Yet, implementation remains a challenge, as it crucially hinges upon the collaboration between individual institutions (Fazekas and Field, 2013). However, the different learning routes - including vocational programmes -are structured in such a way that young people have the possibi lily to go up a step within the track they have chosen, and reach the equivalent of tertiary level education (ISCED 5 level). Possibilities for upstream transfers also exist between vocational and university education (OECD, 2008a).