The transformation of vocational education and training (VET) in response to technological, economic, and social changes has prompted an ongoing debate on the generalization of learning goals across different national systems. The "skills2capabilities" project (https://skills2capabilities.eu/), particularly in Work Package 3, investigates how curricular content in selected occupations reflects an orientation toward broader learning outcomes. The primary research question is whether national VET curricula exhibit a trend toward generalization in learning goals and how this aligns with broader theoretical frameworks of VET comparison.  

 In this context, we have developed a coding grid to systematically categorize and analyze curricular content across Austria, Germany, Norway, and the UK. This coding grid facilitates comparative analysis by mapping national differences in VET structures and their alignment with workplace requirements. The overarching hypothesis of this study is that the conventional focus on narrowly defined "skills" is increasingly being replaced by a broader conceptualization of "capabilities" to accommodate shifts in work and employment, such as digitalization, ecological transitions, and demographic changes.  

The study draws upon two primary theoretical approaches. First, the "Cedefop framework for comparing VET" (Cedefop, 2023), which provides a structured model with 50 dimensions that capture the epistemological, systemic, and labor-market perspectives of VET. This framework allows for a holistic analysis of VET curricula in a way that acknowledges their national specificity while enabling cross-country comparisons. Second, the study integrates the *Capability Approach* (Sen, 1993; Robeyns & Byskov, 2020; Zimmermann, 2020), which shifts the focus from narrowly defined labor-market skills toward a broader understanding of human capabilities. By applying this approach, we examine whether VET curricula foster holistic vocational competence and contribute to learners’ ability to navigate complex professional and societal challenges.  

 Through the lens of these frameworks, we analyze how different national procedures and institutions manage curriculum change in response to evolving labor-market demands. Specifically, we investigate whether VET curricula in the selected countries prioritize adaptability, problem-solving, and transferable skills over rigid occupational task descriptions. 

The study employs a qualitative-quantitative mixed-method approach based on systematic curriculum analysis. The core methodological tool is a "coding grid", which we developed to classify VET curricula along three dimensions: 1. "Skill-based Learning" – Focus on job-specific competencies closely aligned with immediate workplace requirements. 2. "Holistic Vocational Competence" – Integration of technical and transversal skills, emphasizing work process knowledge and problem-solving. 3. "Capabilities Development" – Inclusion of meta-cognitive skills, resilience, adaptability, and social participation elements in curricula. The coding grid was applied to selected VET curricula (heating, ventilation and air conditioning; elderly care and two other occupations) in Austria, Germany, Norway, and the UK, allowing for a structured comparison of learning outcomes, pedagogical approaches, and assessment methods. The curriculum data was supplemented by interviews with curriculum developers, policymakers, and employer representatives in the respective countries to contextualize the findings. The methodology aligns with the *Cedefop analytical framework*, which structures VET analysis across education system, epistemological, and socio-economic dimensions. By integrating this with the "Capability Approach", we assess how curricula enable learners to develop not only employability-related skills but also the ability to engage in lifelong learning and career development. Data analysis is conducted through qualitative coding, supported by some quantitative frequency analysis of key curriculum elements across countries. This ensures a proper understanding of national variations while enabling systematic cross-national comparisons.

The findings provide insights into the extent to which VET curricula in the selected countries exhibit a shift from narrowly defined occupational skills toward broader "capabilities". We anticipate identifying distinct national patterns in curriculum design, particularly in: Austria and Germany: Strong occupational orientation and orientation to vocational comptence accordingly, with gradual integration of transversal competencies. Norway: Emphasis on flexibility and transferable skills with a strong focus on capabilities integrating notions of vocational competence. -UK: Strongest skills' orientation. However in the final alnalysis we will place a particular focus on such cases in which there are contra-intuitive findings in light of these hypothetical findings. A key contribution of this study is the empirical validation of the *skills-to-capabilities* hypothesis: that VET curricula are increasingly incorporating elements that equip learners for long-term career adaptability rather than solely preparing them for immediate job tasks. Furthermore, the study aims to assess how curriculum structures influence students’ opportunities for professional mobility and lifelong learning. The comparative framework developed in this study can serve as a model for future curriculum analysis, supporting both research and policy development in vocational education.

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