Spotlight on Vocational Education and Training

Beyond upper secondary VET

Which learning pathways are open to upper secondary VET graduates?

It is important to ensure that vocational programmes, particularly those at upper secondary level, allow their students to progress to higher levels of education, for reasons related to attractiveness, equity and lifelong learning. Countries have taken different approaches to structuring upper secondary education and VET, as well as the associated progression opportunities. Figure 11. provides an overview of participation in different types of vocational programmes.

About three-quarters of upper secondary vocational students are pursuing programmes that lead to a qualification giving them direct access to tertiary education - but within this broad category there are some nuances in access arrangements. In many countries upper secondary VET graduates are eligible for any type of tertiary programme, subject to the same selection processes that apply to general upper secondary graduates. In some countries, however, there are distinct progression routes for VET graduates. For example, they may only have access to short-cycle tertiary programmes, which are typically viewed as part of higher VET. For example, in Norway, graduates of upper secondary VET have direct access to higher vocational programmes but not to universities. In some countries, VET graduates have access to some but not all bachelor’s level programmes. For example, in the Netherlands and Slovenia, some of the VET graduates (e.g. the secondary vocational education Level 4 students in the Netherlands) have direct access to professional bachelor’s programmes, but not academic ones. In Germany and Switzerland VET graduates have direct access to higher vocational programmes at bachelor’s level (and also at master’s level in Germany), but not universities nor universities of applied sciences. In Germany, after three years of professional practice, VET students can get subject-related access to the university in connection with an aptitude test.

Most countries have at least one upper secondary vocational programme whereby graduates are considered as “upper secondary graduates”, but the qualification obtained does not make them eligible for any type of tertiary education. Enrolment in such programmes is relatively high in countries with multiple vocational tracks at upper secondary level, such as Hungary, the Netherlands and Slovenia. In these countries, there is another vocational track with stronger emphasis on general skills and preparation for higher level studies, which gives direct access to tertiary education (Figure 11. and Table 1. ).

Figure 11. Distribution of students enrolled in upper secondary vocational education, by type of vocational programme (2021)

1. Excludes post-secondary non-tertiary education.

Countries are ranked in descending order of the share of students enrolled in programmes giving full level completion with access to tertiary education.

Source: (OECD, 2023[1]), Education at a Glance 2023: OECD Indicators, https://doi.org/10.1787/e13bef63-en,, Table B1.3 (web columns) and (OECD/Eurostat/UNESCO Institute for Statistics, 2015[13]).

There are some good arguments for restricting access to tertiary education for the graduates of some vocational programmes – some programmes may offer little preparation for theoretically oriented tertiary programmes. At the same time, restrictions need to be complemented by bridging opportunities. Countries have established different approaches to achieving this. For example, although some upper secondary VET graduates in the Netherlands (i.e. the Level 4 graduates) only have direct access to professional bachelor’s programmes, completing the first year of a professional bachelor’s programme yields access to the first year of studies in an academic programme at a university (although some additional requirements may be imposed).

In Germany and Switzerland, where VET gives access to bachelor’s programmes (and master’s programmes in Germany) that are part of the higher vocational sector, but not universities, graduates may pursue bridging programmes, but also have the option to pursue additional general education during their vocational programme to gain eligibility to universities. In Germany, VET graduates may also study at a university and university of applied sciences in fields related to their VET qualifications. In Austria, Luxembourg and Spain, VET graduates have access to short-cycle tertiary education (higher vocational programmes), to bachelor’s level programmes. This is also possible in Norway, although most learners pursue a bridging programme at upper secondary level to gain access to bachelor’s level studies.

There are also bridging arrangements for programmes that do not yield direct access to tertiary education. In most countries with such programmes, VET graduates have access to a bridging programme at upper secondary or post-secondary non-tertiary level. In a few countries this may involve entering another vocational programme which is not specifically designed as a bridging programme but may serve as one. For example, students in Switzerland who complete a two-year apprenticeship may transition into the second year of a three- or four-year apprenticeship, which in turn yields access to the professional sector of tertiary education.

How is VET provided at higher levels?

Vocational programmes above upper secondary level play an important role in the further skills development of upper secondary VET graduates, in providing initial occupational training to graduates of general upper secondary education, or in facilitating career changes. The average age of vocational students at different levels reflects the different functions played by these programmes (Figure 12.).

Figure 12. Average age of students in vocational programmes, by level of education (2021)

1. Year of reference 2019.

Countries are ranked in descending order of the average age of upper secondary vocational students.

Source: (OECD, 2023[1]), Education at a Glance 2023: OECD Indicators, https://doi.org/10.1787/e13bef63-en,, Table B1.3 (web columns).

