Incorporating apprentices' perspectives in vocational education and training monitoring: A comparative analysis of Germany, Switzerland, and Denmark

Abstract

Monitoring systems are vital for evidence-based vocational education and training (VET) policy. The regular collection of key indicators provides valuable insights for educational policy decisions. However, to what extent is the perspective of apprentices taken into account in this process? This contribution shows how the perspective of apprentices is systematically captured through surveys in three countries, i.e., Germany, Switzerland and Denmark. Significant differences between the approaches of the comparator countries become evident in this context. These differences impact the role of apprentices as actors within VET systems.