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

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.