Inclusive Support Architectures in VET: A Five-Country Comparison and the Place of Swiss Support Courses: Evidence from Switzerland, Germany, Austria, the Netherlands, and England

Inclusive Support Architectures in VET: A Five-Country Comparison and the Place of Swiss Support Courses: Evidence from Switzerland, Germany, Austria, the Netherlands, and England | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Inclusive Support Architectures in VET: A Five-Country Comparison and the Place of Swiss Support Courses: Evidence from Switzerland, Germany, Austria, the Netherlands, and England René Wüthrich This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7937439/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study compares inclusive support measures in vocational education and training (VET) systems in Switzerland, Germany, Austria, the Netherlands, and England, focusing on Swiss ‘support courses’ as a reference model. These school-based measures aim to help VET learners complete training successfully. Using a category-guided analysis of 72 documents within a macro–meso–micro framework of comparative VET research (CVR), the study identifies commonalities and differences across systems. Dual systems show higher completion rates and stronger labour market integration, linked to institutionalised partnerships between state, companies, and social partners. A key finding highlights the importance of individualised support, with Swiss support courses exemplifying needs-based, holistic approaches. Additional factors include permeability, progression opportunities, professionalisation of staff, and quality assurance. Despite these efforts, inequalities and risks of stigmatisation persist for low-achieving learners and those with migration backgrounds. The study concludes with recommendations for developing inclusive VET systems that combine structural openness, targeted support, and strategies to enhance societal recognition of vocational pathways. vocational education and training inclusive education support courses learning support Switzerland comparative analysis Introduction Inclusion is a central topic in vocational education and training (VET) and is identified as Goal 4 in the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) Agenda 2030 (Eidgenössisches Departement für auswärtige Angelegenheiten [EDA], 2020). Beyond legal mandates, inclusive VET systems are crucial for fostering social cohesion and ensuring a skilled workforce capable of meeting future economic demands. Youth unemployment represents a significant dimension of inclusion. While the unemployment rate for young people (15–29 years) in some European countries, such as Spain and Greece, is more than double the EU average, it is significantly lower in others, like the Netherlands or Germany (European Commission, 2025). Overall, youth unemployment remained relatively stable in most countries between 2019 and 2023 (International Labour Organization, 2024 ). However, young people with low educational attainment and individuals with disabilities are particularly affected (European Commission, 2025). The right to participation reveals another dimension of inclusion here. Goal 4 of the UN-CRPD demands that all individuals have access to the labour market, which includes completing an apprenticeship or training programme (EDA, 2020). At the same time, it becomes clear that VET systems in Europe are conceived differently and therefore respond differently to economic and political challenges. Greinert ( 2005 ) points out that European VET systems have evolved historically and are institutionally structured in diverse ways. Typologically, liberal, state-bureaucratic, and corporatist-dual models can be distinguished, each responding to changes with specific reform and governance logics. Empirical findings show that company-oriented VET systems (dual systems) are associated with a lower youth unemployment rate than school-dominated models (Aviazova, 2013 ). Conversely, systems with less integrated company involvement and a proliferation of low-value vocational qualifications can exacerbate youth unemployment and hinder successful labour market integration. For instance, the Wolf Report (2011) highlighted significant issues in England, where 'many English low-level vocational qualifications currently have little to no apparent labour market value,' leading to hundreds of thousands of young people gaining little to no benefit from the post-16 education system. This underscores the critical importance of VET system design in ensuring effective transitions from education to employment. Furthermore, dual systems facilitate the transition from school to work and contribute to greater social participation (Rauner & Smith, 2010 ). Against this background, comparing dual VET systems with other systems is particularly interesting. Switzerland serves as a starting point, possessing a wide range of support measures (Anonym, 2024 ; Scharnhorst & Kammermann, 2017 ). Here, 'support courses' (additional, school-based support measures for VET learners) represent a legally enshrined instrument that, as an integrative measure, supports successful VET qualification (Schweizerische Eidgenossenschaft, 2002 ). Dual VET is broadly established across German-speaking countries (Gonon, 2014 ). In countries such as the Netherlands and England, however, a school-oriented model predominates (Ertl, 2022 ; Kriesi et al., 2022 ). Within the framework of comparative VET research (CVR), this article aims to examine the relevance and design of such support measures. The concept of support courses in Switzerland will be used as a reference model to identify commonalities and differences in the VET systems of other countries and to derive future courses of action. This is because, particularly concerning issues of inclusion and participation, it is crucial not only to consider structural differences between systems but also to examine the concrete didactic implementation of measures such as support courses (Miesera et al., 2022 ; Scharnhorst & Kammermann, 2017 ). This approach adopts an extended analytical understanding, complementing CVR with a micro, meso, and macro-analytical perspective, following Pilz ( 2017 ). These theoretical concepts of multi-level analysis in CVR and the differentiation of the understanding of inclusion thus form the analytical framework. On this basis, the national VET systems and their support measures will be systematically analysed and interpreted in the following sections. The article therefore addresses the following research questions: How are support measures for promoting inclusion conceived and institutionalised in the VET systems of selected countries? How are these measures didactically implemented, using the example of support courses in Switzerland, and how do they contribute to successful VET qualification and labour market integration? What consequences can be derived from the international comparison for the design and further development of support measures in VET? Thus, the article contributes to comparative VET research and simultaneously opens new perspectives for the international debate on support instruments in the context of equal opportunities, inclusion, and participation. The subsequent section outlines the theoretical framework of comparative VET research (CVR) in the context of inclusive VET. Subsequently, the VET systems of the examined countries (Switzerland, Germany, Austria, the Netherlands, and England) will be systematically presented, focusing on support measures. The methods section describes the category-based literature analysis. In the results section, the findings related to the three research questions will be presented and critically discussed in the discussion section. Finally, limitations of the study and perspectives for future research will be outlined. Theoretical Framework Comparative VET research in the context of inclusive VET Comparative vocational education and training (VET) research (CVR) is an inter- and multidisciplinary field of research (Frommberger, 2022) that analyses and compares vocational education systems in different national and cultural contexts (Evans, 2020 ; Lauterbach & Sellin, 2000 ). It has evolved from comparative education research and combines approaches from pedagogy, sociology, economics, political science, and psychology (Lauterbach, 1999 ). Its aim is, on the one hand, to develop theoretical foundations and comparative categories for explaining the structures, functions, and developments of vocational education, and on the other hand, to provide impulses relevant to practice and policy (Evans, 2020 ; Lauterbach & Sellin, 2000 ). In this sense, CVR serves both knowledge generation and application orientation (Pilz, 2017 ). It contributes to theory development and simultaneously provides scientifically sound information and consulting services for policy and practice (Lauterbach & Sellin, 2000 ). A central concern is to create transparency regarding commonalities and differences in VET systems through international comparisons, as well as to reduce prejudices and foster mutual learning (Deissinger, 2018). This involves less about uncritically adopting 'best models' and more about analysing context-dependent innovations and their transferability, considering specific societal, institutional, and cultural conditions (Lauterbach & Sellin, 2000 ). Furthermore, current CVR increasingly examines learning processes and action contexts at the micro, meso, and macro levels (Koch, 1991 ; Pilz, 2022 ). According to Pilz ( 2022 ), the macro level encompasses the institutional structure as well as the economic, social, and political framework conditions of the VET system. The meso level includes the concepts and models for the design of vocational education, addressing organisation, didactics, and methodology. The micro level involves the specific design of learning and educational processes. Thus, it makes an important contribution to international understanding and to the further development of VET systems in the context of globalisation, Europeanisation, and intercultural challenges (Evans, 2020 ). A significant aspect here is the further development of societal, economic, and political issues (Lauterbach, 1999 ). A crucial societal aspect in this regard is enabling access to the labour market for all people, as demanded by Goal 4 of the UN-CRPD (EDA, 2020). This includes questions of integration and inclusion, and thus different interpretations in individual countries. The UN-CRPD advocates an understanding of inclusion that focuses on participation and thus on people with disabilities (Bach, 2018 ). A narrowly defined understanding of the term often results from educational policy rhetoric and refers to the concept of joint schooling for learners with and without special educational needs (Radhoff et al., 2018 ). However, this understanding insufficiently accounts for heterogeneity. Many school leavers do not meet the formal criteria for a disability, yet face significant barriers to vocational education due to personal or social factors such as learning motivation, socio-economic background, or cognitive prerequisites. A broader understanding of inclusion, as advocated by Rützel ( 2013 ) and Miesera et al. ( 2022 ), explicitly considers these diverse conditions and calls for inclusive structures that address the needs of all learners, not only those formally classified as disabled. This broader perspective necessitates VET systems to adapt to diverse learning styles, socio-economic backgrounds, and cultural needs, moving beyond disability-focused approaches. A broad understanding of inclusion thus prioritises special educational support opportunities (Bach et al., 2016 ). In VET, this challenge is internationally evident in the long-standing youth unemployment and a growing shortage of skilled workers (Blommaert et al., 2020 ; Euler, 2013 ). Youth unemployment and the shortage of skilled workers are primarily attributable to an insufficient alignment between education and the labour market. A lack of fit leads to a delayed entry into employment for young people and simultaneously exacerbates bottlenecks in qualified skilled workers (Blommaert et al., 2020 ). Against this background, it becomes clear that not all VET systems embrace the demand for inclusive VET. The UNESCO and the OECD understand inclusive vocational education as the design of vocational education systems and provisions that respond to the diversity of learners and enable participation for all (Rützel, 2013 ; Miesera et al., 2022 ). The focus here is not on the integration of individual groups, but on the structural openness and accessibility of the entire system. This aims to ensure that all people have equal access to vocational education. They should be able to participate in it. And they should be able to successfully complete their training, regardless of disability, origin, or individual prerequisites. In the following, the different VET systems, as discussed in the CVR literature, will be outlined. The differences in VET systems are usually described in the literature using Greinert's (1995) three typologies. He describes (1) the school model, in which the state primarily organises initial vocational training through the state school system. France or Sweden can be cited as examples. (2) In the market model, responsibility lies predominantly with companies. Training is company-driven, and state intervention is minimal. England serves as an example. However, the effectiveness of such market-led systems in ensuring high-quality, labour market-relevant vocational education has been critically questioned. For instance, the Wolf Report (2011) on vocational education in England identified a significant problem with 'low-level vocational qualifications, most of which have little to no labour market value,' resulting in many young people failing to progress successfully into secure employment or higher-level education. This report also highlighted a persistent lack of 'parity of esteem' between vocational and academic awards, contributing to vocational education being perceived as a 'second choice'. Such criticisms underscore the challenges inherent in liberal VET models regarding quality assurance and societal recognition. (3) In the state-controlled market model, companies are systematically involved in training. The state sets binding legal and quality-assuring framework guidelines, while companies retain considerable operational autonomy in implementation. Examples include the German-speaking countries of Switzerland, Austria, and Germany. Generally, this is also referred to as a dual VET system, as multiple learning venues are involved (Gonon, 2014 ; Greinert, 1995 ). Typologies of VET systems are often constructed as ideal types to facilitate international comparison. However, they face criticism for oversimplifying the multidimensional nature of vocational education, as real-world systems frequently exhibit hybrid structures and overlapping characteristics (Pilz, 2017 ; Schelten, 2010 ). The central challenge lies in the frequent existence of these so-called mixed models, which incorporate both school-based and company-based approaches (Schelten, 2010 ) and can thus be termed 'hybrid' (Gonon, 2014 ). The country classification in this study follows this typology (Greinert, 2005 ; Schelten, 2010 ): Switzerland, Germany, and Austria are state-controlled dual systems; the Netherlands is collective, with VET predominantly organised in schools; and England has a liberal model. However, the effectiveness of such market-led systems in ensuring high-quality, labour market-relevant