Compared to other countries, the Swiss vocational education and training (VET) system enjoys a high reputation. The VET system is reformed continuously, including regular revisions of VET programmes and the establishment of VET pathways from initial VET (IVET) to higher vocational or academic education. Both are essential means to strengthen the standing of VET pathways. This chapter addresses two challenges linked to these issues: (1) The quality of apprenticeships and concerns about how to secure high learning opportunities in workplaces and vocational schools; and (2) The career development opportunities of IVET graduates, which seem limited and might discourage high performing school leavers from choosing an IVET programme at the upper secondary level rather than enrolling in general education (gymnasium). Based on a situational resources approach and two surveys, we examine core elements of quality apprenticeships, including task-related (e.g., learning opportunities, autonomy) and social characteristics (e.g., instruction quality) of workplaces and vocational schools. We identify situational resource profiles and explore apprentices’ attitudes towards their pathways and occupations (study 1) and compare the jobs and careers of IVET graduates without higher education degrees with those of IVET graduates who had also achieved a higher education degree and graduates from university (study 2). Drawing on the findings, we advance some propositions on how to ensure that the standing of VET remains high and VET pathways attractive. We conclude by emphasising that workplaces should offer possibilities for learning, personal growth, and positive career development to all employees – independent of their level of qualifications. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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