Despite the fact that work-based learning in VET has proven effective in terms of providing students and apprentices with skills useful in relation to labour market needs and helping to reduce the risk of youth unemployment, VET and work-based learning in many cases is not the well reputed among students, enterprises and the public in general.

For young people (and their families) VET and work-based learning is often seen as the second choice in comparison with general education pointing directly towards Higher Education. It is regarded as less intellectually challenging, with vague or unattractive job and career opportunities and, moreover, burdened by the fact that often not enough training places are available to make work-based learning a real choice. Only a limited percentage of European enterprises offer training opportunities for VET students, however with substantial differences among countries depending on traditions of VET systems.

Within the area of attractiveness of work-based learning the main challenge is represented by the identification of ongoing and finalised LLP projects (and, later on, also Erasmus+ projects) that provide ideas, approaches and solutions that may help raising the attractiveness and prestige of work-based learning in VET.

If VET and work-based learning is to gain ground and become a more attractive choice for young people around Europe, guidance and counselling (and promotion) activities needs to start early. The project “Take Tech” represents a promising model for integrating company visits for school children into school curricula.

There is, however, a need to focus on making professions and career opportunities in VET and WBL more well-known and visible to the parents as they play a crucial role in decisions on educational pathways. This family issue was also stressed by the initiative “Take a peek into VET promotion throughout Europe”. Similarly, professional guidance counsellors with back ground in higher education often have little understanding of VET and WBL and professional development activities for this target group is also crucial to ensure solid information on career.

The project initiative “GO4Job” highlighted ways to use information technology and involve young people in peer-to-peer learning. The project developed a web platform with virtual learning modules, to support vocational counselling. Use of podcast, blogs and young people to young people learning (peer communication) has proven useful to reach and make young people aware of education and job opportunities, including apprenticeships. There is a need, however, to develop and share methods to ensure more extensive and positive promotion activities on VET and WBL – including use of role models, success stories and television to “visualize” VET jobs and careers. Many factors are involved in decision making concerning choices of education and the importance of factors determining the attractiveness of WBL differs among EU countries. There is a need for research aiming to compare attractiveness of WBL across Europe, through the analysis of VET systems, enrollment trends, public perception of VET, counselling and promotion, company involvement etc. Clear education and career pathways from VET to Higher Education are another element influencing attractiveness of VET and WBL. In some countries transition from VET to Higher Education is smooth and students build directly on top of their VET skills, while in other cases students need to back-track or find it difficult to have VET based skills recognised in relation to entry requirements to Higher Education.