Guide to Getting Started with ApprenticeshipsThis document provides guidance on getting started with apprenticeships for small and medium-sized enterprises (SMEs). It covers the steps to becoming an apprenticeship employer, including workforce planning, finding training providers, attracting apprentices, and more. The document aims to give SMEs a good foundation for developing an apprenticeship plan

www.apprenticeshipalliances.eu
This programme has been funded with
support from the European Commission
Module 2 – The Nuts and Bolts of
Apprenticeships
The European Commission support for the production of this
publication does not constitute an endorsement of the contents
which reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein."

The steps to getting started with Apprenticeships
Getting SME’s started
Module 2 – The
Nuts and Bolts of
Apprenticeships
Learning
Objectives
1
Workforce Planning2
Finding the right provider for your training needs
or developing your own training programme
Partnering for
Apprenticeship Delivery
3
Apprenticeship and Workforce Planning, the key to
which is finding the right apprentice
Costs Involved4
Cost vary per country, we will look at
some typical examples.
5 Module 2 Resources
Useful Links and Resources regarding
Apprenticeships in NI (UK), additional UK
regions e.g. England/Scotland/Wales,
Ireland, Poland, Netherlands, Spain and
additional good practice examples e.g.
Australia

Apprenticeship Alliances (RAISE)
As we learned in Module 1, there is a
multitude of benefits for SME’s that
engage in Apprenticeship provision.
There is also wide ranging scope for the
type of apprenticeships that business
can get involved in and benefit from.
In this Module, we look into how
Apprenticeships work in more detail and
get a good foundation for Module 3
which focuses on developing an SME
Apprenticeship Plan.
Getting SME’s
Started
USThe steps to getting started with
Apprenticeships
1

“A good Apprenticeship needs to be a meaty experience,
delivering tangible skills and mentoring in the workplace,
leading to a return on investment for the employer and full
competence for the apprentice.”
-Moira McKerracher,
Deputy Director, UK
Commission for
Employment and Skills
Source: Apprenticeships that work – A guide for employers
additional information on other UK regions

In Module 1, we learned that Apprentices include:
• a formal employment programme that trains learners to do a
specific job and leads to formal qualification. Programmes last
from one to six years depending on the individual country’s
apprenticeship scheme
• Apprentices are paid a salary, usually low wages to start with
but increases with experience and skills
• Training consists of a mix of on-the-job training and work
experience, and formal, classroom-based learning
In the slides which follow, we look into the workings of Apprenticeships in more
detail, with focus on what the SME needs to do to prepare for taking on an
apprentice.
What have learned about
Apprenticeships so far?
1

Check with the National Apprenticeship Service about
apprenticeships in your industry and at a suitable level.
In some countries, SME must register their interest in
employing an apprentice with the National
Apprenticeship Service.
SME will source and partner with a training organisation
that offers apprenticeships for your industry – they will
handle the apprentice’s training, qualification and
assessment.
Steps to becoming an
Apprentice Employer
*while systems vary across the EU, the following steps are indicate of the process
1
1
2
3

4. Some apprenticeships may be eligible for grants or
other government funding
The apprenticeship should be advertised
SME must select their apprentices and make an
apprenticeship agreement with them.
Note: Where available, SMEs can also use apprenticeship training
agencies to employ an apprentice without the responsibility of
actually running the apprenticeship scheme themselves.Apprenticeship Alliances (RAISE)
1
Steps to becoming an Apprentice
Employer
4
5
6

Workforce planning is a process used to align
SME workforce capability to meet the evolving
needs of the business.
It is very useful when planning to recruit and
engage apprentices in terms of the broader
company development plans.
It is a forward-looking process typically focused
on assessing the workforce over a three to five
year period.
The workforce plan is a living document that is
updated regularly (usually annually) and
adjusted as changes in business
needs or the workforce occur.
But first, the SME should
undertake
Workforce Planning
2

Do
• make it relevant and business
based
• keep it simple and
straightforward
• make business leaders the
owner
• focus on action plans and
progress
• utilize and commit the
resources necessary
Do’s and Don’t of
Workforce Planning
Don’t
• make the process
overcomplex
• perform the planning in a
vacuum
• skip defining the right
approach and scope
• underestimate the need for
employee ownership and buy
in
• confine your thinking
2

