The fundamental impact of human capital on innovative performance is a consensual finding in the innovation literature. Universities play a pivotal role in fuelling innovation across various industries, providing students with essential knowledge and skills to generate new products, processes, and business models. However, while the crucial role of the university is undeniable, it should be remembered that human capital formation is a complex and multifaceted phenomenon, influenced not only by factors such as institutional context and culture but also by the prevailing secondary education system. Since 1999, the Bologna Process has resulted in numerous reforms aimed at ensuring comparability among standard and quality of higher education qualifications in Europe. However, secondary school education systems vary significantly among countries. One of the most striking differences is the relevance attributed to vocational training programmes. Vocational training is essential for preparing students for specific careers and industries and focuses on the development of practical skills and knowledge that are directly applicable in the workplace. This paper analyses the impact of secondary school education on innovation performance in European regions. The rationale is that, despite a widely held belief that innovation requires workers with an academic education, vocational education and training is a major driver of innovation performance. We employ Eurostat data for the last two programming periods to and determine the extent to which secondary school systems and European Commission policy, specifically the European Social Fund Educational and Vocational Training theme, can contribute to innovation performance in European regions. © 2025 International Conference on Higher Education Advances. All rights reserved.
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