different rationales and values that underpin educational practices, policies and stakeholder expectations (see e.g. Berner and Gonon, 2016; Imdorf & Leemann, 2023; Smeplass et al., 2024). The paper presents this research not only for its empirical insights from the analysis of VET policy documents from 30 countries but also as a reflection on and illustration of the possibilities, challenges and methodological limitations of researching excellence and inclusion in VET. The contribution therefore moves beyond describing findings to critically reflect on what the approach chosen can – and cannot – capture when researching complex and evolving VET objectives across diverse national contexts. The paper draws on a recently published study conducted by the authors (Cedefop, 2025). Its aim is to critically reflect on the methodology applied, as well as on the limitations and potentials of researching excellence and inclusion in comparative VET studies. Methodology, Methods, Research Instruments or Sources Used The findings show inclusion is referenced more frequently in the VET policy documents analysed, especially in legislation, while references to excellence have increased notably since around 2014. Over time, inclusion has broadened from a narrow focus on specific vulnerable groups to a wider understanding that emphasises VET for diverse learners and lifelong learning. Excellence-related policy documents tend to focus on high-quality provision, institutional modernisation and responsiveness to labour market needs, while inclusion-oriented documents highlight guidance, support, flexible pathways and removing barriers. Many policy documents address both objectives, but the relationship between them is not always explicit or coherent. Some countries treat excellence and inclusion as complementary; others separate them across different policy spheres. The emerging idea of ‘inclusive excellence’ appears in discourse (see e.g. Majumdar, 2023) but is not yet firmly embedded in national policy frameworks. From a methodological standpoint, the paper concludes that researching excellence and inclusion through document analysis is feasible and informative. The approach taken allows systematic comparison across countries, highlights temporal developments and identifies patterns of emphasis or neglect. It allows to gather informed perspectives on national VET priorities and trends, even though the limited selection of five documents per country may not have captured the full spectrum of policy shifts and reforms over the past 25 years. However, this approach is also constrained by conceptual ambiguity and the absence of shared definitions, variation in whether concepts are explicitly named or implicitly embedded in policy documents and differences in national policy traditions, which shape how excellence and inclusion are understood and promoted (combined or separated). Other challenges refer to the documents selected that vary in scope and legal status and to the limits of policy texts as evidence as many policy documents do not provide explicit information regarding their underlying justifications (i.e. the reasoning behind policy choices). The aim of the paper presentation is to discuss the concepts of inclusion and excellence in VET with research colleagues and to stimulate an exchange on research approaches, with a view to refining these concepts and addressing them more effectively in comparative studies. Conclusions, Expected Outcomes or Findings The findings show inclusion is referenced more frequently in the VET policy documents analysed, especially in legislation, while references to excellence have increased notably since around 2014. Over time, inclusion has broadened from a narrow focus on specific vulnerable groups to a wider understanding that emphasises VET for diverse learners and lifelong learning. Excellence-related policy documents tend to focus on high-quality provision, institutional modernisation and responsiveness to labour-market needs, while inclusion-oriented documents highlight guidance, support, flexible pathways and removing barriers. Many policy documents address both objectives, but the relationship between them is not always explicit or coherent. Some countries treat excellence and inclusion as complementary; others separate them across different policy spheres. The emerging idea of ‘inclusive excellence’ appears in discourse (see e.g. Majumdar, 2023) but is not yet firmly embedded in national policy frameworks. From a methodological standpoint, the paper concludes that researching excellence and inclusion through document analysis is feasible and informative. The approach taken allows systematic comparison across countries, highlights temporal developments and identifies patterns of emphasis or neglect. It allows to gather informed perspectives on national VET priorities and trends, even though the limited selection of five documents per country may not have captured the full spectrum of policy shifts and reforms