An example of
how a blatant
skills gap can
negatively impact
an SME…….
Skills Gaps and Business
Impacts
2
Skills gap identified by
workforce planning
Poor delivery and quality issues
Risk of customers loss due to
limited capacity
Loss of business opportunity
due to operating limitations
Cost of doing nothing: Poor
business performance

To define current workforce demands, ask the following
questions:
• What staffing levels does the SME have today?
• What percent of people currently in the role will still be
in the role over the next few years?
• What skills and knowledge are at risk?
• What departments are at the greatest resource risk and
how do they contribute to delivering planned growth?
• What production risk do you have?
Workforce Planning
- Current Capacity and Supply
Source:
http://www.themanufacturinginstitute.org/~/media/14B36E1969704C3BADF11A1BE0F21B3D.ashx
2

It is wise to spend time ascertaining Forecasted Workforce Demand.
Some things to consider:
• Current staff turnover rate vis-à-vis length of service
• Consideration of competition for talent in your industry that is a
current or future threat
• Rate of internal role changes and internal movement of
personnel
• Average age of retirement compared to the age of your current
employees
• Retirement prediction based upon what percentage of your
workforce will be eligible to retire due to age & tenure
Workforce Planning
- Forecasting SME Staffing Needs
2

• What are the current and projected output volumes and
revenues?
• An assessment of the skills needed to meet the business
projections and growth objectives
• Productivity improvements that could free up staff time
and resources- cost assessment for same?
• Planned new product introductions, upgrades or
processes that would require new skills or expanded staff
Forecasting SME Staffing Needs
2

To define future workforce demands, ask the following questions:
• What staffing levels are required across the SME to meet planned
growth?
• What staffing levels are required in the most critical
departments?
• What skills are required in each department and what are the
most important skills?
• What will be most important production areas and what needs
will they have in the future?
• What emerging technology will be used and what specifically is
required for the workforce to adopt the technology
successfully?
Workforce Planning -
Future Demand
2

Based on current and future demand, complete a gap
analysis to understanding the areas that require
workforce planning including:
Employee surpluses Employee deficits
Skills surpluses Skill deficits
Knowledge surpluses Knowledge deficits
Gap Analysis
of Workforce Needs
2
Identify
the gap

As we learned in Module 1, apprenticeships offer a multitude of
benefits to SME’s and are particularly effective when:
• There is a disconnect between the skill sets of the unemployed
and the types of jobs available.
• SME’s are focused on addressing long-term needs.
• Limited talent in the external market is projected to continue in
the future.
• The position requires multiple or unique skills which
complicates the ability to find an individual that meet the
needs.
Using Apprenticeships to
Close the Gap
2

DOWNLOAD EXERCISE
Complete a skills gap analysis for your SME
Skills Gaps and Business
Impacts
2

Workforce Planning is an important
part of SME development and growth.
They are three key steps to evolve and
develop the SME workforce:
(i) Attracting Employees
(ii) Developing Employees
(iii) Retaining Employees
In the slides which follow, we will look
at these three steps as they apply to
the context of Apprenticeships.
2

There are some key approaches that will help you attract
apprentices and employees -
• Employer brand
• CASE STUDY - “Earn while you learn” - wages and/or
conditions of employment
• Recruitment/selection actions
• Business culture and organisational development
1) Attracting Apprenticeships –
Key Messages to Communicate
2

Employer branding is more than a
communication strategy, it is the
process of promoting a company, or
an organization, as the employer of
choice to a desired target group,
one which a company needs and
wants to recruit and retain.
In this short explainer video, we
learn that your employer brand
must:
• Offer Experience
• Reinforce Values
• Deliver the Dream
(i) Attracting Apprenticeships –
The Employer Brand
2

The Insurance Institute of
Ireland have developed a
promotional campaign called
“Earn and Learn” to attract
apprentices to their Insurance
Practitioner Apprenticeship.
Key to the campaign is a
dedicated promotional
website –
www.earnandlearn.ie
2 (i) Attracting Apprenticeships –
CASE STUDY – “Earn and Learn”

Video plays an important
role in attracting
apprentices in the Earn
and Learn Campaign.
Peer role models clearly
communicate the benefits
of insurance
apprenticeships to their
career progression
Source: https://www.youtube.com/watch?v=qllp7Z6o7Ao

Earn and Learn also
use video to profile
their past
apprenticeships.
Source: https://www.youtube.com/watch?v=bos3mm2Fax0

• Assigning an Apprentice Supervisor
• Induction
• Training and development
• Leadership
• Career development
• Succession planning
(ii) Developing Apprenticeships –
Key Steps
2