vocational education has been critically questioned. For instance, the Wolf Report (2011) on vocational education in England identified a significant problem with 'low-level vocational qualifications, most of which have little to no labour market value,' resulting in many young people failing to progress successfully into secure employment or higher-level education. This report also highlighted a persistent lack of 'parity of esteem' between vocational and academic awards, contributing to vocational education being perceived as a 'second choice'. Such criticisms underscore the challenges inherent in liberal VET models regarding quality assurance and societal recognition. These countries serve as a heuristic basis for comparing support instruments at the macro, meso, and micro levels. Furthermore, the concept of permeability (Durchlässigkeit) is crucial in comparative VET research, as it describes the possibilities for learners to transition between different educational pathways and levels within the VET system and beyond. Another key aspect is the professionalisation of VET personnel, which is essential for the effective implementation of inclusive measures. Finally, quality assurance mechanisms play a vital role in ensuring the effectiveness and sustainability of inclusive VET provisions. To precisely analyse the relevance and design of support measures in an international comparison, the following section will first detail the reference model of support courses in Switzerland. Support Courses in Switzerland 'Support courses' (additional, school-based support measures for VET learners) are school-organised, legally enshrined support measures aimed at ensuring the successful VET qualification of VET learners (Schweizerische Eidgenossenschaft, 2002 ; Schweizerische Eidgenossenschaft, 2003 ). Although the Swiss Vocational Education and Training Act envisages a social role for such measures, economic objectives often dominate their implementation, which shapes the normative and cultural-cognitive dimension of institutionalisation (Di Maio et al., 2019 ). These courses are agreed upon between the VET school, the training company, and the VET learner. It is legally stipulated that VET learners may require support courses for successful completion of their training. Attendance is without wage deduction. Furthermore, it is legally enshrined that support courses must be scheduled so as not to impair vocational education. Their scope during working hours must not exceed an average of half a day per week. The necessity of attendance is regularly reviewed by those responsible. Typically, various support and remedial courses are offered at VET schools, specifically designed to close gaps in basic academic competencies (mathematics, language, learning and working techniques, as well as German as a second language) (Scharnhorst & Kammermann, 2017 ). The design varies depending on the school. Larger schools often have a wider range of offerings than smaller ones. The offerings are usually based on similar fundamental principles. Support courses are generally voluntary, but binding once registered. They are individualised and based on diagnostic assessments for support. The implementation is time-limited and goal-oriented, with teachers agreeing on process and performance goals with the VET learners, and continuously addressing and reviewing learning progress and goal attainment. Typically, support courses do not take place at the end of a regular school day after eight or nine lessons, as effective learning support can no longer be expected then. Group sizes are usually kept small, with six to eight VET learners (SIBP, 2002 ). Furthermore, it is often expected that support course teachers possess specific further qualifications (e.g., in special needs education) (Grassi et al., 2014 ). However, there are generally no legally binding requirements for this, or they are limited to internal school directives. The development of support courses reflects a paradigm shift from deficit-oriented tutoring to a resource-oriented instrument of individual support. This shift implies a focus on leveraging learners' existing strengths and fostering self-efficacy, rather than solely remediating identified weaknesses. Today, support courses address subject-specific and transversal competencies, language support, and psychosocial aspects (Scharnhorst & Kammermann, 2017 ; Schmocker et al., 2022 ). Against the backdrop of societal diversity (Anonym, 2024 ), increasing psychological burdens (Schmocker et al., 2025 ), and limited resources for integration at the upper secondary level, support courses are gaining importance as an inclusive educational instrument. Overall, they combine three dimensions: a compensatory function in terms of educational equity, a governance-related function to ensure successful VET qualification, and an inclusive orientation that operationalises the claim to inclusion as a human rights principle. Based on this understanding of Swiss support courses, the next section outlines the methodological approach for the international comparison and the answering of the research questions. Methods To address the research questions, a comparative qualitative document analysis was conducted. This systematic evaluation of existing, non-reactive documents (Bowen, 2009 ) adhered to a defined analytical framework (Hoffmann, 2018 ). Methodologically rooted in comparative VET research (CVR), the analysis employed macro, meso, and micro levels from the theoretical framework as a deductive coding structure (Pilz, 2017 ; Koch, 1991 ). Findings were contextualised, acknowledging country-specific characteristics and the limited direct transferability of models (Schmid, 2020 ; Lauterbach, 2022 ). Relevant documents at the micro, meso, and macro levels were included for Switzerland (CH), Germany (DE), Austria (AT), the Netherlands (NL), and England (EN). Switzerland served as the reference case: the deductive coding framework was calibrated using Swiss documents and subsequently applied uniformly across all countries. Research Question 2 was answered primarily through Swiss documents, while materials from other countries contextualised Research Question 1 and informed Research Question 3. Document selection followed explicit inclusion and exclusion criteria. Documents were required to directly reference inclusive support measures in VET and be assignable to one of the three analytical levels. Legal foundations (macro), design concepts (meso), and learning process designs (micro) were considered. Pure opinion pieces and redundant documents were excluded. Only publicly accessible documents from specialist portals (e.g., Fachportal Pädagogik, swisscovery, Cedefop) and official national VET websites were included. A crucial criterion was that documents from the five countries related to at least one other country, thereby strengthening the comparative perspective. Specifically, macro-level documents encompassed national VET legislation and EU reports; meso-level documents included national studies and metadata; and micro-level documents comprised concrete studies, data, and reports on support measures. The document period generally spanned from 2008 to 2024, though older, still valid legal foundations were also incorporated. Analysis utilised original languages (German, Dutch, English); MAXQDA's translation function facilitated the processing of non-German documents. Artificial intelligence (AI) (ChatGPT, OpenAI, 2024 ) assisted in document research, with its suitability personally validated by the author. Selection decisions were exclusively research-driven. A total of 72 documents were analysed. Evaluation was software-supported using MAXQDA 24 (VERBI Software, 2025 ), guided by the principles of qualitative content analysis (Mayring, 2022 ; Kuckartz & Rädiker, 2024 ). A structuring approach analysed documents according to predefined content (Döring & Bortz, 2016 ; Mayring, 2022 ). MAXQDA's AI function generated coding suggestions, which were critically reviewed, with all final decisions made by the author. AI prompts are documented in the OSF appendix, retaining interpretive responsibility with the researcher (Kuckartz & Rädiker, 2024 ). AI tools (ChatGPT, OpenAI, 2024 ) were used to support document analysis and synthesis. This included generating coding suggestions, structuring findings along macro-, meso-, and micro-levels, and drafting comparative summaries. All prompts used are documented in the OSF repository. The author retained full interpretive responsibility for all analytical decisions and textual formulations. Table 1 presents the main categories. Table 1. Category system for document analysis The complete category handbook is available in the OSF appendix. Categories K1 to K8 were deductively developed from conceptual fields (system/instruments (macro), programme/resources/cooperation (meso), didactics/learner perspective (micro). K9 and K10 were added inductively, emerging from recurring patterns within the data. Swiss support courses were predefined as a reference instrument, structuring subcategories for embedding (K2), Resources and Infrastructure (K4), and Didactic Design (K5). The unit of analysis was the sense unit; multiple codings were permissible (Mayring, 2022 ). A pilot coding (10% of the material) refined inclusion/exclusion criteria and borderline rules, which are documented in the appendix. A brief peer debriefing was also conducted. As a qualitative document analysis utilising existing, non-reactive documents, where researcher subjectivity is integral (Döring & Bortz, 2016 ), intercoder reliability was not calculated. Consistent application of the category system by the researcher was paramount. Trustworthiness was ensured through data triangulation, dense contextual description, and a complete audit trail to minimise bias and reactivity (Bowen, 2009 ; Döring & Bortz, 2016 ). This approach aligns with established quality standards (Kuckartz & Rädiker, 2024 ). Ethical approval was not required, as only public documents were analysed. Findings Initially, the first research question, concerning the conception and institutional embedding of inclusive support measures within the vocational education and training systems of the examined countries, will be addressed. This is followed by an analysis of the second research question, which focuses on the didactic implementation of support courses in Switzerland and their contribution to apprenticeship completion and labour market integration. Finally, based on the international comparison, implications for the design and further development of support measures in vocational education and training will be discussed. Research Question 1 Conception and Anchoring of Support Measures for the Promotion of Inclusion The analysis of the five VET systems (CH, DE, AT, NL, EN) reveals diverse approaches to the conception and institutional anchoring of support measures for promoting inclusion. These differences are rooted in varying system typologies, governance structures, and understandings of inclusion. System Typology and Governance Structures The VET systems under investigation can be broadly categorised into dual, hybrid, and market-led models. Switzerland, Germany, and Austria operate dual VET systems, characterised by strong collaborative partnerships between the state, companies, and social partners (Schweizerische Koordinationsstelle für Bildungsforschung [SKBF], 2023; Euler, 2013 ; Cedefop & ibw Austria – Research & Development in VET, 2023). This macro-level governance involves shared responsibility for VET steering, coordination, and quality assurance. For example, in Switzerland, the Confederation, cantons (the country's constituent states), and professional organisations (Organisations of the World of Work, OdA) jointly manage the system (SKBF, 2023). At the meso-level, these dual systems integrate multiple learning venues, such as companies and vocational schools (VET schools), where curricula and examination requirements are coordinated (Staatssekretariat für Bildung, Forschung und Innovation [SBFI], 2022; Bundesinstitut für Berufsbildung [BIBB], 2024). The Netherlands presents a hybrid system, combining school-based and dual elements (Westerhuis et al., 2014 ), with governance involving the Ministry of Education and sector organisations (Cedefop & Centre for Expertise in Vocational Education and Training [ECBO], 2023). England, in contrast, operates a market-led system with a central role for the state and significant employer involvement in shaping standards (Department for Education, 2023 ; Sainsbury et al., 2016 ), though state intervention is comparatively low (Gonon, 2014 ). This market-led approach has, however, faced substantial criticism for its outcomes, leading to significant reform efforts. The Wolf Report (2011) criticised the English system for offering many low-level vocational qualifications with little labour market value. As a result, hundreds of thousands of young people gained minimal benefit from post-16 education. The report also pointed to a fundamental issue of societal perception, noting that despite decades of political rhetoric, 'academic and vocational education are not seen as enjoying such parity,' with vocational awards often struggling for high esteem. These systemic weaknesses and the perceived 'second-class' status of vocational pathways were key drivers for subsequent reforms, such as the introduction of T Levels (Ertl, 2022 ). Understanding of Inclusion and Target Groups The understanding of inclusion varies across countries, influencing the design and target groups of support measures. Switzerland and Austria adopt a broad understanding of inclusion, aiming to address the diverse individual prerequisites of all learners, including those with learning difficulties, social disadvantages, or migration backgrounds (Miesera et al., 2022 ; Anonym, 2024 ; Sozialministeriumservice, 2025 ). This broad approach is supported by comprehensive legal frameworks, such as the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) and national laws (Miesera et al., 2022 ). Germany's focus, particularly since the UN-CRPD, has been narrower, primarily on individuals with disabilities (Blommaert et al., 2020 ; Miesera et al., 2022 ), though specific support programmes exist for a wider range of disadvantaged youth (Bundesagentur für Arbeit, 2024 ). The Netherlands and England also explicitly aim for broad inclusion and participation, targeting various disadvantaged groups to enhance their access to and success in VET (Staatsblad van het Koninkrijk der Nederlanden, 2010 ; Department for Education, 2021 ). Portfolio of Support Instruments All examined countries offer a diverse portfolio of support instruments, reflecting their respective system characteristics and inclusion philosophies. As detailed in Table 2 , these instruments range from preparatory measures and adapted training formats to individualised guidance and counselling. In Switzerland, 'support courses' (additional, school-based support measures for VET learners) are legally enshrined and obligatory for learners with insufficient performance (Scharnhorst & Kammermann, 2017 ; Grassi et al., 2014 ). These are complemented by bridging programmes and individual guidance (SKBF, 2023; Anonym, 2024 ). Germany relies on preparatory training courses and specific programmes like Assisted Training (AsA) or Entry-Level Qualification (EQ) (Bundesagentur für Arbeit, 2024 ; BIBB, 2024). Austria offers a wide range of instruments, including Vocational Training Assistance (BAS), Extended Apprenticeships (VL), and Partial Qualification (TQ) (Sozialministeriumservice, 