In the mature apprenticeship systems there is a wide offer of programmes at different qualification levels. The obtained qualifications which are included in the national qualifications frameworks target both the private and the public sector. Due to the involvement of the social partners the programmes mirror the characteristics and requirements of the economy . Social partners play a key role in the monitoring and identification of emerging trends, which have implications on the future demand for skilled workers. Key success factor of apprenticeship is that it leads to a nationally recognized qualification, which eases the transition to labour markets and provides access to further and continuing educuation.

The Danish VET system is part of the overall youth education system. It aims to prepare the student for a particular occupation through the acquisition of vocational and general competences. In addition, VET should lay the foundation for participation in lifelong learning, for active participation in society as a citizen, and for starting one’s own enterprise.

There are over 320 recognised training occupations in the dual apprenticeship system; their content and structure are jointly agreed among VET stakeholders. Most of them have a three years duration and the majority of them are so-called mono occupations. Their validity and appropriateness explains their relative low rate of obsolescence. The training ordinances include framework curricula and training plans which are jointly agreed by VET competent bodies. VET providers use those frameworks to develop curricula upon agreement with regional ministries curricula. School curricula and in-company training plan are intertwined to ensure a steady and qualitative learning at both learning venues from the very start of developing training regulations. In recent years changes in the structure of training regulations, development of recognition procedures and specific programmes for learners with diverse backgrounds brought flexibility in the apprenticeship system.

The Luxembourgish VET system leads to three officially recognized qualifications: The vocational capacity certificate (CCP), the vocational aptitude diploma (DAP) and the technician’s diploma (DT). All three qualifications enable a direct access to the labour market. Moreover, the DAP and the DT offer the possibility to access higher education after the successful completion of optional preparatory modules in languages and mathematics followed either during or after completion of the initial training.

Two-thirds of a Swiss youth cohort enrol in vocational education and training (VET) at the end of compulsory education (at the age of about 15/16). There are around 230 occupations to choose from, each of them following a clearly defined national curriculum and national qualification procedure. The VET sector forms the basis for lifelong learning and leads to a wealth of job prospects.