Workplace supervisors play a central role in the success of
apprenticeship programmes. The supervisor may also be the
employer of the apprentice, especially in a smaller
organisation.
Most importantly, the supervisor is the person who is
responsible for training the apprentice at the worksite in the
day-today working environment and the employer
administration associated with the role.
Assigning a Workplace
Apprentice Supervisor
Source: http://employingapprentices.com.au/wp-content/uploads/2015/02/TRA1002_PDF_25.pdf
2

• provides a safe and supportive workplace
• manages risks in relation to safety and production while
training
• integrates learning tasks into work activities based on the
Training Plan
• communicates with the education provider on a regular
basis to ensure effective training delivery and assessment
practices, and to review progress through the Training
Plan
• advises the education provider that the trainee/apprentice
has achieved competency in specific units of competency
An Effective Apprentice
Supervisor
2

Effective supervision will encourage more apprentices to
complete their training, leading to:
• more productive workplaces
• higher quality output and services
• employees who can undertake a wider range of tasks.
Why Effective Supervision is
Important
2

• Due to the nature of apprenticeships, an apprentice in their
first or second year/stage must be under the direct supervision
of a person who is either qualified in the trade, or has an
appropriate level of industry experience relevant to the
apprenticeship.
• Once an apprentice reaches their third year/stage, it is
important to determine an appropriate level of supervision that
takes into account accepted industry supervision standards, the
level of competence of the apprentice and any risk that the
work and/or work environment may pose to the health and
safety of the apprentice.
Supervision of the Apprentice
– an example
2

• manages the apprentice’s training needs and motivations
• helps the apprentice develop problem solving and general
employability skills
• acts as a role model
• provides feedback and encouragement
• promotes independence and self-direction in learning
• Provides induction
• Acts as the first point of contact for the apprentice in the
workplace
An Effective Apprentice
Supervisor
2

• Performance development
• Rewards/Recognition
• Business culture development
• Managing different generations
• Structured induction programme
• Effective Recruitment
(iii) Retaining Apprenticeships –
Key Approaches
2

An excellent resource for SME’s,
this Workforce Plan pulls together
all the businesses staffing needs
and requirements and helps chart
a course for effective workforce
recruitment, development and
retention.
See Module 2 Resources for
Download Link.
2 RESOURCE:
SME Workforce Plan

Apprentice Partnerships between
SME’s and Training Organisations or
a consortium of likeminded SMEs
offer a win-win situation, with
benefits to be had for both.
In the slides which follow, we will
look at these benefits and offer
learning for how SME’s can get
establish an Apprentice Partnership.
.
Partnering for
Apprenticeship Delivery
Partnering with other organisations
or indeed other SME’s
3

Depending on the SME’s training need and the apprenticeships
programmes on offer in their country, they may find the need to
partner with a range of education providers including:
• Community Colleges
• High Schools
• Vocational Schools
• Universities
• Private Training Organisations
Partnering with an Education
Provider
3
Note – your choice of training provider may be
restricted to those approved by your national
apprenticeship scheme or relevant government
department

Another beneficial partnership format that is increasingly popular sees
SME’s come together and pool resources to successfully deliver
apprenticeships
For example, see our Irish insurance sector example earlier in this
module: Slides 21-23
Partnering with an Education
Provider
3

• Already developed curriculum - reducing cost
• Access to grants - reducing cost and increasing access to
untapped pools of talent
• Availability to a potential pool of participants - reducing
launch time
• Introductions to other companies - access to best
practices and economies of scale
• Opportunity to develop industry responsive customized
Apprenticeship Programmes that combine classroom with
on the job training
Benefits for an SME partnering
with an Education Provider
3

• Apprenticeship Partnerships with SMEs enable Training
Organisations to get access to industry standards, market
insight, new manufacturing processes and technology.
• This in turn enables the education provider to develop
relevant and meaningful curriculum and allows them to
develop relevant and job focused apprentice graduates.
Benefits for the Education
Provider
3

The selection of a training provider by the will depend on the type of
skills they are looking to build, their proximity to the SME’s location
and overall track record relative to supporting similar apprenticeship
programmes.
For example:
A large university 100 kilometres distance from the SME is not an
appropriate partner if the SME has a need for local welders. A
community college or high school that offers vocational training 20
kilometres away may offer a better fit and be a more logical
partnership candidate.
SME and Education Provider
Matching
Source:
http://www.themanufacturinginstitute.org/~/media/14B36E1969704C3BADF11A1BE0F21B3D.ashx
3

