Learning pathways<\/h3>\n

The paper notes that access to tertiary education matters,<\/p>\n

\u201cboth to make VET programmes attractive and to allow VET graduates to further develop their skills or change career paths. About three-quarters of upper secondary vocational students are pursuing programmes that yield direct access to tertiary education. In most cases this means eligibility for all types of tertiary education, but in some countries, access is limited to short-cycle tertiary education or to some applied, professionally oriented bachelor\u2019s programmes. In many countries, learners also have the option of following a bridging programme at upper secondary level to gain access to tertiary studies.\u201d<\/p>\n

Equity<\/h3>\n

The research found that \u201clearners from less advantaged social backgrounds tend to be over-represented in vocational programmes.\u201d Female students are also underrepresented.<\/p>\n

Completion patterns<\/h2>\n

The research found that \u201ca smaller share of those enrolled in upper secondary vocational education complete their programme within its theoretical duration (62%) than those in general education (77%).\u201d<\/p>\n

Labour market benefits<\/h2>\n

It was also found that \u201cacquiring an upper secondary vocational qualification reduces the risk of unemployment in all countries, and facilitates access to employment.\u201d However, \u201cUpper secondary VET graduates are less likely to continue in education than their peers from general programmes.\u201d<\/p>\n