over the past 25 years. However, this approach is also constrained by conceptual ambiguity and the absence of shared definitions, variation in whether concepts are explicitly named or implicitly embedded in policy documents and differences in national policy traditions, which shape how excellence and inclusion are understood and promoted (combined or separated). Other challenges refer to the documents selected that vary in scope and legal status and to the limits of policy texts as evidence as many policy documents do not provide explicit information regarding their underlying justifications (i.e. the reasoning behind policy choices). References Berner, E. & Gonon, P. (2016). The Genesis of Vocational Education in Switzerland from the Perspective of Justification Theory: On the Development of a Dual Vocational Education Model in the Cantons of Geneva and Lucerne. Peter Lang. Cedefop. (2023). The future of vocational education and training in Europe: 50 dimensions of vocational education and training: Cedefop’s analytical framework for comparing VET. Publications Office of the European Union. http://data.europa.eu/doi/10.2801/57908 Cedefop. (2025). VET excellence and inclusion for 21st century: mapping national VET objectives and priorities. Cedefop research paper. Publications Office of the European Union. http://data.europa.eu/doi/10.2801/4202080 Hazelkorn, E. and Klemencic, M. (2022). Strategy seeks ‘inclusive excellence’ for European HE. University World News. https://www.universityworldnews.com/post.php?story=20220120133817396 Hornby, G. (2020). The Necessity for Coexistence of Equity and Excellence in Inclusive and Special Education. New York, USA: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.1231 Imdorf, C. and Leemann, R. J. (2023). Education and conventions. In: Handbook of Economics and Sociology of Conventions. Cham: Springer International Publishing, pp. 1–33. Majumdar, S. (2023). New era of future society based on Resilience, Solidarity & Inclusive Excellence. Mironov, C., Ciolan, L., Iliescu, D., Nedelcu, A., Zanfirescu, S., Serban, M. & Avarvare, D. (2024). An Empirical Investigation into the Utility of Descriptions of Inclusive Vocational Excellence Practices. Journal of Educational Sciences, XXIV(1)(47), 123–124. https://rse.uvt.ro/pdf/2024/Nr1_update/RSE1_2024-7.pdf Smeplass, E., Haugseth, J. F. & Schmees, J. K. (2024). Understanding Plurality, Engagement, and Change in Vocational Education and Training through French Pragmatic Theory. bwp@ Spezial 19: Retrieving and recontextualising VET theory, 1–20. https://www.bwpat.de/spezial19/smeplass_etal_spezial19.pdf 02. Vocational Education and Training (VETNET)
Paper Inclusive Teaching in Vocational Education and Training (VET) - Academic Discourses and Practical Implementations relating to German VET Preparation Programmes 1: University of Osnabrück, Germany; 2: Catholic University of Applied Sciences Presenting Author:Vocational education and training (VET) is identified by the United Nations as a key instrument for promoting inclusive and equitable quality education within the framework of Sustainable Development Goal 4 (UN, 2026). VET is considered an inclusive education pathway to support vulnerable students across European countries (e.g. Bell et al. 2025; Jørgensen et al. 2021, Aerne & Bonoli, 2023). Since VET teachers are confronted with very heterogenous learning groups with different needs and different educational goals, it is vital to implement inclusive teaching strategies. In the German VET context, discussions surrounding inclusive teaching often reveal contradictory approaches, leading to various requirements and resulting in a didactic dilemma for teachers, e.g. focus on individual needs versus focus on the overarching characteristics of a vulnerable group. This study addresses two relevant key questions: 1. How is inclusive teaching theoretically framed within increasingly heterogeneous learning groups in Germany? 2. To what extent is inclusive teaching being implemented in VET preparation programmes in Germany? There are different German VET preparation programmes, all of them focus on VET schools with the aim of preparing young adults to transfer into an apprenticeship or school-based VET system. The young adults often do not have a general school leaving certificate and are not yet of legal age. The students in VET programme can be described as vulnerable in various diversity dimensions, this is evident from recent figures and statistics like the German Bildungsberichterstattung (“Education Reporting”) (Autor:innengruppe Bildungsberichterstattung, 2024). This study is located in inclusion research and discusses concepts of narrow and broad definitions of inclusion, diversity and heterogeneity (Norwich, 2013). In particular, reflexive inclusion is critically examined regarding the deconstruction of categories of normality and inequality, which argues for a universalist claim to individual support (Budde & Hummrich, 2014). This creates tension