2025 ; Bundesministerium für Arbeit und Wirtschaft [BMAW], 2024). In the Netherlands, the NLQF (National Qualifications Framework) promotes transparency and mobility, and an "entry level" supports low-skilled individuals (Cedefop, 2025b ). England provides Apprenticeships, Traineeships as bridging programmes, and T Levels, which are formally equivalent to three A-Level programmes and position themselves as a pathway to higher education (Ertl, 2022 ). Table 2 Inclusive support measures in a country comparisonᵃ Feature / Country Switzerland (CH) Germany (DE) Austria (AT) Netherlands (NL) England (EN) System typology and Governance Dual, network partnership (federal, cantons, OdA) Dual, cooperation state, companies, social partners (federal) Dual, strong legal anchoring, social partnership Hybrid (school and dual), close cooperation actors Market-led, central role state, strong employer involvement Inclusion understanding and Target groups Broad, individual prerequisites, specific target groups Narrow (UN-CRPD), focus disability, specific support programmes Broad, avoidance of disadvantage, broad target groups Broad; inclusion- and participation-oriented; Lifelong Learning; "Entry Level" for low-skilled Broad (Policy); inclusion- and participation-oriented; broad target groups incl. SEND Portfolio of Instruments Support courses, bridging offers, fiB, IKN, CMBB, 2-year apprenticeship, PrA Apprenticeship preparation, educational pathways, AsA, EQ, extra-company offers BAS, VL, TQ, transitional courses, ÜBA, youth/apprentice coaching NLQF, accreditation companies, Entry Level ᵃ Abbreviations : AsA = Assistierte Ausbildung (Assisted Apprenticeship, a German support programme); BAS = Berufsausbildungsassistenz (Apprenticeship Assistance, an Austrian support programme); BBG = Berufsbildungsgesetz (Swiss Vocational Education and Training Act); BBiG = Berufsbildungsgesetz (German Vocational Training Act); CMBB = Case Management Vocational Education and Training; EQ = Einstiegsqualifizierung (Entry Qualification, a German preparatory programme); fiB = fachkundige individuelle Begleitung (Expert Individual Support); HwO = Handwerksordnung (German Crafts and Trades Regulation Act); IKN = Individual Competence Certificate; NLQF = National Qualifications Framework; OdA = Organisationen der Arbeitswelt (Organisations of the World of Work, key stakeholders in Swiss VET); PrA = Praktische Ausbildung (Practical Training, a Swiss programme for individuals with disabilities); SEND = Special Educational Needs and Disabilities; TQ = Teilqualifikation (Partial Qualification, an Austrian programme); ÜBA = Überbetriebliche Lehrausbildung (Inter-company Apprenticeship Training, an Austrian programme); UN-BRK = UN Convention on the Rights of Persons with Disabilities; VL = Verlängerte Lehre (Extended Apprenticeship, an Austrian programme). Research Question 2 Didactic Implementation and Contribution to Training Success of Support Courses in Switzerland This section focuses specifically on Swiss 'support courses' (additional, school-based support measures for VET learners) as a prominent model for inclusive support measures, examining their didactic implementation and their contribution to training success. Didactic Implementation The didactic design of support courses in Switzerland is characterised by a strong focus on individualisation and differentiation to meet the diverse needs of learners (Anonym, 2024 ; Scharnhorst & Kammermann, 2017 ; Grassi et al., 2014 ). This involves the adaptation of training duration and individual aptitudes (Schweizerische Eidgenossenschaft, 2002 ), supported by differentiated training structures that accommodate various qualifications, competences, interests, and inclinations of learners (Miesera et al., 2022 ). Diagnostic assessments and goal setting are integral to identifying learning gaps early and agreeing on learning objectives (Wettstein et al., 2014 ; Scharnhorst & Kammermann, 2017 ). Support courses utilise a variety of methods and formats, including language support (e.g., German as a second language), subject-specific support, and learning/working techniques, sometimes delivered in hybrid teaching formats (Kammermann & Scharnhorst, 2017 ; Anonym, 2024 ). Integrated subject and language learning, inclusive didactics, and bilingual teaching formats are also present (Miesera et al., 2022 ). The organisation of learning time is carefully considered, with placement in the timetable optimised for learners' concentration (Grassi et al., 2014 ; Wettstein et al., 2014 ), typically in small groups of six to eight VET learners (Scharnhorst & Kammermann, 2017 ; Anonym, 2024 ). The time commitment is limited to a maximum of half a day per week to avoid significantly impairing company-based training (Schweizerische Eidgenossenschaft, 2003 ). Furthermore, psychosocial support, including counselling, motivation, and stress management, is provided through career, study, and vocational guidance or individual accompaniment (Anonym, 2024 ; Kammermann & Scharnhorst, 2017 ), with individual support programmes available (Miesera et al., 2022 ). This micro-level didactic implementation aims to provide holistic support. Contribution to Successful Training Completion and Labour Market Integration While direct, quantitative data specifically measuring the impact of Swiss support courses on individual training success is limited, the overall high success rate of the Swiss VET system and its efficient labour market integration are notable (Dornmayr et al., 2025 ; SKBF, 2023). The overall success rate for final apprenticeship examinations averages 92% in Switzerland, the highest compared to Germany (88%) and Austria (77.9%) (Dornmayr et al., 2025 ; SKBF, 2023). This reflects the general system performance, not the specific impact of support courses, highlighting a research need for systematic evaluation of their influence on training success. Hypothetically, targeted support measures like support courses could close learning gaps and prepare learners for examinations. Empirically, psychosocial support and individual fostering, including the development of self-efficacy and coping strategies, are proven to reduce barriers for academically weaker young people or individuals with a migration background (Findeisen et al., 2022 ; Grassi et al., 2014 ; SKBF, 2023). Overall, Swiss VET demonstrates high labour market integration, with 89% of learners achieving a qualification five and a half years after starting, and rapid transitions into employment, especially in dual-track apprenticeships (Bundesamt für Statistik [BFS], 2023). Research Question 3 Findings on the International Comparison of Support Measures The international comparison reveals several overarching findings regarding the effectiveness and challenges of support measures in promoting inclusion in VET. Systemic Effects of Collaborative Partnerships The analysis shows that dual VET systems, as established in Switzerland, Germany, Austria, and the Netherlands, tend to have higher success rates in training completion and more effective labour market integration than England's market-led system (Dornmayr et al., 2025 ; Westerhuis et al., 2014 ; Cedefop & ECBO, 2023). A central characteristic of these dual systems is the pronounced collaborative partnership between the state, companies, and social partners, who share responsibility for governance, coordination, and quality assurance (SKBF, 2023; Euler, 2013 ; Cedefop & BIBB, 2023; Westerhuis et al., 2014 ; Sozialministeriumservice, 2025 ; Cedefop & ibw Austria – Research & Development in VET, 2023). This close involvement of all stakeholders in the design, updating, and evaluation of curricula is identified as a factor for the practical relevance of training and the signalling effect of qualifications for the labour market (Blommaert et al., 2020 ; Di Stasio & van de Werfhorst, 2016 ). In contrast, systems with less pronounced collaborative partnerships, such as England, show lower employer participation and a potentially reduced relevance of training for the labour market (Di Stasio & van de Werfhorst, 2016 ). Importance of Differentiated and Individualised Support Programmes All countries acknowledge the need for individualised and differentiated approaches to address learners’ diverse prerequisites (Grassi et al., 2014 ; Euler, 2013 ; Sozialministeriumservice, 2025 ; Sainsbury et al., 2016 ; Rijksoverheid (RO), 2023 ). The dual systems, particularly Switzerland, Germany, and Austria, offer a broad range of adapted training formats and support instruments. These include two-year apprenticeships (Blommaert et al., 2020 ; Schmid, 2020 ), theory-reduced occupations, extended apprenticeships, partial qualifications, as well as specific instruments such as support courses, Assisted Training, and Vocational Training Assistance (BIBB, 2024; Blommaert et al., 2020 ; Schmid, 2020 ; Miesera et al., 2022 ). These provisions encompass diagnostic assessment and goal setting, adjustments to training durations and content, and the provision of language support and psychosocial assistance (Wettstein et al., 2014 ; RO, 2023; Sozialministeriumservice, 2025 ). For young people with disadvantages, migration backgrounds, or disabilities, who often face difficulties in directly transitioning into training, bridging programmes and individual guidance prove particularly relevant (Anonym, 2024 ; SKBF, 2023; Miesera et al., 2022 ; Blommaert, et al., 2020 ). Role of Permeability and Connectivity Dual systems are characterised by high permeability within vocational education and training and to other educational sectors. Examples include the vocational baccalaureate (Berufsmaturität) in Switzerland and Austria, or access to higher education qualifications in Germany (SKBF, 2023; BIBB, 2024; Cedefop, 2025a ). The Netherlands also promotes permeability through the NLQF and the recognition of partial achievements (Cedefop, 2025b ). These mechanisms help to avoid educational dead ends and expand learners' career opportunities. Importance of Quality Assurance and Staff Professionalisation The quality of support measures is closely linked to the qualifications of the personnel involved. All countries examined emphasise the need for technical, pedagogical, and didactic competences for trainers and teachers (Scharnhorst & Kammermann, 2017 ; Euler, 2013 ; Westerhuis et al., 2014 ; Cedefop & BIBB, 2023; Department for Education, 2023 ; Sozialministeriumservice, 2025 ). This includes investments in the initial and continuing training of educational staff and in-company trainers. Regular evaluations and quality standards, as established in dual systems by chambers, ministries, and specific institutions, play an important role in ensuring quality (Schweizerische Eidgenossenschaft, 2003 ; BMAW, 2024, BIBB, 2024). Persistent Inequalities and Stigmatisation Despite extensive inclusion efforts, access to apprenticeships remains unequal for some groups in all countries. Low-achieving young people or individuals with a migration background may experience stigmatisation (Anonym, 2024 ; Westerhuis et al., 2014 ; Miesera et al., 2022 ; Cedefop, 2025a ). Particularly in more vocationally specific systems, social inequalities in labour market opportunities may be exacerbated between students from different class and ethnic backgrounds (Blommaert et al., 2020 ). Discussion This study compares VET systems in Switzerland, Germany, Austria, the Netherlands, and England. It identifies key findings on how support measures for inclusion are conceived, embedded, and implemented didactically. These results are discussed below in light of comparative VET research (CVR) and the concept of inclusive VET, informing future development. The analysis first confirms the relevance of system typology for the design of inclusive support measures. Dual systems (CH, DE, AT), alongside the hybrid system of the Netherlands (NL), consistently show higher success rates in VET qualifications and more effective labour market integration compared to England's market-led system. This observation aligns with CVR, which associates company-oriented VET systems with lower youth unemployment rates and an easier transition from school to work. A central characteristic of these dual systems is the pronounced collaborative partnership between the state, companies, and social partners. They share joint responsibility for governance, coordination, and quality assurance. This close cooperation ensures a high practical relevance of training and a clear signalling effect of qualifications for the labour market, which can be explained by Gonon's (2014) governance approach. In contrast, the English system is described as a 'textbook example of uncoordinated industrial relations' with weak collective action. These factors impair employer participation and the relevance of training. The limited state intervention in England (Gonon, 2014 ) and the well-documented issues of low labour market relevance and the proliferation of low-value vocational qualifications, as critically highlighted by the Wolf Report (2011) and further analysed by Ertl ( 2022 ), underscore the importance of coordinated governance for training success. The necessity of individualisation and differentiation to account for the diverse prerequisites of VET learners is recognised in all countries examined. This insight aligns with a broad understanding of inclusion, which considers the heterogeneity of all individuals and prioritises the development of personal potential, as advocated by UNESCO. The dual systems, particularly Switzerland, Germany, and Austria, are characterised by a wide spectrum of adapted training formats and support measures. These include the two-year apprenticeship in Switzerland, preparatory training programmes in Germany, or extended apprenticeships in Austria. These offerings, complemented by diagnostic assessment for support, language support, and psychosocial assistance, are crucial for closing learning gaps and strengthening VET learners' self-efficacy. The detailed didactic design of the Swiss support courses, characterised by small group sizes, target-oriented diagnostic assessment for support, and optimised learning time organisation, illustrates the influence of the micro-level of CVR on training success. These pedagogical interventions are of decisive importance and can serve as a model for other education systems. Another decisive factor is the high permeability within VET systems. This promotes long-term labour market integration and career development. Examples such as the 'Berufsmaturität' (vocational baccalaureate) in Switzerland and Austria, or the NLQF (National Qualifications Framework) in the Netherlands demonstrate how educational dead ends are avoided and vocational opportunities are expanded. Permeability motivates learners who have had a difficult start by providing clear development pathways. It fosters both vertical and horizontal mobility within the education system, which is essential for equal opportunities. This aligns with the demands of the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) for access to the labour market and lifelong learning. Support measures should therefore ensure the ability to progress to higher educational levels and promote the recognition of informally acquired competences. The qualification of educational staff is central to the effectiveness of support measures, as widely discussed in VET literature. All countries examined emphasise the necessity of subject-specific, pedagogical, and didactic competences for trainers and teachers. However, an often-neglected qualification of VET professionals, particularly in Germany