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03. How many IVET students have direct access to tertiary education?

Indicator 1025: IVET students with direct access to tertiary education
Figure 3 IVET students with direct access to tertiary education as % of all upper secondary IVET

Education programmes in upper secondary VET are diverse. One of the elements of diversity is whether, upon completion, they allow direct access to tertiary education.

Shorter programmes may contribute to raising education beyond lower secondary levels, reducing early school leaving and improving the transition to the labour market. Other more complex programmes may be geared towards excellence by developing higher skills for the world of work or for continuing education and training at the tertiary level. The availability of such programmes is necessary to attract the best students to VET. Balanced participation and offering should be pursued.

The indicator is defined as the percentage of upper secondary VET students that are enrolled in programmes providing direct access to tertiary education ([1]). EU averages are estimated from available country data.

Figure 3: IVET students with direct access to tertiary education as % of all upper secondary IVET

Source: Cedefop calculations based on Eurostat data/UOE data collection on education.

Key points

In 2015, 66.7% of students in upper secondary VET in the EU were enrolled in programmes granting direct access to tertiary education (estimate based on available country data).

On average, and apart from a few exceptions, programmes granting direct access to tertiary education are well attended. In Finland, all upper secondary VET students had direct access to tertiary education. Portugal is a close second, with a share of upper secondary VET students with direct access to tertiary education at 99.9%. Shares were also higher than 90% in Lithuania (98.0%), Cyprus (97,9%), Austria (95.6%), Estonia (94.6%), Bulgaria (93.0%), and Germany (91.2%). IVET students in programmes with direct access to tertiary education accounted for less than 50% of the total in Luxembourg (47.3%), the Netherlands (47.2%), the United Kingdom (39.2%), Sweden (38.2%) and for less than a quarter in Belgium (21.2%), Hungary (0.9%), and Malta.

More than 90% of all upper secondary VET students had access to tertiary education in three non-EU countries (Turkey, Switzerland and the Former Yugoslav Republic of Macedonia) for which data were available.

On average, in the EU, it is estimated that the share of upper secondary VET students with direct access to tertiary education dropped between 2013 and 2015 (down 2.8 percentage points). The largest changes occurred in Sweden (at 38.2% in 2015 after an increase by 17.4 percentage points) and in Luxembourg (at 47.3% in 2015 after a decrease by 18.3 percentage points).

Table 3: IVET students with direct access to tertiary education as % of all upper secondary IVET

Indicator available from 2013 onwards. Thus, trends based on two points only (mark ▪).
The EU28 values are based on data from 27 countries (missing: NL), with partial information for EL and IT.
(b) Eurostat: "break in time series". (u) Eurostat: "low reliability". (z) Eurostat: "not applicable". (e) Eurostat: "estimated".

Source: Cedefop calculations based on Eurostat data/UOE data collection on education.

 


[1]       Education programmes assigned to ISCED level 35 constitute vocational upper secondary education. Amongst those, the programmes belonging to ISCED level 354 offer direct access to tertiary education.

 

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Annex 1: short description of indicators and additional notes

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01/02/2018