**5. Comparing VET systems in Germany, Switzerland, and Austria**

Having everything previously written in mind, in this part of work, we will compare VET systems in Germany, Switzerland, and Austria, based on the following criteria: ways of regulating VET; costs; types of VET; previous education necessary to take part in VET; duration of VET; completion of vocational education and access to higher education after VET.

Speaking of regulations of VET in Germany, it is regulated by Vocational Training Act (VTA) and by regulations and laws of constitutional states. In Switzerland, it is regulated by VPETA-the Federal Vocational and Educational Professional Training Act, and by laws of Federal Government and cantons. Austria, however, has an Education Ministry that issues the laws regulating VET, but Federal Government as well as governments of federal provinces, takes part in regulating VET. All in all, it can be said that in all of these countries, VET is regulated by general law, followed by federal laws and laws of constitutional countries (cantons, provinces, or states).

When it comes to the costs of VET, in Germany, the companies are the ones bearing the cost of company training, and the government is the one having a budget for school training of apprentices. A similar situation is in Switzerland, as well as in Austria. In all these countries, companies have a possibility to get subsidies from the government covering certain expenses or the whole expense of training an apprentice.

Organizing apprenticeship training is an important aspect of apprenticeship training. In Germany, there are dual trainings, taking place partially in a company and partially in a vocational school. There is also an option of taking part in school-based vocational training. In this case, vocational trainings are being taught at schools with a practical part during the school year. There are also prevocational training measures, helping future apprentices to prepare for trainings. These programs do not issue an official certificate that can get one a job but is rather a way of preparing for learning for a certain job. In Switzerland, the situation is similar to in Germany-there are dual trainings, school-based programs, and preparatory VET courses. The same case is in Austria.

Previous school diplomas are a condition that needs to be fulfilled in order to take part in VET in Austria and in Switzerland. In Austria, one has to have finished a minimum of 9 years of compulsory school in order to join a VET, and in Switzerland, there is a condition of completion of compulsory education and a minimum of 15 years of age, in order to be a VET. In Germany, however, there is no rule about having any degree before joining a VET. However, this is rarely a case, since many people starting a VET hold an intermediate or an upper-secondary degree.

The duration of VET in all of these countries is similar: In Germany from 2 to 3.5 years; in Switzerland 2–4 and in Austria also, from 2 to 4 years. At the end of the training, there is a final exam in all of these countries.

Having access to higher education is an option in Austria and in Switzerland. In Austria, there are different options for apprentices finishing their trainings, such as master and qualifying exams, part-time industrial master colleges, and colleges of advanced vocational studies and specialist academies, as well as VET colleges. In Switzerland, holding a Federal Vocational Baccalaureate also opens many doors in the institutions of higher education. In Germany, there is a theoretical option of enrolling in higher education. However, practically this is rarely possible. When it comes to higher vocational education in Germany, there are options such as master craftsman or craftswoman, industrial foreman, or forewoman and senior clerk.

Also, all three of these countries are a part of the European Qualifications Framework, database that keeps track and all the important information on the educational systems of 11 EU countries, countries that are candidates or potential candidates for membership and Iceland, Norway, and UK. It is organized in order to keep educational systems more transparent and provide easier access to people seeking work or education. Germany, Switzerland, and Austria also have their own National Qualifications Frameworks, that are in line with the European one. This shows a great and important step on connecting with other countries and creating a more open system for everyone who wish to take part in it, whether it is getting a professional qualification or finding work [10].

Regarding everything that has been said, it can be concluded that each and every one of these systems has its advantages and disadvantages compared to the other two systems. For example, the system in Germany is so organized, that it is possible for people without previous education, or for people coming from other countries who have finished their education there, to enroll into VET. There is usually one preparatory year after which it is possible to fully take part in VET. Compared to that, Switzerland and Austria have a requirement of a minimum age and of a minimum of age that are required for enrolling in VET.

On the other hand, access to higher education after the apprenticeship training is easier in Switzerland and in Austria, than it is in Germany. In Switzerland, it is necessary to finish another year of education and get the baccalaureate, whereas in Austria there is open access to higher education for all apprentices finishing their trainings. In Germany, that is theoretically possible, but practically it is not. Because of that, German VET system appears to be the most rigid one, even though it provides the country with a stable economy. Criticism striking the Austrian system is mainly pointing out the fact that it should be giving a broader basic knowledge and better professional orientation.

Of course, it is only fair to point to the advantages of these systems, such as are the facts that apprenticeship trainings are very seriously taken by government and that there are many investments going on, helping companies, schools, and apprentices to get the best education possible. Also, these systems are very stable and long-lasting, which shows how important for the society they are. There are also many institutions and bodies taking care of the functioning of the apprentice training systems, starting from the government, chambers, federal and land governments, companies, and scientists in the whole country. It shows that there are many people with different opinions and skills of critical thinking involved in the organization of the system. There are many additional programs organized around the VET system, offering additional help to apprentices, companies, and schools. This shows how big and important the role of the VET in these countries is, as it has been recognized by the countries but also by other people and organizations.