Post-secondary non-tertiary vocational programmes are part of higher vocational education in some countries, typically serving graduates of upper secondary vocational programmes. Examples include Finland, Norway and Sweden, where programmes at this level offer advanced, specialised vocational skills to upper secondary graduates, typically those from VET. In these countries, participants are adults, with an average age of 42 in Finland, 36 in Norway and 35 in Sweden. In other countries, programmes at this level serve younger adults, including recent upper secondary graduates. In Germany they include apprenticeships and vocational programmes in the health sector, serving general upper secondary graduates and the average age of students is 23. In Ireland and New Zealand post-secondary non-tertiary VET students are younger on average than their peers in upper secondary VET. A reason is that post-secondary programmes do not always build on upper secondary VET, but can be an alternative learning opportunity for adults. Another reason is that many post-secondary vocational programmes can be taken directly with just one’s initial upper secondary general qualification and that access criteria are often set dependent on the institution or the field or industry of learning. In Ireland, post-secondary non-tertiary programmes include apprenticeships and post leaving certificate programmes (which serve graduates of general upper secondary education). In New Zealand both upper secondary and post-secondary non-tertiary vocational programmes also serve adults seeking to upskill, reskill or otherwise further their education and training.

Short-cycle tertiary programmes also play different roles across OECD countries. In some countries, such as Austria, Canada, France, Luxembourg, Portugal and Spain, they mostly serve recent upper secondary graduates. In these countries the average age of students is 25 or below. In Austria, for example, this level includes a two-year programme that is the continuation of an upper secondary vocational programme (both offered at higher technical and vocational colleges). In Canada, college diploma and advanced certificate programmes play a key part in offering occupational training to young people, as upper secondary education is predominantly general. In Spain, programmes at this level offer advanced vocational training to both general and vocational upper secondary graduates. Short-cycle tertiary programmes can, however, also serve a broader adult population. The average age for students at this level is 27 across OECD countries, and there are nine OECD countries where it is 30 or above. In these countries, programmes at this level include higher VET, such as higher VET in Sweden or VET for adults in New Zealand. Worth noting is that in some countries with a high average age, the short-cycle tertiary sector is relatively small. For example, short-cycle tertiary students represent less than 1% of VET students in Germany, Switzerland and Poland.

Even though short-cycle tertiary programmes are vocational, they also enrol students coming from upper secondary general programmes seeking to develop vocational skills. Addressing concerns that VET graduates might be squeezed out of learning opportunities by their peers from general education, some countries have implemented reforms to improve VET graduates’ access to short-cycle tertiary programmes. For example, Chile and Portugal have strengthened networking and co-ordination with higher education institutions to help students with the transition from upper secondary VET to tertiary education. Similarly, Chile, Italy and Japan have opened new technical institutes to increase the opportunities for vocational upper secondary graduates to undertake further studies in short-cycle tertiary education, while France has introduced quotas to ensure graduates from upper secondary vocational education have more places in short-cycle tertiary programmes since the July 2013 Law on Higher Education and Research (OECD, 2018[11]).

Several countries offer vocational or professional programmes at bachelor’s and master’s level, and these play a major role in developing advanced technical skills (OECD, 2022[14]). However, programmes at these levels are excluded from this analysis, as high-quality comparative data are currently not available due to a lack of international definitions. In Denmark professional bachelor’s programmes are typically provided by university colleges and some business academies, and take three to four years to complete. Most of these programmes prepare for public-sector employment (e.g. teacher, nurse or social worker), but some target private sector jobs (e.g. engineering or business). In France, professional bachelor’s degrees and the recently introduced bachelor of technology programmes target a diverse range of fields, and may be pursued through an apprenticeship (otherwise an internship is mandatory). In Romania, current investments and reforms in the National Recovery and Resilience Plan (NRRP) prioritise necessary infrastructure for dual education and the setting up of at least 16 regional consortia and 16 VET integrated campuses, accompanied by a redesign of learning pathways towards a complete route for dual education from upper secondary to university level. In Germany and Switzerland programmes at this level build on a prior vocational qualification, typically combined with relevant work experience. For example, professional examinations in Germany lead to professional bachelor’s and master’s titles available in a wide range of fields (examples of target professions include certified accountant and mechatronics master). Similarly, in Switzerland, most higher vocational qualifications are at bachelor’s level. Professional examinations require a relevant vocational qualification and work experience (e.g. candidates for the examination to become a cyber security specialist need to have completed an apprenticeship in computer science and at least two years of work experience).

References

[2] Kis, V. (forthcoming), “Progression pathways: learning opportunities after vocational upper secondary education and training”, OECD Education Working Papers, OECD, Paris.

[9] Mawn, L. et al. (2017), “Are we failing young people not in employment, education or training (NEETs)? A systematic review and meta-analysis of re-engagement interventions”, Systematic Reviews, Vol. 6/16, https://doi.org/10.1186/s13643-016-0394-2.

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[14] OECD (2022), Pathways to Professions: Understanding Higher Vocational and Professional Tertiary Education Systems, OECD Reviews of Vocational Education and Training, OECD Publishing, Paris, https://doi.org/10.1787/a81152f4-en.

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[11] OECD (2018), Education Policy Outlook 2018: Putting Student Learning at the Centre, OECD Publishing, Paris, https://doi.org/10.1787/9789264301528-en.

[4] OECD (2018), Seven Questions about Apprenticeships: Answers from International Experience, OECD Reviews of Vocational Education and Training, OECD Publishing, Paris, https://doi.org/10.1787/9789264306486-en.

[13] OECD/Eurostat/UNESCO Institute for Statistics (2015), ISCED 2011 Operational Manual: Guidelines for Classifying National Education Programmes and Related Qualifications, OECD Publishing, Paris, https://doi.org/10.1787/9789264228368-en.