or Switzerland, significantly reduces effectiveness. For instance, training for VET trainers in Switzerland amounts to merely 40 hours, whereas full-time vocational school teachers must complete 1800 learning hours (60 ECTS). This is especially true when addressing the complex needs of disadvantaged learners and counteracting stigmatisation. Therefore, sensitisation and training in inclusive didactics and intercultural competences are central prerequisites for reducing inequalities and creating an appreciative learning environment. Regular evaluations and quality standards, established in dual systems by chambers and ministries, are crucial for quality assurance. Investments in the initial and continuing training of educational staff are essential to ensure the long-term effectiveness of support measures. Despite these efforts, inequalities persist in access to apprenticeships for certain groups, as well as stigmatisation among low-achieving young people or individuals with a migration background. Di Maio et al. ( 2019 ) demonstrate that the strong focus of 'short-track' programmes on economic efficiency in Germany and Switzerland can reinforce the stigmatisation of these groups. This is particularly true when the primary focus is on rapid labour market integration rather than comprehensive social support. Programmes like the EBA (Federal VET Certificate), often introduced to meet economic demands for lower-skilled workers, risk being stigmatised as ‘second-class’ training. To counteract this, strategies beyond mere narratives are essential. Simple promotional campaigns, without addressing underlying structural barriers and resource allocation, often fail to genuinely counteract the deep-seated perceptions of 'second-class' training. Curricular enhancement, strengthening permeability, active labour market integration, and the qualification of educational staff are crucial here. These measures enable structural and curricular upgrading, as well as improved integration into the labour market, to sustainably reduce stigmatisation. These findings correspond with the academic discussion that points to an exacerbation of social inequalities in vocationally specific systems (Blommaert et al., 2020 ; Di Stasio & van de Werfhorst, 2016 ). This contradicts the claim for equal opportunities. Fostering VET learners' self-efficacy and personal responsibility is an important starting point. Support measures must therefore specifically reduce stigmatisation and enhance the appreciation of VET. This requires not only individual support but also societal sensitisation and positive narratives about vocational educational pathways. The societal recognition and upgrading of VET are crucial. The perception of academic educational pathways often enjoying higher prestige, while VET is perceived as a 'second choice,' a challenge already prominently identified by Wolf ( 2011 ) and further discussed by Ertl ( 2022 ), remains a significant barrier. A clear communication strategy that showcases career prospects and the societal value of vocational qualifications is essential. Conclusion and outlook VET system typology profoundly shapes inclusive support measures, as revealed by this comparative document analysis. As highlighted by Di Maio et al. ( 2019 ), the balance between social goals (inclusion, equal opportunities) and economic efficiency shapes the design and impact of these measures across their regulative, normative, and cultural-cognitive dimensions. Dual systems (CH, DE, AT) with their institutionalised collaborative partnerships are particularly effective. This promotes training success and labour market integration through the combination of theory and practice, as well as the strong signalling effect of qualifications. The Dutch system exhibits similar, albeit less strongly institutionalised, structures. Market-led systems, such as in England, however, continue to show difficulties in employer integration and ensuring the relevance of training, issues that were critically highlighted by the Wolf Report (2011) and persist despite reforms like the T Levels (Ertl, 2022 ). A central finding is the importance of high-quality, individualised support offerings. The Swiss 'support courses' (additional, school-based support measures for VET learners), based on diagnostic assessment for support, language support, and psychosocial assistance, represent a sophisticated model for strengthening self-efficacy and addressing diverse learning prerequisites. Equally crucial are permeability and progression opportunities within the systems to avoid educational dead ends and enable lifelong learning, to which instruments such as the 'Berufsmaturität' (vocational baccalaureate) or the NLQF (National Qualifications Framework) contribute. The professionalisation of educational staff and consistent quality assurance remain fundamental prerequisites for inclusive approaches. Despite progress, inequalities and risks of stigmatisation persist, particularly for low-achieving young people and individuals with a migration background. Targeted interventions for barrier reduction and for strengthening the societal appreciation of VET are necessary here. Future research should more closely examine the long-term effects of support measures on VET learners' self-efficacy and the transferability of successful models between VET systems. The inclusion of the micro-didactic level is useful in this regard to better understand the implementation and conditions of effectiveness of such measures in teaching and training. Limitations This comparative qualitative document analysis offers valuable insights but is subject to several limitations. The results are constrained by the availability and content of the examined documents, meaning not all aspects of complex VET systems or informal practices could be fully captured. However, by integrating foundational critiques such as the Wolf Report (2011) with contemporary analyses like Ertl ( 2022 ), this study provides a robust contextualisation of VET system challenges and reform efforts. Furthermore, the analysis primarily focused on the macro and meso levels; a more in-depth consideration of the micro-didactic implementation of support measures in the comparative countries, which would have further substantiated the relevance of Swiss support courses as a model, was beyond the scope of this document analysis. Additionally, the study covers a specific period, thus newer developments outside the collection timeframe remain unconsidered. Despite a systematic approach and proven measures for ensuring trustworthiness, a degree of interpretative scope remains. The transferability of results is limited due to differing institutional and cultural frameworks in each country, necessitating careful contextual adaptation. The choice of Switzerland as a reference case might also have subtly influenced the analytical perspective, despite the uniform application of the coding framework. These limitations must be considered when interpreting the results and simultaneously offer starting points for further research. Specifically, the transferability of the micro-didactic implementation of Swiss support courses to other contexts requires further investigation into their adaptation needs, effects, and the detailed role of educational staff. Declarations Competing Interests The author has no relevant financial or non-financial interests to disclose. Ethical Approval This article does not contain any studies with human participants or animals performed by the author. Data availability statement The coding framework developed for this study, the coding book, the prompts used, and the Reference List of Analysed Documents by Country are freely accessible in the Open Science Framework (OSF). All other sources are publicly accessible legal and policy documents, evaluation reports, and scientific literature cited in the reference list. 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Rediscovering apprenticeship: Research findings of the International Network on Innovative Apprenticeship . Springer. Rützel, J. (2013). Inklusion als Perspektive einer zukunftsorientierten Berufsbildung und die Bewältigung des demographischen Wandels. bwp@ Berufs- und Wirtschaftspädagogik -online . http://www.bwpat.de/ht2013/ws22/ruetzel_ws22-ht2013.pdf Sainsbury, D., Blagden, S., Robinson, B., West, S., & Wolf, A. (2016). Report of the Independent Panel on Technical Education . Department for Education. https://assets.publishing.service.gov.uk/media/5a8075a7e5274a2e8ab50444/Report_of_the_Independent_Panel_on_Technical_Education.pdf Scharnhorst, U., & Kammermann, M. (2017). Wie inklusiv ist die zweijährige berufliche Grundbildung in der Schweiz? In M. Becker, M. Kammermann, G. Spöttl, & L. Balzer (Eds.), Ausbildung zum Beruf: Internationaler Vergleich der berufsförmigen Ausbildungskonzepte für benachteiligte Jugendliche (S. 245–286). Peter Lang. Schelten, A. (2010). Einführung in die Berufspädagogik (4 eds). Steiner. Schmocker, B., Anastasiou, K., Heimgartner, D., & Baer, N. (2025). Psychische Gesundheit in der Berufslehre. Transfer. Berufsbildung in Forschung und Praxis , 10(11). https://transfer.vet/psychische-gesundheit-in-der-berufslehre/ Schmocker, B., Kuhn, T., Frick, U., Schweighauser, C., Baumgartner, R., Diesch, R., Ettlin, P., Frei, A., & Baer, N. (2022). Umgang mit psychisch belasteten Lernenden: Eine Befragung von Berufsbildner*innen in der Deutschschweiz . Workmed. https://workmed.ch/wp-content/uploads/2022-03-30-studienbericht-bb-befragung.pdf Schweizerische Eidgenossenschaft. (2002). Bundesgesetz über die Berufsbildung vom 13.Dezember 2002 (Stand am 1. März 2025). https://www.fedlex.admin.ch/eli/cc/2003/674/de Schweizerische Eidgenossenschaft. (2003). Verordnung über die Berufsbildung vom 19. November 2003 (Stand am 1. März 2025). https://www.fedlex.admin.ch/eli/cc/2003/748/de Schmid, E. (2020). Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland. International Journal for Research in Vocational Education and Training, 7 (1), 21–44. SIBP. (2002). Lernbegleitung - Lernberatung - Coaching : Dokumentation zur Tagung vom 25. und 26. Oktober 2002 im Schweizerischen Institut für Berufspädagogik SIBP, Zollikofen . Schweizerisches Institut für Berufspädagogik. Sozialministeriumservice. (2025). Berufsausbildungsassistenz: Umsetzungsregelungen (Version 1.1.2025). Bundesamt für Soziales und Behindertenwesen. https://www.sozialministeriumservice.gv.at/Jugendliche_und_junge_Erwachsene/NEBA/Berufsausbildungsassistenz/Berufsausbildungsassistenz-Umsetzungsregelungen.-Version-1..2025 Staatsblad van het Koninkrijk der Nederlanden. (2010). 294. Besluit van 2 juli 2010, houdende vaststelling van regels voor examens van beroepsopleidingen als bedoeld in de Wet educatie en beroepsonderwijs (Examenbesluit beroepsopleidingen WEB). https://zoek.officielebekendmakingen.nl/stb-2010-294.html Staatssekretariat für Bildung, Forschung und Innovation (SBFI). (2022). Berufsbildung in der Schweiz. Fakten und Zahlen 2022 . https://edudoc.ch/record/224770?ln=de Schweizerische Koordinationsstelle für Bildungsforschung (SKBF). (2023). Bildungsbericht Schweiz 2023 . https://www.skbf-csre.ch/fileadmin/files/pdf/bildungsberichte/2023/BiBer_2023_D.pdf Übereinkommen über die Rechte von Menschen mit Behinderungen (UN-BRK). (2006, 13. Dezember). Systematische Rechtssammlung, SR 0.109 . https://www.fedlex.admin.ch/eli/cc/2014/595/de Van Delft, A. (2020). Handleiding formuleren leeruitkomsten . Nationaal Coördinatiepunt NLQF. https://nlqf.nl/wp-content/uploads/2025/06/Handleiding_Formuleren_leeruitkomsten_2020_NCP_NLQF_28122020.pdf VERBI Software. (2025). MAXQDA 24 [computer software]. VERBI Software. https://www.maxqda.com. Westerhuis, A., Smulders, H., & Cox, A. (2014). Apprenticeship-type schemes and structured work-based learning programmes: The Netherlands . Cedefop ReferNet, ecbo. https://cumulus.cedefop.europa.eu/files/vetelib/2015/ReferNet_NL_2014_WBL.pdf Wettstein, E., Schmid, E., & Gonon, P. (2014). Berufsbildung in der Schweiz: Formen, Strukturen, Akteure (2nd ed.) hep. Wolf, A. (2011). Review of vocational education: The Wolf report . Department for Education. https://www.gov.uk/government/publications/review-of-vocational-education-the-wolf-report Wolter, S. & Ryan, P. (2011). Apprenticeship. In E. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education (521–576). Elsevier. Anonym. (2024). Additional Declarations No competing interests reported. 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Beyond legal mandates, inclusive VET systems are crucial for fostering social cohesion and ensuring a skilled workforce capable of meeting future economic demands. Youth unemployment represents a significant dimension of inclusion. While the unemployment rate for young people (15–29 years) in some European countries, such as Spain and Greece, is more than double the EU average, it is significantly lower in others, like the Netherlands or Germany (European Commission, 2025). Overall, youth unemployment remained relatively stable in most countries between 2019 and 2023 (International Labour Organization, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, young people with low educational attainment and individuals with disabilities are particularly affected (European Commission, 2025). The right to participation reveals another dimension of inclusion here. Goal 4 of the UN-CRPD demands that all individuals have access to the labour market, which includes completing an apprenticeship or training programme (EDA, 2020). At the same time, it becomes clear that VET systems in Europe are conceived differently and therefore respond differently to economic and political challenges. Greinert (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) points out that European VET systems have evolved historically and are institutionally structured in diverse ways. Typologically, liberal, state-bureaucratic, and corporatist-dual models can be distinguished, each responding to changes with specific reform and governance logics. Empirical findings show that company-oriented VET systems (dual systems) are associated with a lower youth unemployment rate than school-dominated models (Aviazova, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Conversely, systems with less integrated company involvement and a proliferation of low-value vocational qualifications can exacerbate youth unemployment and hinder successful labour market integration. For instance, the Wolf Report (2011) highlighted significant issues in England, where 'many English low-level vocational qualifications currently have little to no apparent labour market value,' leading to hundreds of thousands of young people gaining little to no benefit from the post-16 education system. This underscores the critical importance of VET system design in ensuring effective transitions from education to employment.