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In Switzerland the majority of adolescents commence vocational education and training (VET) after lower-secondary education. There are VET programmes for some 230 different professions. In Switzerland, many professional qualifications are obtained in upper-secondary education, while in other countries the same qualifications are obtained in tertiary level education. The Swiss system with its dual-track VET programmes (apprenticeship) differs from most foreign systems of vocational and professional education and training. VET is predominantly based on a dual system: practical training (apprenticeship) on three to four days at a training company is supplemented by theoretical classes (vocational and general educational subjects) on one to two days at the VET school. In addition, the VET students attend inter-company courses, in which they enhance vocational practical skills. The vocational education and training (VET) can also be completed at a full-time vocational school. In the French-speaking and Italian-speaking parts of Switzerland, the proportion of full-time vocational schools is higher than in German-speaking Switzerland."

"Vocational Education and Training (VET) Two-thirds of young people in Switzerland benefit from the solid foundation provided by vocational education and training. The Confederation, the Cantons and professional organisations all contribute to the high standard of vocational education and training and strive to ensure that there is an adequate number of apprenticeship positions available. Vocational education and training forms the basis for life-long learning and serves as a gateway to numerous occupations."

"In June 2010, the European Commission presented a ten-year vision for the future of vocational education and training in a Communication titled 'A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy' (COM(2010) 296 final). In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011 to 2020 were set, establishing a vision for vocational education and training to be reached by the year 2020: attractive and inclusive VET; high quality initial VET; easily accessible and career-oriented continuing VET; flexible systems of VET based on a learning outcomes approach which cater for the validation of non-formal and informal learning; a European education and training area; substantially increased opportunities for transnational mobility; easily accessible and high-quality lifelong information, guidance and counselling services. Based on this vision a total of 11 strategic objectives were set for the period between 2011 and 2020 as well as 22 short-term deliverables for the first four years. There are a number of initiatives under development to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). "

A list of 3 eexisting ECVET studies on policies, case sudes, etc..., by : 1. MOVE IT Study of the obstacles to transnational mobility of apprentices and other young persons in initial vocational training and of how these obstacles can be surmounted 2. ECVET REFLECTOR Study on the implementation and development of an ECVET system for apprentices and other young persons in initial vocational training 3. ECVET CONNEXION Study on the feasibility of an ECVET system for apprentices and other young persons in initial vocational training (test phase)

There is a huge variety of eInclusion Intermediary actors and roles. Most of these actors belong to the public sector (58%) and mainly consist of public libraries, municipal/local government organizations and government-run telecentres. Third sector organizations make up almost 40% of the sample and include associations, charitable organizations, or foundations and NGOs combined. The private sector (6%) is mostly represented by private training organizations and cybercafés.  The majority of eInclusion intermediaries are small organizations with less than ten employees and operating budgets of less than €100,000. In addition, network membership seems particularly relevant as 60% of these organizations belong to one or more networks.  The services most often offered to users are a) ICT access to computers and the Internet (88% of the organisations offer this) and b) Basic ICT digital literacy training (80%). Employment-related training services are offered by half of the intermediaries. Finally, access to government and social services and access to online courses is offered by 45% of the organizations. The research estimated that there are almost 250,000 eInclusion organizations in the EU27, or an average of one eInclusion organization for every 2,000 inhabitants.

A GREAT TOOLBOX TO DESIGN ECVET PROGRAMMES AND VET CREDIT, such as : 1) "ECVET Conversion Manual Project Name/Author: VET-CCS project in Malta Date Posted: 22 October 2013 Description: A Manual for the conversion of qualifications and training courses to ECVET - output of the VET-CCS project in Malta. "

"Dual vocational training: a Swiss success story What do Sergio Ermotti and Monika Walser have in common? Not only are they CEOs of two internationally renowned Swiss companies - the banking giant UBS and iconic bag brand Freitag respectively - but they are also graduates of the Swiss dual vocational training system. Other top Swiss managers and leading professionals have also opted for the vocational route. But what is it about this system that allows it to produce a highly qualified and innovative workforce who help Switzerland maintain its position as a global economic powerhouse? swissworld.org unearths the secrets behind the success."

"Vocational and professional education and training in Switzerland - Information films A skilled workforce is essential for Switzerland's appeal as a location for business. It is a key requirement if Switzerland is to rank among the world's leading economies. Vocational and professional education and training (VET/PET) is an integral part of this successful model. What is the basis for this success?"

Special Eurobarometer 369 / Wave EB75.4 - TNS opinion & social Attitudes towards vocational education and training REPORT Fieldwork: June 2011 Publication: September 2011

"International Congress on Vocational and Professional Education and Training from 15 - 18 September 2014"

Here a short repository on education and Training topics including: ECVET, EQF, EQARF, ECTS...

Here a short repository on education and Training topics including: ECVET, EQF, EQARF, ECTS...

Learning for Jobs OECD Reviews of Vocational Education and Training

"The ECVET reflector study was carried on behalf of the European Commission between December 2005 and February 2007, shortly before the ECVET consultation phase. It is embedded in the general objectives of the European Commission and Parliament on enhancing mobility of apprentices (both young people and adults) within VET. The study mandate was to analyse the relationships between the characteristics of the European credit system for vocational education and training (ECVET), as proposed by the European Commission in its consultation document, and the existing regulations and practices of assessment, validation and certification as well as accumulation and transfer of learning outcomes in the national VET and qualification systems in Europe. The aims of the study include: Formulating qualified proposals as to how to design ECVET for possible subsequent implementation throughout Europe in accordance with national and regional rules and regulations; Identifying possible needs for support during ECVET implementation and application; Formulating recommendations for further actions at VET stakeholder levels in national and regional contexts."

Vocational Education and Training (VET) Credit Conversion System Manual for the Conversion of qualifications into the ECVET System

The system of vocational education and training in Poland is currently being modernized by introducing numerous changes, such as defining qualifications required for specific occupations and defining sets of skills for each qualification together with learning outcomes. This modifications will allow easier ECVET implementation in the future, however the details of applying ECVET in Poland need further development and examination which could be supported by NA.

"Policy paper Further Education Learning Technology Action Group (FELTAG) recommendations: government response From:Department for Business, Innovation & SkillsHistory:Published 16 June 2014 Part of:Improving the quality of further education and skills training Response to an independent report encouraging innovation in the use of technology by the further education system."

Draft White Paper 1