The paper refers to the general opinion that increasing importance of qualification frameworks has enhanced permeability of educational systems in Europe, thereby supporting social integration of workers and learners (Recommendation of European Parliament and Council, 2008, 2), and it checks this view with regard to vertical progression from VET to academic education where structural differences have to be considered: Learning fields derived from work requirements on the one hand, and the systematic of scientific disciplines on the other hand. Against this background, the paper will respond to the following questions: How far are available level descriptors really usable for deciding if acquired learning outcomes are sufficient for successful transitions from VET to academic education? Is there a need to define additionally specific “learning competences” enabling to take part in academic study programmes? What does this mean with regard to the overall structures of the mentioned frameworks? How must the “chain of educational elements” in VET (identification of learning requirements, design of qualifications, curricula, teacher education, learning processes, assessment) be modified in order not only to allow for work, but also for proceeding on learning pathways?