• As mentioned, an excellent staring point for the SME to source an
education provider is to look to those already successfully working
with businesses.
• Galway and Roscommon Education & Training Board is one of 16
local education authorities in Ireland which work to provide a
range of courses from different national and internationally
recognised training and professional bodies such as QQI, ITEC, City
& Guilds
• They have developed training partnerships with a number of large
scale companies based in their region such as ILM, Microsoft,
CISCO, CompTIA, and Oracle.
• They also work closely with SMEs and clusters of SMEs.
3 Case Study: Education Providers +
Business Apprenticeship
Partnerships in Action

• In February 2016, GRETB launched an
IT apprenticeship programme
specialising in software development
in conjunction with FIT (FastTrack to IT)
in Galway.
• On successful completion of the
programme, students achieve a Level 6
ICT professional development award
and are guaranteed employment
within the ICT industry with companies
such as IBM, SAP, Cisco, and Oracle.
• READ MORE http://fit.ie/irish-times-look-
beyond-cao-apprenticeship-route/
3 Case Study: Education Providers
and Business Apprenticeship

Why the GRETB, FIT (FastTrack to IT) and ICT industry
partnership works ?
The Apprenticeship responds to clear industry skill needs in a
flourishing tech scene in Ireland’s 4th largest city.
Working with local education providers, the tech companies can
insure a local trained employment talent pool.

Source: http://www.cedefop.europa.eu/en/publications-and-
resources/publications/9102

Partnering with the Right Training
Organisation –
EXERCISE – DETERMINE A GOOD MATCH
3
Measurable Good
fit
Bad fit
Do they align well with the skills the SME is trying to
develop?
Do they have curriculum that is similar to the needs of
the business?
Do they have the latest equipment and does their
curriculum reflect newest practices?
Do they partner with other companies and if so what is
their track record?
What is the quality of their student base and ability to
help recruit apprenticeship participants?
How far is the college from the SME’s location?
What are their graduation rates?
Tick as
appropriate
Complete for each training organisation under consideration.

• SMEs with the help of their business advisors
should identify and vet potential training partners.
If considering more than one provider, complete
the exercise provided.
• SMEs need to work on building commitment with
selected partner and set clear expectations
• The best partnerships are those which are
mutually beneficial and have long term plan
Successfully Partnering with
Training Organisations
3

The European Centre for the Development of Vocational
Education (CEDEFOP) contends that inter-company
partnerships for apprenticeships may be a viable option
for some SME’s.
This approach to apprenticeship would see companies
pooling of resources, sharing information, exchanging
knowledge, developing ideas and learning from each
other’s experiences.
Report “Making apprenticeships work for small and medium enterprises”
Inter company Partnerships
SMEs partnering with other SMEs
3

Suggested approaches for these partnerships include:
• a lead company could bear the overall responsibility for training,
while specific training modules may be delivered by partner
companies;
• SMEs may form a training consortium as equal partners;
• large firms may offer periods of training in their training
workshops to apprentices of their supply chain partners, usually
smaller SMEs;
• SMEs may join forces to offer a joint apprenticeship programme
of shared responsibility with each partner enterprise providing a
specific aspect of the training and learning content
Inter company Partnerships
SMEs partnering with other SMEs
3

Apprenticeships are generally
the most cost-efficient way to
deliver workforce training
because funding for
Apprenticeship training in most
EU countries is at least partly if
not fully funded.
Costs
Involved
Cost vary per country, we will look
at some indicative examples.

Expenditure for apprenticeship is usually shared between
companies, apprentices, the State (national or regional
public authorities) and social partners. Typically, they
make decisions about the proportion of on-the job
training in apprenticeship programmes, collect financial
resources through general taxation (State) and levy-based
mechanisms (State and social partners) and reallocate
these funds to top up companies’ own expenditure on
apprentices.
Costs Involved in
Apprenticeships - Overview
3

In general, costs break down as
• SMEs usually fund apprentice remuneration and fund
the costs of the in-company element of their training
• The State is mostly responsible for financing the off-
the-job element of apprentice training.
• Apprentices bear their share of costs by accepting an
apprenticeship premium or other compensation
which is below the standard minimum wage for
workers
SMEs Costs Involved in
Apprenticeships
3

