Welcome to the home page of the 7EU-VET project: Detailed Methodological Approach to Understanding the VET Education


The 7EU-VET project is a LLL type of project, founded by the EC and focused on vocational education and training. It builds on theoretical backgrounds, secondary analyses, national and EU data as well as primary quantitative and qualitative researches  conducted in seven European countries.


  • The key factors affecting the transition to VET are the same in all of the surveyed countries – they are all closely linked to the perceived belief of career development.
  • Across the countries VET students consider a surprisingly limited range of options regarding their choice of a further occupational path.
  • There is a need to pay significant attention to out-of-school activities; in some countries, one out of four VET students does not learn after school at all.
  • Aptitudes for classical learning are very low in most countries: the most important learning drivers are an interest in practical subjects, understanding of the learning subject and an interest in a practical subject.
  • VET students undertake paid work more than one would expect: on average, around one out of five learners worked for money for at least two hours per day and this work was unrelated to their programmes.
  • School success importantly impacts programme perceptions and hence VET teachers should pay more attention to students with lower grades, in particular since learners appreciate and are very sensitive to teachers’ efforts.
  • General satisfaction with the programme depends considerably on the extent to which classes are interesting and how well teachers are prepared.
  • VET students generally perceived teamwork and the ability to familiarise themselves with new tasks related to occupations as the most developed competencies of VET learners.
  • The most important determinants of students’ ability to conduct independent work are school success and professional motives.
  • Across the countries, students with higher grades were more likely to report they had good generic competencies than those with lower grades.
  • ICT: In general, students from all countries are skilled in general tasks when using a computer for writing, transferring files and copying and pasting to manage information and their attitude to ICT in everyday life is positive.
  • Personal motives are more important for VET learners in their future careers than salary, job security or reputation.
  • For some VET learners, the next step in their career is to enrol in further education.

For more detailed findings, please see our final report here.