VET at EU levels is shaped by supranational governance through policy instruments such as Erasmus+, Europass, the EQF, DigCompEdu, EQAVET etc. These instruments aim to promote mobility, transparency, quality and learning outcome orientation across and beyond national VET systems. For VET practitioners and organisations, however, engagement with European VET policy (EUVET policy) is often experienced as complex and only partially aligned with everyday professional practice.

In line with ECER’s 2026 theme ‘Knowing and Acting’, this contribution examines how EUVET policy knowledge is translated into VET practice. It conceptualizes EUVET instruments as governance tools that not only regulate systems but also shape professional knowledge, practices and identities in VET. Drawing on the understanding of policy instruments as ‘techniques of governing that help define and achieve policy goals’ (Bali et al., 2021), the paper focuses on the use of EUVET instruments by VET staff and providers.

The study is situated within VETNET debates on the relationship between policy, professional practice and learning in VET. It addresses the following research questions:

• How do VET teachers, trainers and providers perceive the relevance and usability of EUVET instruments in their professional practice?
• What challenges and tensions arise as regards the implementation of European VET policy at organizational and individual (professional) levels?
• How can educational research support the professional learning of VET staff and contribute to bridging European VET policy and local practice?

The paper argues that the implementation gap between EUVET policy and VET practice reflects broader changes in the conditions of knowledge production and use in education. In a context of multiple crises - economic, political, and societal - VET is increasingly expected to deliver policy-relevant outcomes, while practitioners face constraints of time, resources, and institutional priorities. As a result, knowledge about EUVET policy risks becoming instrumental or symbolic rather than a meaningful resource for professional development and organisational learning.

By combining empirical analysis with the development of practice-oriented learning units, the contribution positions VET research as a mediating element between European policy frameworks and local VET practice. This aligns with VETNET’s focus on strengthening the role of research in supporting vocational teachers, trainers and institutions in navigating through governance landscapes.

The study consists of a qualitative, comparative research design based on four focus groups conducted in 2024 in Germany, Greece, Estonia and Portugal. These countries represent different institutional traditions and governance arrangements in VET. Participants included VET teachers, trainers and representatives of VET organisations with experience in implementing EUVET instruments. The focus groups explored participants’ awareness and use of EUVET tools, perceived benefits for professional practice and organisational development, implementation challenges and support needs. Particular attention was paid to how EUVET instruments are interpreted and applicated in everyday VET work. All focus group discussions were transcribed and analysed using qualitative content analysis. A SWOT framework (strengths, weaknesses, opportunities, threats) guided the analysis to capture both enabling and constraining factors affecting the enactment of EUVET instruments in VET practice. This approach allowed for cross-country comparison while maintaining sensitivity to national and organizational contexts. In a subsequent design-based step, the empirical findings informed the collaborative development of four learning units on EUVET. These learning units were co-developed by research and practice partners from the participating countries and are intended as professional learning resources for VET staff and organizations. They explicitly address the implementation challenges identified in the analysis and aim to support reflective and context-sensitive engagement with EUVET policy.

The findings show that EUVET instruments such as Erasmus+, Europass, EQF and EQAVET are the most visible and frequently used tools in VET practice across all four countries. VET professionals generally perceive engagement with EUVET as beneficial, particularly in terms of internationalization, professional development and organisational profiling. At the same time, the study identifies a persistent implementation gap between European VET policy and everyday professional practice. Challenges include limited time and staffing resources, difficulties in accessing clear and practice-relevant information and uncertainty about the concrete added value of EUVET instruments for teaching, training and organisational development. The collaboratively developed learning units represent an attempt to bridge this gap by translating EUVET policy knowledge into accessible, practice-oriented formats tailored to VET professionals. They highlight the potential of research-informed professional learning to strengthen VET staff’s capacity to engage critically and productively with European policy instruments. The paper concludes that VET research has an important role to play in mediating between European policy objectives and local VET practice. By supporting knowledge translation and professional learning, educational research can contribute to ensuring that EUVET instruments become meaningful resources for VET development rather than externally imposed requirements.

Bali, A. S.; Howlett, M.; Lewis, J. M.; Ramesh, M. (2021): Procedural policy tools in theory and practice. Policy and Society, 40(3), 295–311. https://doi.org/10.1080/14494035.2021.1965379