There is also a range of subsidies available across EU
countries, both to learners and businesses.
The European Union helps fund apprenticeships through
the European Social Fund, the Youth employment
initiative, and the Erasmus+ programme.
Apprenticeship Grants and
Subsidies
3

In some countries tax incentives are available to all
companies, irrespective of their size, either as tax
deductions for each contracted apprentice or social security
contribution reductions.
Specific incentives tailored to smaller companies often act
as an important stimulus for increasing their investment in
training and is seen as best practice in encouraging SMEs to
engage in Apprenticeships.
Tax Incentives and Subsidies for
Apprenticeships
3

In Module 1, we learned a little about Talint foar Fryslân, a
subsidy programme in the Netherlands. The objective of
the subsidy scheme talint foar Fryslan II (TALINTIIFR) is to
offer recent graduates a year of work experience at
employers in Friesland so that they have a better chance on
the labor market. The amount of the subsidy is:
€ 11,700 for 52 weeks for a trainee who has graduated from a level 3 or 4 program
€ 13,000 for 52 weeks for a trainee who has graduated from a university of applied
sciences
€ 14,300 for 52 weeks for a trainee who has graduated from a university, the Open
University
Subsidies for Apprenticeships -
Talint foar Fryslân, Netherlands
3
Source: https://www.123subsidie.nl/subsidie/subsidieregeling-talint-foar-fryslan-ii/

The employer may receive the reimbursement of the costs
of practical vocational training from two sources
• from the poviat (Pol. county)
• from the vocational school
The funds are awarded by the poviat head (Pol. starosta) or
a city president at the request of the employer (the model
of such application is usually available in the school, often
in the form of an attachment to the contract).
Subsidies for Apprenticeships in
Poland
3

The employer can get a refund for:
• remuneration for mentors of practical vocational
training, for whom the care of students is a basic
occupation, up to PLN 2 361
• remuneration for instructors of practical vocational
training, in the amount of at least PLN 450
• the cost of clothing and footwear as well as personal
protective equipment allocated to students (the cost cannot
exceed the 20% of the average salary).
Subsidies for Apprenticeships in
Poland
3

Funding varies, and there are often different grants and
incentives available, so we recommend regularly checking
the website of your relevant government body, see next
slide.
Costs Involved – State Funded
Apprenticeship Training
3

For more country specific information, see resources
section at the end of this module.
Costs Involved – State Funded
Apprenticeship Training
3
In Northern Ireland, the full
cost of directed off-the-
job) training for
apprentices aged 16-24 is
funded by the Department
for the Economy and the
European Social Fund for
Northern Ireland.
Apprentices aged 25+
attract 50% funding in
economically important
sectors only.

Typically this includes the direct cost - the wage paid to
the apprentice, and the indirect cost – cost of managing
an Apprenticeship and in company supporting and
supervision of the apprentice.
In some special cases SMEs may also need to contribute
to the training costs, depending on the age of the
apprentices and where the SME is located.
See resources section at the end of this module for
country spotlight and more info.
Costs to the Employer
3

The apprentice is the SME’S employee and receives a
wage. Even though the on- and off-the-job training they
receive is the most important element of that
employment relationship, the apprentice contributes to
the organisation’s objectives.
Wages vary in each country, across the UK a special
Apprenticeship National Minimum Wage applies to all
16–18-year-olds and to those aged 19 and over in the
first year of their Apprenticeship.
Costs to the Employer – Direct
Costs e.g Apprentice Wage
3

Research suggests that paying more than the Minimum Wage level
pays off – there is a clear link between Apprenticeship completion
rates and pay which helps ensure an employer will see a return on
their investment.
The Business Case for Higher Pay Rates
• The consensus is that employers that pay more demonstrate the
value of their commitment to the apprentice, which helps to
create a more engaged and invested workforce.
• Ensures the welfare of the apprentice
• Increases the likelihood that the apprentices will stay on with
their employer after completion.
Apprentice Minimum Wage or
a higher rate, what should
SMEs choose?
3
Source: Apprenticeships that work – A guide for employers – UK regional resource (England/Wales)

Beyond pay, employers can provide additional entitlements such as
access to bonus and overtime payment schemes.
Apprentices may also get additional money for:
•essential books
•clothing or equipment
•and/or receive the same benefits as other employees, such as
pension contributions, subsidised canteen and leisure facilities
•travel and lunch expenses
Some apprentices may also be eligible for additional benefits such
as childcare and transport funding.
Apprentice Minimum Wage or
a higher rate, what should
SMEs choose?
3

