Stronger numeracy and literacy study in vocational programmes could not only improve the access of graduates to academic tertiary education, but also contribute to a stronger credit transfer system (Fazekas and Field, 2013). As shown by the example of the Netherlands in Box 5.3 (below) improving support for those with weak basic skills might benefit enormously from a system that facilitates information across institutions and teachers. When this information is comprehensive it also might allow policy development to tackle and anticipate the needs of certain student groups.