between the need to give special attention to certain groups of learners and the need to treat all learners as diverse individuals and offer them appropriate learning opportunities (Norwich, 2013). Both sides of the inclusion debate derive partly different demands on teachers and their lesson planning. This results in a teaching dilemma in the professional practice of teachers. This study addresses both positions as well as the (de)construction discourse, which originates predominantly from general education, and highlights their relevance for VET and in the VET preparation programme. Therefore, the considerations of inclusive teaching are compatible with the international discourse, as the findings can be adapted to different education systems and countries. Methodology, Methods, Research Instruments or Sources Used The examination of the discourses is based on a literature analysis. In order to explore the realities of inclusion teaching approaches in VET schools, guided interviews were conducted with VET teachers (Witzel & Reiter, 2012). They were asked about existing dimensions of diversity and tensions in relation to objectives and diversity. Furthermore, the interviewees were asked to present the teaching concepts they used. The study took place in 2024. The interviews lasted an average of approximately 60 minutes. The sample consists of eight VET teachers from the three federal states of North Rhine-Westphalia (NRW), Lower Saxony (NI) and Rhineland-Palatinate (RP), which sometimes includes different educational programs. Female teachers dominate within the gender category (6/2). In terms of subject combinations, economics is the most frequently represented subject area (n=4). A total of ten different vocational subject areas and general education subjects are included. With an average of 10 years, the participants' professional experience can be considered extensive. The coding is based on the content-structuring qualitative content analysis according to Kuckartz and Rädiker (2022). The content analysis and coding of all interviews led to the development of a category system consisting of 7 deductively formed supercategories and 65 inductively-deductively generated subcategories. Three main categories were assigned to the teaching dimensions (categories 3, 4 and 5: “Dimensions of diversity among students”, “Goals of VET preparation programmes” and “Educational approaches and concepts”). Conclusions, Expected Outcomes or Findings The discourse analysis shows a move towards deconstructive heterogeneity approaches in German VET research, which is linked to individualised support in the classroom (e.g. Euler & Seveing, 2020). At the same time, there are academic debates about specific heterogeneity characteristics of vulnerable groups (e.g. Neumann & Tessmer, 2018). This focus on individual categories of inequality was also found in the interviews with teachers from the VET preparation programmes. They also stress the importance of spontaneous adaptations in teaching while striving to align overall educational goals with the needs of the entire group. The results show that the academic claim of deconstructing “normalities” is also pursued in the practice of VET preparation as analysed here. The composition of learners is often characterised by one specific homogeneity characteristic. Within this unit, individualised support is implemented with regard to the other heterogeneity characteristics. Across Europe, VET systems are increasingly challenged to balance individualised learning support with collective goals of social inclusion and equal opportunities. The teaching approaches in German VET thus resonate with European values of diversity, lifelong learning and participation and reflect wider educational discourses promoted through EU policies such as The Herning Declaration on attractive and inclusive Vocational Education and Training (VET) for increased competitiveness and quality jobs 2026-2030 (EC, 2026). This study raises critical questions about how inclusive teaching strategies for VET schools should be developed to meet the practical needs and challenges faced by teachers. The background and subject of the generated results relating to the design of inclusive teaching in VET are not limited to Germany alone but can be transferred to various education systems. References Autor:innengruppe Bildungsberichterstattung. (2024). Bildung in Deutschland 2024: Ein indikatorengestützter Bericht mit einer Analyse zur beruflichen Bildung. wbv. Aerne, A., & Bonoli, G. (2023). Integration through vocational training: Promoting refugees’ access to apprenticeships in a collective skill formation system. Journal of Vocational Education & Training, 75(3), 419–438. https://doi.org/10.1080/13636820.2021.1894219 Bell Sebastián, J., Marhuenda Fluixá, F., & Carmona Rodríguez, C. (2025). Vocational education and training pathways of students with a migrant background in Europe: A systematic review. Educational Review, 77(1), 