\u003c/p\u003e\u003cp\u003eFurthermore, dual systems facilitate the transition from school to work and contribute to greater social participation (Rauner \u0026amp; Smith, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Against this background, comparing dual VET systems with other systems is particularly interesting. Switzerland serves as a starting point, possessing a wide range of support measures (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Here, 'support courses' (additional, school-based support measures for VET learners) represent a legally enshrined instrument that, as an integrative measure, supports successful VET qualification (Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Dual VET is broadly established across German-speaking countries (Gonon, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In countries such as the Netherlands and England, however, a school-oriented model predominates (Ertl, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kriesi et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Within the framework of comparative VET research (CVR), this article aims to examine the relevance and design of such support measures. The concept of support courses in Switzerland will be used as a reference model to identify commonalities and differences in the VET systems of other countries and to derive future courses of action. This is because, particularly concerning issues of inclusion and participation, it is crucial not only to consider structural differences between systems but also to examine the concrete didactic implementation of measures such as support courses (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This approach adopts an extended analytical understanding, complementing CVR with a micro, meso, and macro-analytical perspective, following Pilz (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). These theoretical concepts of multi-level analysis in CVR and the differentiation of the understanding of inclusion thus form the analytical framework. On this basis, the national VET systems and their support measures will be systematically analysed and interpreted in the following sections. The article therefore addresses the following research questions:\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow are support measures for promoting inclusion conceived and institutionalised in the VET systems of selected countries?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow are these measures didactically implemented, using the example of support courses in Switzerland, and how do they contribute to successful VET qualification and labour market integration?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat consequences can be derived from the international comparison for the design and further development of support measures in VET?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThus, the article contributes to comparative VET research and simultaneously opens new perspectives for the international debate on support instruments in the context of equal opportunities, inclusion, and participation. The subsequent section outlines the theoretical framework of comparative VET research (CVR) in the context of inclusive VET. Subsequently, the VET systems of the examined countries (Switzerland, Germany, Austria, the Netherlands, and England) will be systematically presented, focusing on support measures. The methods section describes the category-based literature analysis. In the results section, the findings related to the three research questions will be presented and critically discussed in the discussion section. Finally, limitations of the study and perspectives for future research will be outlined.\u003c/p\u003e\n\n\n\n"},{"header":"Theoretical Framework","content":"\u003ch2\u003eComparative VET research in the context of inclusive VET\u003c/h2\u003e\u003cp\u003eComparative vocational education and training (VET) research (CVR) is an inter- and multidisciplinary field of research (Frommberger, 2022) that analyses and compares vocational education systems in different national and cultural contexts (Evans, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Lauterbach \u0026amp; Sellin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). It has evolved from comparative education research and combines approaches from pedagogy, sociology, economics, political science, and psychology (Lauterbach, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). Its aim is, on the one hand, to develop theoretical foundations and comparative categories for explaining the structures, functions, and developments of vocational education, and on the other hand, to provide impulses relevant to practice and policy (Evans, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Lauterbach \u0026amp; Sellin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). In this sense, CVR serves both knowledge generation and application orientation (Pilz, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). It contributes to theory development and simultaneously provides scientifically sound information and consulting services for policy and practice (Lauterbach \u0026amp; Sellin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA central concern is to create transparency regarding commonalities and differences in VET systems through international comparisons, as well as to reduce prejudices and foster mutual learning (Deissinger, 2018). This involves less about uncritically adopting 'best models' and more about analysing context-dependent innovations and their transferability, considering specific societal, institutional, and cultural conditions (Lauterbach \u0026amp; Sellin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Furthermore, current CVR increasingly examines learning processes and action contexts at the micro, meso, and macro levels (Koch, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Pilz, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). According to Pilz (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the macro level encompasses the institutional structure as well as the economic, social, and political framework conditions of the VET system. The meso level includes the concepts and models for the design of vocational education, addressing organisation, didactics, and methodology. The micro level involves the specific design of learning and educational processes. Thus, it makes an important contribution to international understanding and to the further development of VET systems in the context of globalisation, Europeanisation, and intercultural challenges (Evans, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). A significant aspect here is the further development of societal, economic, and political issues (Lauterbach, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). A crucial societal aspect in this regard is enabling access to the labour market for all people, as demanded by Goal 4 of the UN-CRPD (EDA, 2020). This includes questions of integration and inclusion, and thus different interpretations in individual countries. The UN-CRPD advocates an understanding of inclusion that focuses on participation and thus on people with disabilities (Bach, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). A narrowly defined understanding of the term often results from educational policy rhetoric and refers to the concept of joint schooling for learners with and without special educational needs (Radhoff et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). However, this understanding insufficiently accounts for heterogeneity. Many school leavers do not meet the formal criteria for a disability, yet face significant barriers to vocational education due to personal or social factors such as learning motivation, socio-economic background, or cognitive prerequisites. A broader understanding of inclusion, as advocated by Rützel (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and Miesera et al. (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), explicitly considers these diverse conditions and calls for inclusive structures that address the needs of all learners, not only those formally classified as disabled. This broader perspective necessitates VET systems to adapt to diverse learning styles, socio-economic backgrounds, and cultural needs, moving beyond disability-focused approaches.\u003c/p\u003e\u003cp\u003eA broad understanding of inclusion thus prioritises special educational support opportunities (Bach et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In VET, this challenge is internationally evident in the long-standing youth unemployment and a growing shortage of skilled workers (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Euler, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Youth unemployment and the shortage of skilled workers are primarily attributable to an insufficient alignment between education and the labour market. A lack of fit leads to a delayed entry into employment for young people and simultaneously exacerbates bottlenecks in qualified skilled workers (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Against this background, it becomes clear that not all VET systems embrace the demand for inclusive VET. The UNESCO and the OECD understand inclusive vocational education as the design of vocational education systems and provisions that respond to the diversity of learners and enable participation for all (Rützel, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The focus here is not on the integration of individual groups, but on the structural openness and accessibility of the entire system. This aims to ensure that all people have equal access to vocational education. They should be able to participate in it. And they should be able to successfully complete their training, regardless of disability, origin, or individual prerequisites. In the following, the different VET systems, as discussed in the CVR literature, will be outlined. The differences in VET systems are usually described in the literature using Greinert's (1995) three typologies. He describes (1) the school model, in which the state primarily organises initial vocational training through the state school system. France or Sweden can be cited as examples. (2) In the market model, responsibility lies predominantly with companies. Training is company-driven, and state intervention is minimal. England serves as an example. However, the effectiveness of such market-led systems in ensuring high-quality, labour market-relevant vocational education has been critically questioned. For instance, the Wolf Report (2011) on vocational education in England identified a significant problem with 'low-level vocational qualifications, most of which have little to no labour market value,' resulting in many young people failing to progress successfully into secure employment or higher-level education. This report also highlighted a persistent lack of 'parity of esteem' between vocational and academic awards, contributing to vocational education being perceived as a 'second choice'. Such criticisms underscore the challenges inherent in liberal VET models regarding quality assurance and societal recognition. (3) In the state-controlled market model, companies are systematically involved in training. The state sets binding legal and quality-assuring framework guidelines, while companies retain considerable operational autonomy in implementation. Examples include the German-speaking countries of Switzerland, Austria, and Germany. Generally, this is also referred to as a dual VET system, as multiple learning venues are involved (Gonon, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Greinert, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). Typologies of VET systems are often constructed as ideal types to facilitate international comparison. However, they face criticism for oversimplifying the multidimensional nature of vocational education, as real-world systems frequently exhibit hybrid structures and overlapping characteristics (Pilz, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Schelten, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The central challenge lies in the frequent existence of these so-called mixed models, which incorporate both school-based and company-based approaches (Schelten, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) and can thus be termed 'hybrid' (Gonon, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The country classification in this study follows this typology (Greinert, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Schelten, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2010\u003c/span\u003e): Switzerland, Germany, and Austria are state-controlled dual systems; the Netherlands is collective, with VET predominantly organised in schools; and England has a liberal model. However, the effectiveness of such market-led systems in ensuring high-quality, labour market-relevant vocational education has been critically questioned. For instance, the Wolf Report (2011) on vocational education in England identified a significant problem with 'low-level vocational qualifications, most of which have little to no labour market value,' resulting in many young people failing to progress successfully into secure employment or higher-level education. This report also highlighted a persistent lack of 'parity of esteem' between vocational and academic awards, contributing to vocational education being perceived as a 'second choice'. Such criticisms underscore the challenges inherent in liberal VET models regarding quality assurance and societal recognition.\u003c/p\u003e\u003cp\u003eThese countries serve as a heuristic basis for comparing support instruments at the macro, meso, and micro levels. Furthermore, the concept of permeability (Durchlässigkeit) is crucial in comparative VET research, as it describes the possibilities for learners to transition between different educational pathways and levels within the VET system and beyond. Another key aspect is the professionalisation of VET personnel, which is essential for the effective implementation of inclusive measures. Finally, quality assurance mechanisms play a vital role in ensuring the effectiveness and sustainability of inclusive VET provisions. To precisely analyse the relevance and design of support measures in an international comparison, the following section will first detail the reference model of support courses in Switzerland.\u003c/p\u003e\u003ch3\u003eSupport Courses in Switzerland\u003c/h3\u003e\u003cp\u003e'Support courses' (additional, school-based support measures for VET learners) are school-organised, legally enshrined support measures aimed at ensuring the successful VET qualification of VET learners (Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2002\u003c/span\u003e; Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Although the Swiss Vocational Education and Training Act envisages a social role for such measures, economic objectives often dominate their implementation, which shapes the normative and cultural-cognitive dimension of institutionalisation (Di Maio et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These courses are agreed upon between the VET school, the training company, and the VET learner. It is legally stipulated that VET learners may require support courses for successful completion of their training. Attendance is without wage deduction. Furthermore, it is legally enshrined that support courses must be scheduled so as not to impair vocational education. Their scope during working hours must not exceed an average of half a day per week. The necessity of attendance is regularly reviewed by those responsible. Typically, various support and remedial courses are offered at VET schools, specifically designed to close gaps in basic academic competencies (mathematics, language, learning and working techniques, as well as German as a second language) (Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The design varies depending on the school. Larger schools often have a wider range of offerings than smaller ones. The offerings are usually based on similar fundamental principles. Support courses are generally voluntary, but binding once registered. They are individualised and based on diagnostic assessments for support.