For the eighth time, the Swiss Federal University for Vocational Education and Training SFUVET invites researchers to engage in an exchange of ideas and research findings and to reflect on VET issues. We encourage contributions related to the leading topic of the congress and also welcome all other areas and topics of VET research

03-05 September 2025

Argument

Vocational and Professional education and training (VET/PET) has been of interest to many governments over the last few years, not only in Europe but also worldwide. Indeed, political and economic actors see this training pathway as strongly connected to professional integration, both for operational roles and higher-status positions, such as management (Lamamra, Kuehni & Rey, 2021). In this way, the analysis of the relationship between vocational training and employment remains dominated by a unilateral adequationist logic, with training having to prepare for the requirements of the labour market (Charles, 2014; Tanguy, 1986), and only rarely being at the centre of interest, with its own educational aims. Additionally, this relationship is also still influenced by a linear conception of training and employment trajectories, with training, whether initial or in higher education, seen as a preliminary step towards entering the labour market.

Contemporary training and employment trajectories, characterised by their non-linearity, return to training, occupational change and bifurcation (Cahiers internationaux de sociologie, 2006; Cournoyer et al., 2017), challenge the traditional place and role of vocational education and training (VET). Beyond serving as a prerequisite for initial entry into the labour market, how can VET support these back-and-forth shifts? What roles does it play in the various transitions individuals experience, such as between school and the labour market, re-entering training from the labour market, or alternating between training and employment? These trajectories raise new questions about the issue of career choice, which is now less definitive or absolute.

Theme 1: The potential of the different forms of alternation in VET/PET

In countries where VET plays an important role (Germany, Switzerland), the system of alternating between training in a vocational school (or apprentice training centre, CFA, in France) and in-company training is widely popular. Although designed to take place at regular intervals (weekly or monthly), this is not the only model. In various contexts, as well as in the countries mentioned above, other forms of alternation exist in VET/PET. Training periods in full-time schools are punctuated by periods of internship in companies. Internships are also common in higher vocational training. In France, for example, this is the dominant model for apprentices in tertiary education, who alternate university training with work placements in companies (Couppié & Gasquet, 2021). The challenge for higher education is similar to initial VET, i.e. to promote the integration of future graduates into the labour market, with internships potentially leading to their first job.

These models remain firmly anchored in an adequationist logic, developing "policies to promote and encourage the professionalisation of student curricula" (Couppié & Gasquet, 2021: 147). However, whatever the pace of alternation, the possibilities of professionalisation are often jeopardized by a simple juxtaposition between training and the workplace (Jorro, 2007; Tilman, 2012). Trainers in schools and in training companies often ignore each other, sometimes despise each other. Their respective institutions are not always designed to exchange ideas and thus transmit a divided vision of the profession to their students, who are ultimately responsible for the articulation between theory and practice (Tilman, 2012).

In the context of contemporary training and employment pathways, these different types of alternation encourage us to think about alternation in employment, with periods spent in training, as part of continuing education or even 'initial training' carried out with a view to professional career change. VET/PET systems could then be a resource for developing various alternation models. This would make it possible to develop lifelong learning, which is promoted by international organisations such as the OECD and the European Union (Emmenegger, Graf & Trampusch, 2018) and which could thus become, beyond an injunction to remain 'employable', a real training resource for individuals.

This theme welcomes contributions that examine the different forms of alternation and their potential for supporting contemporary training and employment trajectories. Papers can for example address the difficulties of coordinating in-company and in-school training, or new models for alternation currently under discussion (annualisation, hybrid model, etc.).

Theme 2: Vocational choice, still a debated issue

Vocational choice is often understood as a multifaceted process influenced by individual interests, abilities, values, personality, and social context among other things. While vocational psychology has traditionally supported the idea that individuals thrive in careers that match their personal characteristics (e.g., Holland, 1973) or that career choice is an ongoing process of exploration, reflection and adjustment (e.g., Savickas, 2013), more recent literature argues that career choice is channelled and influenced by the socioeconomic context, which can limit access to education and the more prestigious professions (e.g., Duffy et al., 2016). These contextual approaches, in particular those regarding family socialisation are dominant in the literature in social science (Bourdieu & Passeron, 1970; Lahire, 2019). Other factors that have been discussed more specifically in the VET/PET domain refer to topics, such as whether a student pursues tertiary general education or upper vocational education based on academic performance, or the perceived value of vocational training versus a traditional university degree. Educational institutions play a crucial role in framing vocational training as a viable and valuable path, yet their efforts can be bolstered or hindered by societal perceptions of careers. As such, vocational choice is not merely a personal decision, but a complex outcome shaped by an array of societal, institutional, and economic factors. Acknowledging these influences is essential in ensuring that vocational education is recognized as a legitimate, valued choice in career development, capable of fulfilling individual aspirations and meeting the evolving needs of the labour market.

