Developing the attractiveness of vocational education (VE) and the quality of vocational education and training (VET) system is one of the goals of Lisbon strategy. The ongoing project “Detailed Methodological Approach to understanding the VET educational system in 7 European countries (7EU-VET)” [1], implemented with the support of the Lifelong Learning Programme (Transversal KA-1) of the European Union, trays to improve understanding of what particular factors influence on VET system attractiveness and success. Among others, the project focuses on the following scientific and research objectives [2]: a) what's new in human perception of VET systems and how they see the future job opportunities, career development and mobility; b) how effective and successful are advising and informing systems; c) is it possible to develop and implement such a system model in all European countries; d) are VET systems of different European countries compatible and whether they are ready for common responding to changing needs? Among other activities, one of the main objectives of presented project is empirical study among VET schools’ pupil in 7 European countries to validate study quality and transparency of VET systems in those countries [3]. Research results are intended for decision makers, experts, VET managers and secondary school pupil who plan to enrol into VET. Presented paper contains results derived from research made in Latvian institutions of initial VET.