The apprentice's perspective is of central importance for the educational policy design and further development of VET systems. The success of all education policy measures that keep VET attractive or make it more attractive ultimately depends on the educational decisions of learners. It is therefore crucial for a potentially successful VET policy to know the perspective of those who have decided to enter VET. Their assessments and experiences must be systematically incorporated into education policy decisions at the governance level. The paper presents and discusses whether, how and with what content-related focus this takes place. The focus is on the approaches in Germany, Switzerland and Denmark.