\u003c/p\u003e\u003cp\u003eThe implementation is time-limited and goal-oriented, with teachers agreeing on process and performance goals with the VET learners, and continuously addressing and reviewing learning progress and goal attainment. Typically, support courses do not take place at the end of a regular school day after eight or nine lessons, as effective learning support can no longer be expected then. Group sizes are usually kept small, with six to eight VET learners (SIBP, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Furthermore, it is often expected that support course teachers possess specific further qualifications (e.g., in special needs education) (Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). However, there are generally no legally binding requirements for this, or they are limited to internal school directives. The development of support courses reflects a paradigm shift from deficit-oriented tutoring to a resource-oriented instrument of individual support. This shift implies a focus on leveraging learners' existing strengths and fostering self-efficacy, rather than solely remediating identified weaknesses. Today, support courses address subject-specific and transversal competencies, language support, and psychosocial aspects (Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Schmocker et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Against the backdrop of societal diversity (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), increasing psychological burdens (Schmocker et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), and limited resources for integration at the upper secondary level, support courses are gaining importance as an inclusive educational instrument. Overall, they combine three dimensions: a compensatory function in terms of educational equity, a governance-related function to ensure successful VET qualification, and an inclusive orientation that operationalises the claim to inclusion as a human rights principle. Based on this understanding of Swiss support courses, the next section outlines the methodological approach for the international comparison and the answering of the research questions.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eTo address the research questions, a comparative qualitative document analysis was conducted. This systematic evaluation of existing, non-reactive documents (Bowen, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) adhered to a defined analytical framework (Hoffmann, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Methodologically rooted in comparative VET research (CVR), the analysis employed macro, meso, and micro levels from the theoretical framework as a deductive coding structure (Pilz, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Koch, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). Findings were contextualised, acknowledging country-specific characteristics and the limited direct transferability of models (Schmid, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Lauterbach, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eRelevant documents at the micro, meso, and macro levels were included for Switzerland (CH), Germany (DE), Austria (AT), the Netherlands (NL), and England (EN). Switzerland served as the reference case: the deductive coding framework was calibrated using Swiss documents and subsequently applied uniformly across all countries. Research Question 2 was answered primarily through Swiss documents, while materials from other countries contextualised Research Question 1 and informed Research Question 3.\u003c/p\u003e\u003cp\u003eDocument selection followed explicit inclusion and exclusion criteria. Documents were required to directly reference inclusive support measures in VET and be assignable to one of the three analytical levels. Legal foundations (macro), design concepts (meso), and learning process designs (micro) were considered. Pure opinion pieces and redundant documents were excluded. Only publicly accessible documents from specialist portals (e.g., Fachportal P\u0026auml;dagogik, swisscovery, Cedefop) and official national VET websites were included. A crucial criterion was that documents from the five countries related to at least one other country, thereby strengthening the comparative perspective. Specifically, macro-level documents encompassed national VET legislation and EU reports; meso-level documents included national studies and metadata; and micro-level documents comprised concrete studies, data, and reports on support measures. The document period generally spanned from 2008 to 2024, though older, still valid legal foundations were also incorporated. Analysis utilised original languages (German, Dutch, English); MAXQDA's translation function facilitated the processing of non-German documents. Artificial intelligence (AI) (ChatGPT, OpenAI, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) assisted in document research, with its suitability personally validated by the author. Selection decisions were exclusively research-driven. A total of 72 documents were analysed.\u003c/p\u003e\u003cp\u003eEvaluation was software-supported using MAXQDA 24 (VERBI Software, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), guided by the principles of qualitative content analysis (Mayring, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kuckartz \u0026amp; R\u0026auml;diker, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). A structuring approach analysed documents according to predefined content (D\u0026ouml;ring \u0026amp; Bortz, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Mayring, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). MAXQDA's AI function generated coding suggestions, which were critically reviewed, with all final decisions made by the author. AI prompts are documented in the OSF appendix, retaining interpretive responsibility with the researcher (Kuckartz \u0026amp; R\u0026auml;diker, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). AI tools (ChatGPT, OpenAI, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) were used to support document analysis and synthesis. This included generating coding suggestions, structuring findings along macro-, meso-, and micro-levels, and drafting comparative summaries. All prompts used are documented in the OSF repository. The author retained full interpretive responsibility for all analytical decisions and textual formulations. Table\u0026nbsp;1 presents the main categories.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable\u0026nbsp;1.\u003c/b\u003e Category system for document analysis\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\" width=\"675\" height=\"306\"\u003e\u003c/p\u003e\n\u003cp\u003eThe complete category handbook is available in the OSF appendix. Categories K1 to K8 were deductively developed from conceptual fields (system/instruments (macro), programme/resources/cooperation (meso), didactics/learner perspective (micro). K9 and K10 were added inductively, emerging from recurring patterns within the data. Swiss support courses were predefined as a reference instrument, structuring subcategories for embedding (K2), Resources and Infrastructure (K4), and Didactic Design (K5). The unit of analysis was the sense unit; multiple codings were permissible (Mayring, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A pilot coding (10% of the material) refined inclusion/exclusion criteria and borderline rules, which are documented in the appendix. A brief peer debriefing was also conducted. As a qualitative document analysis utilising existing, non-reactive documents, where researcher subjectivity is integral (D\u0026ouml;ring \u0026amp; Bortz, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), intercoder reliability was not calculated. Consistent application of the category system by the researcher was paramount. Trustworthiness was ensured through data triangulation, dense contextual description, and a complete audit trail to minimise bias and reactivity (Bowen, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; D\u0026ouml;ring \u0026amp; Bortz, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This approach aligns with established quality standards (Kuckartz \u0026amp; R\u0026auml;diker, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Ethical approval was not required, as only public documents were analysed.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eInitially, the first research question, concerning the conception and institutional embedding of inclusive support measures within the vocational education and training systems of the examined countries, will be addressed. This is followed by an analysis of the second research question, which focuses on the didactic implementation of support courses in Switzerland and their contribution to apprenticeship completion and labour market integration. Finally, based on the international comparison, implications for the design and further development of support measures in vocational education and training will be discussed.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eResearch Question 1\u003c/h2\u003e\u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\u003ch2\u003eConception and Anchoring of Support Measures for the Promotion of Inclusion\u003c/h2\u003e\u003cp\u003eThe analysis of the five VET systems (CH, DE, AT, NL, EN) reveals diverse approaches to the conception and institutional anchoring of support measures for promoting inclusion. These differences are rooted in varying system typologies, governance structures, and understandings of inclusion.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\n\u003ch3\u003eSystem Typology and Governance Structures\u003c/h3\u003e\n\u003cp\u003eThe VET systems under investigation can be broadly categorised into dual, hybrid, and market-led models. Switzerland, Germany, and Austria operate dual VET systems, characterised by strong collaborative partnerships between the state, companies, and social partners (Schweizerische Koordinationsstelle f\u0026uuml;r Bildungsforschung [SKBF], 2023; Euler, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Cedefop \u0026amp; ibw Austria \u0026ndash; Research \u0026amp; Development in VET, 2023). This macro-level governance involves shared responsibility for VET steering, coordination, and quality assurance. For example, in Switzerland, the Confederation, cantons (the country's constituent states), and professional organisations (Organisations of the World of Work, OdA) jointly manage the system (SKBF, 2023). At the meso-level, these dual systems integrate multiple learning venues, such as companies and vocational schools (VET schools), where curricula and examination requirements are coordinated (Staatssekretariat f\u0026uuml;r Bildung, Forschung und Innovation [SBFI], 2022; Bundesinstitut f\u0026uuml;r Berufsbildung [BIBB], 2024). The Netherlands presents a hybrid system, combining school-based and dual elements (Westerhuis et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), with governance involving the Ministry of Education and sector organisations (Cedefop \u0026amp; Centre for Expertise in Vocational Education and Training [ECBO], 2023). England, in contrast, operates a market-led system with a central role for the state and significant employer involvement in shaping standards (Department for Education, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sainsbury et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), though state intervention is comparatively low (Gonon, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This market-led approach has, however, faced substantial criticism for its outcomes, leading to significant reform efforts. The Wolf Report (2011) criticised the English system for offering many low-level vocational qualifications with little labour market value. As a result, hundreds of thousands of young people gained minimal benefit from post-16 education. The report also pointed to a fundamental issue of societal perception, noting that despite decades of political rhetoric, 'academic and vocational education are not seen as enjoying such parity,' with vocational awards often struggling for high esteem. These systemic weaknesses and the perceived 'second-class' status of vocational pathways were key drivers for subsequent reforms, such as the introduction of T Levels (Ertl, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eUnderstanding of Inclusion and Target Groups\u003c/h2\u003e\u003cp\u003eThe understanding of inclusion varies across countries, influencing the design and target groups of support measures. Switzerland and Austria adopt a broad understanding of inclusion, aiming to address the diverse individual prerequisites of all learners, including those with learning difficulties, social disadvantages, or migration backgrounds (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This broad approach is supported by comprehensive legal frameworks, such as the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) and national laws (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Germany's focus, particularly since the UN-CRPD, has been narrower, primarily on individuals with disabilities (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), though specific support programmes exist for a wider range of disadvantaged youth (Bundesagentur f\u0026uuml;r Arbeit, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The Netherlands and England also explicitly aim for broad inclusion and participation, targeting various disadvantaged groups to enhance their access to and success in VET (Staatsblad van het Koninkrijk der Nederlanden, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Department for Education, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003ePortfolio of Support Instruments\u003c/h2\u003e\u003cp\u003eAll examined countries offer a diverse portfolio of support instruments, reflecting their respective system characteristics and inclusion philosophies. As detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e2\u003c/span\u003e, these instruments range from preparatory measures and adapted training formats to individualised guidance and counselling. In Switzerland, 'support courses' (additional, school-based support measures for VET learners) are legally enshrined and obligatory for learners with insufficient performance (Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). These are complemented by bridging programmes and individual guidance (SKBF, 2023; Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Germany relies on preparatory training courses and specific programmes like Assisted Training (AsA) or Entry-Level Qualification (EQ) (Bundesagentur f\u0026uuml;r Arbeit, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; BIBB, 2024). Austria offers a wide range of instruments, including Vocational Training Assistance (BAS), Extended Apprenticeships (VL), and Partial Qualification (TQ) (Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Bundesministerium f\u0026uuml;r Arbeit und Wirtschaft [BMAW], 2024). In the Netherlands, the NLQF (National Qualifications Framework) promotes transparency and mobility, and an \"entry level\" supports low-skilled individuals (Cedefop, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025b\u003c/span\u003e). England provides Apprenticeships, Traineeships as bridging programmes, and T Levels, which are formally equivalent to three A-Level programmes and position themselves as a pathway to higher education (Ertl, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eInclusive support measures in a country comparisonᵃ\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFeature / Country\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSwitzerland (CH)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGermany (DE)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAustria (AT)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNetherlands (NL)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eEngland (EN)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eSystem typology and Governance\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDual, network partnership (federal, cantons, OdA)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDual, cooperation state, companies, social partners (federal)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDual, strong legal anchoring, social partnership\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHybrid (school and dual), close cooperation actors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eMarket-led, central role state, strong employer involvement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eInclusion understanding and Target groups\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBroad, individual prerequisites, specific target groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNarrow (UN-CRPD), focus disability, specific support programmes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBroad, avoidance of disadvantage, broad target groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBroad; inclusion- and participation-oriented; Lifelong Learning; \"Entry Level\" for low-skilled\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eBroad (Policy); inclusion- and participation-oriented; broad target groups incl. SEND\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePortfolio of Instruments\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSupport courses, bridging offers, fiB, IKN, CMBB, 2-year apprenticeship, PrA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eApprenticeship preparation, educational pathways, AsA, EQ, extra-company offers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBAS, VL, TQ, transitional courses, \u0026Uuml;BA, youth/apprentice coaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNLQF, accreditation companies, Entry Level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eᵃ Abbreviations\u003c/b\u003e: AsA\u0026thinsp;=\u0026thinsp;Assistierte Ausbildung (Assisted Apprenticeship, a German support programme); BAS\u0026thinsp;=\u0026thinsp;Berufsausbildungsassistenz (Apprenticeship Assistance, an Austrian support programme); BBG\u0026thinsp;=\u0026thinsp;Berufsbildungsgesetz (Swiss Vocational Education and Training Act); BBiG\u0026thinsp;=\u0026thinsp;Berufsbildungsgesetz (German Vocational Training Act); CMBB\u0026thinsp;=\u0026thinsp;Case Management Vocational Education and Training; EQ\u0026thinsp;=\u0026thinsp;Einstiegsqualifizierung (Entry Qualification, a German preparatory programme); fiB\u0026thinsp;=\u0026thinsp;fachkundige individuelle Begleitung (Expert Individual Support); HwO\u0026thinsp;=\u0026thinsp;Handwerksordnung (German Crafts and Trades Regulation Act); IKN\u0026thinsp;=\u0026thinsp;Individual Competence Certificate; NLQF\u0026thinsp;=\u0026thinsp;National Qualifications Framework; OdA\u0026thinsp;=\u0026thinsp;Organisationen der Arbeitswelt (Organisations of the World of Work, key stakeholders in Swiss VET); PrA\u0026thinsp;=\u0026thinsp;Praktische Ausbildung (Practical Training, a Swiss programme for individuals with disabilities); SEND\u0026thinsp;=\u0026thinsp;Special Educational Needs and Disabilities; TQ\u0026thinsp;=\u0026thinsp;Teilqualifikation (Partial Qualification, an Austrian programme); \u0026Uuml;BA = \u0026Uuml;berbetriebliche Lehrausbildung (Inter-company Apprenticeship Training, an Austrian programme); UN-BRK\u0026thinsp;=\u0026thinsp;UN Convention on the Rights of Persons with Disabilities; VL\u0026thinsp;=\u0026thinsp;Verl\u0026auml;ngerte Lehre (Extended Apprenticeship, an Austrian programme).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eResearch Question 2\u003c/h2\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003eDidactic Implementation and Contribution to Training Success of Support Courses in Switzerland\u003c/h2\u003e\u003cp\u003eThis section focuses specifically on Swiss 'support courses' (additional, school-based support measures for VET learners) as a prominent model for inclusive support measures, examining their didactic implementation and their contribution to training success.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eDidactic Implementation\u003c/h2\u003e\u003cp\u003eThe didactic design of support courses in Switzerland is characterised by a strong focus on individualisation and differentiation to meet the diverse needs of learners (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This involves the adaptation of training duration and individual aptitudes (Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), supported by differentiated training structures that accommodate various qualifications, competences, interests, and inclinations of learners (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Diagnostic assessments and goal setting are integral to identifying learning gaps early and agreeing on learning objectives (Wettstein et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Support courses utilise a variety of methods and formats, including language support (e.g., German as a second language), subject-specific support, and learning/working techniques, sometimes delivered in hybrid teaching formats (Kammermann \u0026amp; Scharnhorst, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Integrated subject and language learning, inclusive didactics, and bilingual teaching formats are also present (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The organisation of learning time is carefully considered, with placement in the timetable optimised for learners' concentration (Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Wettstein et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), typically in small groups of six to eight VET learners (Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The time commitment is limited to a maximum of half a day per week to avoid significantly impairing company-based training (Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Furthermore, psychosocial support, including counselling, motivation, and stress management, is provided through career, study, and vocational guidance or individual accompaniment (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Kammermann \u0026amp; Scharnhorst, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), with individual support programmes available (Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This micro-level didactic implementation aims to provide holistic support.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eContribution to Successful Training Completion and Labour Market Integration\u003c/h2\u003e\u003cp\u003eWhile direct, quantitative data specifically measuring the impact of Swiss support courses on individual training success is limited, the overall high success rate of the Swiss VET system and its efficient labour market integration are notable (Dornmayr et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; SKBF, 2023). The overall success rate for final apprenticeship examinations averages 92% in Switzerland, the highest compared to Germany (88%) and Austria (77.9%) (Dornmayr et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; SKBF, 2023). This reflects the general system performance, not the specific impact of support courses, highlighting a research need for systematic evaluation of their influence on training success. Hypothetically, targeted support measures like support courses could close learning gaps and prepare learners for examinations. Empirically, psychosocial support and individual fostering, including the development of self-efficacy and coping strategies, are proven to reduce barriers for academically weaker young people or individuals with a migration background (Findeisen et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; SKBF, 2023). Overall, Swiss VET demonstrates high labour market integration, with 89% of learners achieving a qualification five and a half years after starting, and rapid transitions into employment, especially in dual-track apprenticeships (Bundesamt f\u0026uuml;r Statistik [BFS], 2023).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eResearch Question 3\u003c/h2\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003eFindings on the International Comparison of Support Measures\u003c/h2\u003e\u003cp\u003eThe international comparison reveals several overarching findings regarding the effectiveness and challenges of support measures in promoting inclusion in VET.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eSystemic Effects of Collaborative Partnerships\u003c/h2\u003e\u003cp\u003eThe analysis shows that dual VET systems, as established in Switzerland, Germany, Austria, and the Netherlands, tend to have higher success rates in training completion and more effective labour market integration than England's market-led system (Dornmayr et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Westerhuis et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Cedefop \u0026amp; ECBO, 2023). A central characteristic of these dual systems is the pronounced collaborative partnership between the state, companies, and social partners, who share responsibility for governance, coordination, and quality assurance (SKBF, 2023; Euler, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Cedefop \u0026amp; BIBB, 2023; Westerhuis et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Cedefop \u0026amp; ibw Austria \u0026ndash; Research \u0026amp; Development in VET, 2023). This close involvement of all stakeholders in the design, updating, and evaluation of curricula is identified as a factor for the practical relevance of training and the signalling effect of qualifications for the labour market (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Di Stasio \u0026amp; van de Werfhorst, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In contrast, systems with less pronounced collaborative partnerships, such as England, show lower employer participation and a potentially reduced relevance of training for the labour market (Di Stasio \u0026amp; van de Werfhorst, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003eImportance of Differentiated and Individualised Support Programmes\u003c/h2\u003e\u003cp\u003eAll countries acknowledge the need for individualised and differentiated approaches to address learners\u0026rsquo; diverse prerequisites (Grassi et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Euler, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Sainsbury et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Rijksoverheid (RO), \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The dual systems, particularly Switzerland, Germany, and Austria, offer a broad range of adapted training formats and support instruments. These include two-year apprenticeships (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Schmid, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), theory-reduced occupations, extended apprenticeships, partial qualifications, as well as specific instruments such as support courses, Assisted Training, and Vocational Training Assistance (BIBB, 2024; Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Schmid, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These provisions encompass diagnostic assessment and goal setting, adjustments to training durations and content, and the provision of language support and psychosocial assistance (Wettstein et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; RO, 2023; Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). For young people with disadvantages, migration backgrounds, or disabilities, who often face difficulties in directly transitioning into training, bridging programmes and individual guidance prove particularly relevant (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; SKBF, 2023; Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Blommaert, et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003eRole of Permeability and Connectivity\u003c/h2\u003e\u003cp\u003eDual systems are characterised by high permeability within vocational education and training and to other educational sectors. Examples include the vocational baccalaureate (Berufsmaturit\u0026auml;t) in Switzerland and Austria, or access to higher education qualifications in Germany (SKBF, 2023; BIBB, 2024; Cedefop, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2025a\u003c/span\u003e). The Netherlands also promotes permeability through the NLQF and the recognition of partial achievements (Cedefop, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025b\u003c/span\u003e). These mechanisms help to avoid educational dead ends and expand learners' career opportunities.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003eImportance of Quality Assurance and Staff Professionalisation\u003c/h2\u003e\u003cp\u003eThe quality of support measures is closely linked to the qualifications of the personnel involved. All countries examined emphasise the need for technical, pedagogical, and didactic competences for trainers and teachers (Scharnhorst \u0026amp; Kammermann, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Euler, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Westerhuis et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Cedefop \u0026amp; BIBB, 2023; Department for Education, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sozialministeriumservice, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This includes investments in the initial and continuing training of educational staff and in-company trainers. Regular evaluations and quality standards, as established in dual systems by chambers, ministries, and specific institutions, play an important role in ensuring quality (Schweizerische Eidgenossenschaft, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; BMAW, 2024, BIBB, 2024).\u003c/p\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003ePersistent Inequalities and Stigmatisation\u003c/h2\u003e\u003cp\u003eDespite extensive inclusion efforts, access to apprenticeships remains unequal for some groups in all countries. Low-achieving young people or individuals with a migration background may experience stigmatisation (Anonym, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Westerhuis et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Miesera et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cedefop, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2025a\u003c/span\u003e). Particularly in more vocationally specific systems, social inequalities in labour market opportunities may be exacerbated between students from different class and ethnic backgrounds (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study compares VET systems in Switzerland, Germany, Austria, the Netherlands, and England. It identifies key findings on how support measures for inclusion are conceived, embedded, and implemented didactically. These results are discussed below in light of comparative VET research (CVR) and the concept of inclusive VET, informing future development.