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Although this is already the highest level in the educational system, there is still the option of switching between academic education and PET programmes. As shown in Figure 2, the connection between the tertiary level A and tertiary level B education paths is indirect (dashed arrow), since certain requirements need to be met. The requirements for a student changing from tertiary level B to tertiary level A are of an academic nature and have to be supported by appropriate diplomas. For students in tertiary level A wanting to switch to tertiary level B programmes, practical requirements mainly apply, such as several years of experience in the desired area of study[6]. Although changing between the two pathways can no longer be done quickly, it can be achieved with some effort. In both cases, previously acquired knowledge and experience are recognised. A new training law will facilitate this even further in the future (WeBiG 2014).

The number of direct and indirect transition paths between (horizontal permeability) and within (vertical permeability) the different educational paths makes the Swiss education system highly permeable. This high permeability throughout the education system is ensured through well-coordinated subsystems. Such a structure promotes equal opportunities for students from different backgrounds and motivates them to undertake lifelong learning. In this system, none of the education programmes leads to an impasse. The motto is: «No education programme without access to further education».

This approach is made visible through the introduction of the Federal Vocational Baccalaureate and university of applied sciences, which have strengthened the permeability of the system and thus social mobility, improving the socio-economic mix of students. Many students choose the option of changing their education path. A recent study on VET education in the health sector confirms a high degree of permeability (see SKBF 2014, p. 135). The study found that apprentices, despite poor grades in compulsory education, were capable of successfully completing training in the health sector, and that, moreover, 60 per cent of the apprentices polled would like to continue their education at a PET institute (at tertiary level).

The high permeability in the education system is not only an advantage for social mobility but is also acknowledged by the labour market. According to a study by Backes-Gellner and Tuor (2010), the labour market paid graduates with mixed educational career paths higher salaries immediately after obtaining their degree than those who settled on one career path (vertical mobility). Figure 3 shows the proportion of students who undertook mixed educational career paths.

Figure 3: The prevalence of mixed education paths. Source: Backes-Gellner & Tuor (2010, p. 44); also see Tuor & Backes-Gellner (2010)

The Swiss education system offers a large number of education programmes, providing every student with the opportunity to acquire a higher education qualification. VET and PET are integrated into the education system, which increases the attractiveness of these education paths, since both provide an entrance ticket to the labour market as well as to academic education.