For example if most of the costs fall on students - as in some forms of post-secondary training in some countries - then it is reasonable to expect that student choice will dominate the mix of provision. But in Tunisia, the cost of providing VET at upper secondary level mainly falls on the government rather than employers. One very constructive way for employers to make more of a contribution to training, and at the same time obtain many benefits for themselves, might be through the provision of workplace training and experience, which they already do quite successfully in the programmes under the ATFP, but that could be replicated in the rest of the system, in particular in the licences appliquees (professional bachelors) in universities. In this context, Box 4.10 provides some interesting examples of mechanisms to influence the mix of provision, drawing from the experience of OECD countries.