1–23. https://doi.org/10.1080/00131911.2025.2514038 Budde, J., & Hummrich, M. (2014). Reflexive Inklusion. Zeitschrift für Inklusion, 4. https://inklusiononline.net/index.php/inklusion-online/article/view/193 Euler, D., Severing, E., & Bertelsmann Stiftung. (2020). Heterogenität in der Berufsbildung – Vielfalt gestalten. Universität St. Gallen. https://doi.org/10.11586/2020016 European Commission. (2026). Vocational education and training (VET). https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/skills-jobs/vocational-education-and-training-vet_en Jørgensen, C. H., Hautz, H., & Li, J. (2021). The role of vocational education and training in the integration of refugees in Austria, Denmark and Germany. International Journal for Research in Vocational Education and Training, 8(3), 276–299. https://doi.org/10.13152/IJRVET.8.3.2 Kuckartz, U., & Rädiker, S. (2022). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung (5. Aufl.). Beltz Juventa. Neumann, A., & Tessmer, E. (2018). Sprachsensibler Unterricht an beruflichen Schulen: Didaktische Überlegungen zu einer integrativen Sprachbildung. In A. Neumann (Hrsg.), Blickpunkt Deutsch als Zweitsprache (Bd. 4, S. 21–34). Hamburg. Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education: A global agenda. Routledge. United Nations. (2026). The SDGs in action. https://sdgs.un.org Witzel, A., & Reiter, H. (2012). The problem-centred interview: Principles and practice. SAGE. https://doi.org/10.4135/9781446288030 02. Vocational Education and Training (VETNET)
Paper “Excellence” in Vocational Education and Training: A France–Germany Comparison 1: Université Bourgogne Europe, France; 2: Université Aix-Marseille, France; 3: BIBB, Germany Presenting Author:European education systems, and particularly vocational education and training (VET) systems, are under increasing pressure to support national competitiveness, reduce unemployment, and adapt to digital and ecological transitions — challenges that have led the European Union to more frequently invoke the notion of “excellence” as a driver of innovation and attractiveness (Le Mouillour et al., 2021). In this context, Germany is often cited in French political discourse as an example of a successful VET system, reflecting a broader aspiration to enhance the status and perceived excellence of vocational pathways. However, it is important to acknowledge that the imperative of excellence also applies to the German system, albeit with distinct interpretations and a specific internal coherence (Granato & Moreau, 2019). Indeed, the meaning attributed to “excellence” varies significantly across national contexts. Understanding a VET system requires taking into account the socio-historical and institutional contexts in which it has emerged and developed (Maurice, Sellier & Silvestre, 1992; Verdier, 2016). Whereas VET represents a recognized and valued component of the educational system in Germany, the concept of excellence in the French education system has historically been associated with the selection of an academic elite (Olympio et al., 2022), while vocational knowledge has been undervalued. This creates a paradoxical situation: VET continues to be socially devalued (Maillard, 2024) and primarily attended by students from disadvantaged academic and social backgrounds (Bonnard et al., 2022), while simultaneously being expected to embody or reveal talent and excellence. The adoption of the notion of excellence in French secondary vocational education is thus both complex and ambivalent (Albandea et al., 2025; Olympio et al., 2021).
In view of the current lack of empirical research on how this notion is interpreted and coherently implemented across countries, a comparative study is essential to explore its meaning within the French VET system. Drawing on an institutionalist approach grounded in the economics and sociology of conventions (EC/SC), this paper examines the nature of valued and certified skills within the French VET system and explores how the notion of “excellence” is constructed in relation to skills formation, understood as a social convention (Boltanski & Thévenot, 2006; Diaz-Bone & de Larquier, 2022; Imdorf & Leemann, 2023; David, 2023). VET systems can evolve along several possible paths (Marhuenda-Fluixá, 2022). How will the French VET system evolve under the injunction to excellence? We hypothesize that the understanding of excellence is more ambivalent in France than in Germany, and that this concept — still in need of clarification — is being operationalised through local initiatives and discourses. This paper therefore seeks to analyse how the notion of excellence is received within national VET systems and, more specifically, how France and Germany interpret and manage this concept. The reception and understanding of excellence by different VET stakeholders are also explored. Methodology, Methods, Research Instruments or Sources Used The methodology is mixed and multi-level. First, both the French and German VET systems will be analysed