This thematic area welcomes submissions that address the multifaced nature of vocational choice, such as the extent to which vocational choice is genuinely self-directed or shaped by external pressures, and at what stage of personal and professional development individuals may decide to change their professional trajectories. Papers on the precocity of career choice in some countries and more broadly on the optimal age for making career and educational choices, on the factors affecting career choices or on the challenges of choice for adult career changes are welcome. 

Theme 3: Transferability of dual-track VET System

Countries such as Switzerland and Germany have long been regarded as global models for VET. Their dual-track education system combines classroom instruction with on-the-job training, integrating theoretical knowledge with practical skills. This approach has proven highly effective in preparing students for the labour market, fostering a skilled workforce that meets the demands of a rapidly evolving economy. The success of the Swiss and German systems has led to increasing interest from other countries in adopting similar approaches to vocational education. However, it is not easily transferable without taking into account the specific socio-economic contexts of different nations.

One of the primary challenges in implementing a dual-track education system is the integration of the historical, structural and political issues that led both Germany and Switzerland to develop such VET system. This means identifying one of the major aspects, that is private-public partnership, between the state, educational institutions, and companies. This requires close collaboration and coordination to ensure that students receive high-quality training and that the curriculum remains relevant to economy needs. Another aspect to consider is the social representations and cultural attitudes towards vocational education, which varies widely across countries. In some societies, there may be a stigma associated with vocational pathways, leading to a preference for academic education. Overcoming these social and cultural biases requires concerted efforts to promote the value and prestige of vocational training.

This thematic area is open to submissions that discuss the challenges and opportunities related to the implementation of a dual-track system for the development of a skilled workforce. Papers may, for example, focus on the debate surrounding the feasibility and utility of the transfer of a dual-track system to countries who whish to support and implement VET in their national context, or on the political and economic issues associated with the various VET/PET systems.

Submissions on broader topics on VET/PET beyond the ones identified in the three themes are welcome.

The Congress aims to facilitate academic exchange between leading institutions and to present the latest international research findings from various academic disciplines beyond the congress themes described above. We therefore welcome all areas of VET research and would like to encourage the participation of researchers from different academic disciplines.

Language

The 8th Congress on Research in Vocational Education and Training is open to participants from all over the world. The official language of the congress is English (keynote lectures, individual communications and posters). For symposia only, we leave open the possibility to submit the abstract and individual symposium presentations in one of the following languages: French, German, Italian or English. The whole symposium should adopt the same language.

Submission guidelines

Submission: https://www.sfuvet.swiss/events/vet-congress-2025-vocational-and-professional-education-and-training-opportunities-and

before 14 March 2025

Individual paper presentation
- an abstract of 600 words
- if you wish to participate in the best paper award you may submit a full paper. The papers 
submitted will be reviewed by two experts. The nominated and winning papers will have demonstrated scientific relevance, originality, and significant contributions to the topic.

Symposium
Symposia examine a single topic in depth from different perspectives, providing a coherent set of papers for discussion. Symposia sessions consist of three or four presentations and a contribution by at least one discussant. In each symposium, the participants are encouraged to come from at least two different institutions and/or countries. 
If you are organizer of a symposium, you will be asked to submit an abstract (300 words) for the symposium topic as well as the names of all contributors, the title of their presentations and their abstracts (200 words). A symposium proposal will either be accepted or declined as a whole.
For symposia only, we leave open the possibility to submit the abstract and individual symposium presentations in one of the following languages: French, German, Italian or English. The whole symposium should adopt the same language.

Poster
A poster session will enable emerging researchers to present their work. It will take place in a convivial setting, allowing for more informal discussions and movement between the various posters. 
Participants should bring their printed posters with them, as there will be no opportunity to print them on site.

Scientific committee

• Noria Baur, University of Teacher Education, State of Vaud (HEP-Vaud), Switzerland
• Prof. Dr. Patrick Bonvin, University of Teacher Education, State of Vaud (HEP-Vaud), Switzerland
• Dr. Barbara Duc, Swiss Federal University for Vocational Education and Training SFUVET, Switzerland
• Prof. Dr. Marina Fiori, Swiss Federal University for Vocational Education and Training SFUVET, Switzerland
• Prof. Dr. Philippe Gay, University of Teacher Education, State of Vaud (HEP-Vaud), Switzerland
• Prof. Dr. Nadia Lamamra, Swiss Federal University for Vocational Education and Training SFUVET, Switzerland
• Prof. Dr. Philippe Losego, University of Teacher Education, State of Vaud (HEP-Vaud), Switzerland
• Prof. Dr. Jonas Masdonati, University of Lausanne (UNIL), Switzerland
• Dr. Christof Nägele, University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Switzerland
• Prof. Dr. Jérôme Rossier, University of Lausanne (UNIL), Switzerland
• Manuela Scelsi-Guler, University of Teacher Education, State of Vaud (HEP-Vaud), Switzerland