\u003c/p\u003e\u003cp\u003eThe analysis first confirms the relevance of system typology for the design of inclusive support measures. Dual systems (CH, DE, AT), alongside the hybrid system of the Netherlands (NL), consistently show higher success rates in VET qualifications and more effective labour market integration compared to England's market-led system. This observation aligns with CVR, which associates company-oriented VET systems with lower youth unemployment rates and an easier transition from school to work. A central characteristic of these dual systems is the pronounced collaborative partnership between the state, companies, and social partners. They share joint responsibility for governance, coordination, and quality assurance. This close cooperation ensures a high practical relevance of training and a clear signalling effect of qualifications for the labour market, which can be explained by Gonon's (2014) governance approach. In contrast, the English system is described as a 'textbook example of uncoordinated industrial relations' with weak collective action. These factors impair employer participation and the relevance of training. The limited state intervention in England (Gonon, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and the well-documented issues of low labour market relevance and the proliferation of low-value vocational qualifications, as critically highlighted by the Wolf Report (2011) and further analysed by Ertl (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), underscore the importance of coordinated governance for training success.\u003c/p\u003e\u003cp\u003eThe necessity of individualisation and differentiation to account for the diverse prerequisites of VET learners is recognised in all countries examined. This insight aligns with a broad understanding of inclusion, which considers the heterogeneity of all individuals and prioritises the development of personal potential, as advocated by UNESCO. The dual systems, particularly Switzerland, Germany, and Austria, are characterised by a wide spectrum of adapted training formats and support measures. These include the two-year apprenticeship in Switzerland, preparatory training programmes in Germany, or extended apprenticeships in Austria. These offerings, complemented by diagnostic assessment for support, language support, and psychosocial assistance, are crucial for closing learning gaps and strengthening VET learners' self-efficacy. The detailed didactic design of the Swiss support courses, characterised by small group sizes, target-oriented diagnostic assessment for support, and optimised learning time organisation, illustrates the influence of the micro-level of CVR on training success. These pedagogical interventions are of decisive importance and can serve as a model for other education systems.\u003c/p\u003e\u003cp\u003eAnother decisive factor is the high permeability within VET systems. This promotes long-term labour market integration and career development. Examples such as the 'Berufsmaturität' (vocational baccalaureate) in Switzerland and Austria, or the NLQF (National Qualifications Framework) in the Netherlands demonstrate how educational dead ends are avoided and vocational opportunities are expanded. Permeability motivates learners who have had a difficult start by providing clear development pathways. It fosters both vertical and horizontal mobility within the education system, which is essential for equal opportunities. This aligns with the demands of the UN Convention on the Rights of Persons with Disabilities (UN-CRPD) for access to the labour market and lifelong learning. Support measures should therefore ensure the ability to progress to higher educational levels and promote the recognition of informally acquired competences.\u003c/p\u003e\u003cp\u003eThe qualification of educational staff is central to the effectiveness of support measures, as widely discussed in VET literature. All countries examined emphasise the necessity of subject-specific, pedagogical, and didactic competences for trainers and teachers. However, an often-neglected qualification of VET professionals, particularly in Germany or Switzerland, significantly reduces effectiveness. For instance, training for VET trainers in Switzerland amounts to merely 40 hours, whereas full-time vocational school teachers must complete 1800 learning hours (60 ECTS). This is especially true when addressing the complex needs of disadvantaged learners and counteracting stigmatisation. Therefore, sensitisation and training in inclusive didactics and intercultural competences are central prerequisites for reducing inequalities and creating an appreciative learning environment. Regular evaluations and quality standards, established in dual systems by chambers and ministries, are crucial for quality assurance. Investments in the initial and continuing training of educational staff are essential to ensure the long-term effectiveness of support measures.\u003c/p\u003e\u003cp\u003eDespite these efforts, inequalities persist in access to apprenticeships for certain groups, as well as stigmatisation among low-achieving young people or individuals with a migration background. Di Maio et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) demonstrate that the strong focus of 'short-track' programmes on economic efficiency in Germany and Switzerland can reinforce the stigmatisation of these groups. This is particularly true when the primary focus is on rapid labour market integration rather than comprehensive social support. Programmes like the EBA (Federal VET Certificate), often introduced to meet economic demands for lower-skilled workers, risk being stigmatised as ‘second-class’ training. To counteract this, strategies beyond mere narratives are essential. Simple promotional campaigns, without addressing underlying structural barriers and resource allocation, often fail to genuinely counteract the deep-seated perceptions of 'second-class' training. Curricular enhancement, strengthening permeability, active labour market integration, and the qualification of educational staff are crucial here. These measures enable structural and curricular upgrading, as well as improved integration into the labour market, to sustainably reduce stigmatisation. These findings correspond with the academic discussion that points to an exacerbation of social inequalities in vocationally specific systems (Blommaert et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Di Stasio \u0026amp; van de Werfhorst, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This contradicts the claim for equal opportunities. Fostering VET learners' self-efficacy and personal responsibility is an important starting point. Support measures must therefore specifically reduce stigmatisation and enhance the appreciation of VET. This requires not only individual support but also societal sensitisation and positive narratives about vocational educational pathways. The societal recognition and upgrading of VET are crucial. The perception of academic educational pathways often enjoying higher prestige, while VET is perceived as a 'second choice,' a challenge already prominently identified by Wolf (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and further discussed by Ertl (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), remains a significant barrier. A clear communication strategy that showcases career prospects and the societal value of vocational qualifications is essential.\u003c/p\u003e"},{"header":"Conclusion and outlook","content":"\u003cp\u003eVET system typology profoundly shapes inclusive support measures, as revealed by this comparative document analysis. As highlighted by Di Maio et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), the balance between social goals (inclusion, equal opportunities) and economic efficiency shapes the design and impact of these measures across their regulative, normative, and cultural-cognitive dimensions. Dual systems (CH, DE, AT) with their institutionalised collaborative partnerships are particularly effective. This promotes training success and labour market integration through the combination of theory and practice, as well as the strong signalling effect of qualifications. The Dutch system exhibits similar, albeit less strongly institutionalised, structures. Market-led systems, such as in England, however, continue to show difficulties in employer integration and ensuring the relevance of training, issues that were critically highlighted by the Wolf Report (2011) and persist despite reforms like the T Levels (Ertl, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA central finding is the importance of high-quality, individualised support offerings. The Swiss 'support courses' (additional, school-based support measures for VET learners), based on diagnostic assessment for support, language support, and psychosocial assistance, represent a sophisticated model for strengthening self-efficacy and addressing diverse learning prerequisites. Equally crucial are permeability and progression opportunities within the systems to avoid educational dead ends and enable lifelong learning, to which instruments such as the 'Berufsmaturität' (vocational baccalaureate) or the NLQF (National Qualifications Framework) contribute. The professionalisation of educational staff and consistent quality assurance remain fundamental prerequisites for inclusive approaches. Despite progress, inequalities and risks of stigmatisation persist, particularly for low-achieving young people and individuals with a migration background. Targeted interventions for barrier reduction and for strengthening the societal appreciation of VET are necessary here.\u003c/p\u003e\u003cp\u003eFuture research should more closely examine the long-term effects of support measures on VET learners' self-efficacy and the transferability of successful models between VET systems. The inclusion of the micro-didactic level is useful in this regard to better understand the implementation and conditions of effectiveness of such measures in teaching and training.\u003c/p\u003e\u003ch2\u003eLimitations\u003c/h2\u003e\u003cp\u003eThis comparative qualitative document analysis offers valuable insights but is subject to several limitations. The results are constrained by the availability and content of the examined documents, meaning not all aspects of complex VET systems or informal practices could be fully captured. However, by integrating foundational critiques such as the Wolf Report (2011) with contemporary analyses like Ertl (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), this study provides a robust contextualisation of VET system challenges and reform efforts. Furthermore, the analysis primarily focused on the macro and meso levels; a more in-depth consideration of the micro-didactic implementation of support measures in the comparative countries, which would have further substantiated the relevance of Swiss support courses as a model, was beyond the scope of this document analysis. Additionally, the study covers a specific period, thus newer developments outside the collection timeframe remain unconsidered. Despite a systematic approach and proven measures for ensuring trustworthiness, a degree of interpretative scope remains. The transferability of results is limited due to differing institutional and cultural frameworks in each country, necessitating careful contextual adaptation. The choice of Switzerland as a reference case might also have subtly influenced the analytical perspective, despite the uniform application of the coding framework. These limitations must be considered when interpreting the results and simultaneously offer starting points for further research. Specifically, the transferability of the micro-didactic implementation of Swiss support courses to other contexts requires further investigation into their adaptation needs, effects, and the detailed role of educational staff.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eCompeting Interests\u003c/h2\u003e\u003cp\u003eThe author has no relevant financial or non-financial interests to disclose.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003cp\u003eThis article does not contain any studies with human participants or animals performed by the author.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eData availability statement\u003c/h2\u003e\u003cp\u003eThe coding framework developed for this study, the coding book, the prompts used, and the Reference List of Analysed Documents by Country are freely accessible in the Open Science Framework (OSF). All other sources are publicly accessible legal and policy documents, evaluation reports, and scientific literature cited in the reference list.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThe author did not receive support from any organization for the submitted work.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eThe study was written exclusively by Ren\u0026eacute; W\u0026uuml;thrich. He is therefore responsible for all of its content.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAviazova, N. (2013). \u003cem\u003eRole of apprenticeships in combating youth unemployment in Europe and the United States\u003c/em\u003e. Peterson Institute for International Economics. Policy Brief PB.\u003c/li\u003e\n\u003cli\u003eBach, A. (2018). Inklusive Didaktik und inklusionsbezogene Professionalisierung von Lehrkr\u0026auml;ften in der gewerblich-technischen Berufsbildung. In P. T. Tramm, M. 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(2024). \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"vocational education and training, inclusive education, support courses, learning support, Switzerland, comparative analysis","lastPublishedDoi":"10.21203/rs.3.rs-7937439/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7937439/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study compares inclusive support measures in vocational education and training (VET) systems in Switzerland, Germany, Austria, the Netherlands, and England, focusing on Swiss \u0026lsquo;support courses\u0026rsquo; as a reference model. These school-based measures aim to help VET learners complete training successfully. Using a category-guided analysis of 72 documents within a macro\u0026ndash;meso\u0026ndash;micro framework of comparative VET research (CVR), the study identifies commonalities and differences across systems. Dual systems show higher completion rates and stronger labour market integration, linked to institutionalised partnerships between state, companies, and social partners. A key finding highlights the importance of individualised support, with Swiss support courses exemplifying needs-based, holistic approaches. Additional factors include permeability, progression opportunities, professionalisation of staff, and quality assurance. Despite these efforts, inequalities and risks of stigmatisation persist for low-achieving learners and those with migration backgrounds. The study concludes with recommendations for developing inclusive VET systems that combine structural openness, targeted support, and strategies to enhance societal recognition of vocational pathways.\u003c/p\u003e","manuscriptTitle":"Inclusive Support Architectures in VET: A Five-Country Comparison and the Place of Swiss Support Courses: Evidence from Switzerland, Germany, Austria, the Netherlands, and England","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-19 09:39:24","doi":"10.21203/rs.3.rs-7937439/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"df166287-5d8e-4ac8-8cb3-7aa5216e2a20","owner":[],"postedDate":"November 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-05-08T06:23:56+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-19 09:39:24","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7937439","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7937439","identity":"rs-7937439","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}