through the lens of excellence. In recent years, little research has explored the characteristics of the French VET system — especially in comparison with Germany — and no study has yet established a link between current challenges and the proclaimed pursuit of excellence in recent reforms. This section will highlight the evolution of educational structures and policies over the past decades, as well as the position and status of excellence within skills formation in both countries. A systematic policy review and analysis will identify how the concept of excellence has evolved in VET policies in France and Germany, retracing its genesis and development in this field. The goal is to determine the institutional and political contexts in which this evolution occurred, to distinguish the various uses of the concept, and to examine proposals for developing and embedding excellence in VET systems — particularly through how supranational political orientations are transposed, translated, and reinterpreted at national and regional levels. Secondly, results from various empirical studies conducted in France and Germany will be mobilised to analyse how the notion of excellence is understood and defined by VET actors themselves — notably vocational students and teachers. Several national datasets, such as the Génération survey conducted by Céreq in France and surveys carried out by BIBB in Germany, will help shed light on vocational students’ relationship to work and their transition into the labour market. Conclusions, Expected Outcomes or Findings This study aims to develop an analytical framework within the EC/SC approach, reviewing possible conventions within VET regimes by reflecting on forms of hybridisation and the complexity of the compromises involved. In the French context, Germany has been repeatedly cited over the past fifteen years as a benchmark of excellence in VET. Our research will demonstrate the importance of understanding the overall coherence of a VET system rather than limiting analysis to a point-by-point comparison. It will also shed light on how European excellence policies have been interpreted within these two national systems. Furthermore, the first empirical results, particularly in France, challenge certain core assumptions of excellence — such as the idea that vocational education should primarily respond to labour market needs through a direct alignment between training specializations and job types. The implications for key actors, including young people and teachers, will also be discussed. References Boltanski, L. & Thévenot, L. (2006). On Justification: Economies of Worth. Princeton University Press. Bonnard, C., Danner, M., & Olympio, N. (2022). Les élèves de CAP: quelles modifications des trajectoires scolaires en 20 ans?. Congrès international d’Actualité de la Recherche en Éducation et en Formation (AREF), Lausanne Diaz-Bone, R., & Larquier, G. de (Eds.). (2020). Handbook of Economics and Sociology of Conventions. Springer Cham. David, P. (2023). Scolarisation de la formation professionnelle initiale: approche conventionnelle de la forme scolaire. Raisons éducatives, (1), 155-172. Granato, M. & Moreau, G. (2019). Introduction. Les défis de l’apprentissage en Allemagne. Formation emploi, 146, 7–28. Imdorf, C., & Leemann, R. J. (2023). Education and Conventions. In R. Diaz-Bone & G. de Larquier (Eds.), Handbook of Economics and Sociology of Conventions. Springer. https://doi.org/10.1007/978-3-030-52130-1_69-1 Le Mouillour, I., Lippuner, C., Schuster, T., & Gramlinger, F. (2021). Going for attractiveness and excellence: A cross-country review of excellence in apprenticeship in Austria, Denmark, Germany and Switzerland. The next steps for apprenticeship / European Centre for the Development of Vocational Training (Eds.) pp. 123-131. Maillard, F. (2024). L’enseignement professionnel dans le système scolaire : trop peu valorisé et sans arrêt réformé. Après-demain, N ° 69-70(1-2), 69-71 Marhuenda-Fluixá, F. (2022). Conflicting roles of vocational education: Civic, Industrial, Market and Project Conventions to address VET scenarios. Hungarian Educational Research Journal, 12(3), 248-262. Maurice M., Sellier F., & Silvestre J.-J. (1992). Politiques de l’éducation et organisation industrielle en France et en Allemagne : essai d’analyse sociétale. Paris, Presses universitaires de France. Olympio, N., Pavie, A., Richard-Bossez, A., Cornand, R., Hache, C., & Richit, N. (2022). Une sélection au «mérite»? Le choix des bénéficiaires du programme Parcours d’excellence en éducation prioritaire. Formation emploi, 158 (2), 121-139. Olympio, N., Pavie, A., & Richit, N. (2021). La mise en place des «Parcours d’Excellence» en Lycée professionnel: une reconnaissance paradoxale. Les Cahiers d'Education & Devenir. Verdier, E. (2016). How are European lifelong learning systems changing? An approach in terms of public policy regimes. In R. Normand & J-L Derouet (Eds.), A European Politics of Education (pp. 194-215). Routledge. | ||