The key resources in this
section are designed to aid
business advisors and signpost
them to the relevant
apprenticeships organisations
and governing bodies involved
in the Northern Ireland (UK),
Ireland, Spain, Poland, France
and the Netherlands.
Module 2 Extra
Resources
Extra Reading and Resources

Spotlight on Poland
1
An Emerging Leader in Apprenticeship Delivery
Spotlight on NI (UK)
2
Insight into a reforming System
Spotlight on Ireland
3
5 Spotlight on France
With a new Apprenticeship Council developed in 2014,
apprenticeships are coming to the forefront of policy
4
Spotlight on Spain
Insight into a reforming System
6 Spotlight on The Netherlands
Insight into an exemplery System
Insight into a well developed System
Spotlight on other UK regions

• Currently in Northern Ireland there are around 170
approved apprenticeship frameworks at Levels 2 and
3. Higher Level apprenticeships are also available up
to Post-Graduate Level.
• Over 130,000 businesses across the UK offer
Apprenticeship places because they recognise their
effectiveness at increasing productivity, improving
business performance and ensuring a committed and
competent workforce.
Spotlight on NI (UK)
Source: https://www.economy-ni.gov.uk/sites/default/files/publications/economy/apprenticeships-
guide-for-employers.pdf
1

• The ApprenticeshipsNI programme is an employer-led,
work-based programme with employers creating
apprenticeships in line with their business needs.
• As of April 2017, there were 8,901 participants on the
ApprenticeshipsNI programme
• Between August 2013 and April 2017, 23,116
participants started the programme. The number of
apprentices on the programme has increased year on
year.
Apprenticeships
Programmes in Northern
Ireland - ApprenticeshipsNI
Source: https://www.economy-ni.gov.uk/sites/default/files/publications/economy/apprenticeships-
guide-for-employers.pdf
1

Interestingly..
The two most common frameworks at Level 2 were Food
Manufacture and Hospitality.
For Level 3 with a Level 2 on route, the top two were
Electrotechnical and Engineering.
For Level 3, the top two were Hospitality and
Health/Social Care
Apprenticeships
Programmes in Northern
Ireland - ApprenticeshipsNI
Source: NI Department for the Economy
1

Higher Level Apprenticeships enable employers to
train staff to the level required, as well as assuring
that there are people available with strong technical
and good employability skills. Other benefits
include:
•staff are trained to the employer’s specific
requirements
•apprentices can help fill skills gap
•increased productivity
•a higher calibre of staff
Apprenticeships in NI/UK -
University-led Higher Level
Apprenticeships
Source: https://www.nidirect.gov.uk/articles/higher-level-apprenticeships
1

A Higher Level Apprenticeship is an apprenticeship
with a targeted qualification between Level 4 (HNC
equivalent) to Level 8 (PhD equivalent).
A Higher Level Apprenticeship can help SME’s to
develop their staffs professional and technical skills,
while enabling them to gain recognised higher
qualifications while in paid employment.
Types of Apprenticeships -
Higher Level Apprenticeship
1

In recent years in the UK, apprenticeships
have been on the rise as a viable means for
UK businesses to take on and train junior
employees. Did you know that 2016 saw
more people start an apprenticeship than
in any year since the government began
tracking these statistics back in 2009?
Interestingly, slightly more women than
men are on apprenticeships and the north
west of England has more apprentices than
any other area of England.
Spotlight on
other UK regions
USAn emerging leader in Apprenticeship
Delivery
1
Source: https://www.legalo.co.uk/blog/apprenticeship-statistics-report-2017/

“Business, Administration and Law” make
up the most popular sector for apprentices,
making up nearly one-third of all
apprenticeships.
In terms of the age split for apprentices, an
interesting statatstic is that there are over
100,000 people aged over 34 on
apprenticeships.
Spotlight on
other UK regions
US
1
Source: https://www.legalo.co.uk/blog/apprenticeship-statistics-report-2017/

RESOURCE – Apprenticeships in
England Statistics Infographic
2017
1
Source: https://www.legalo.co.uk/wp-
content/uploads/2017/02/Apprenticeships_r1-
01.jpg

“‘Wouldn’t it be wonderful if, one day in the
near future, recruiting an apprentice becomes a
simple and natural part of growing an SME
business, and joining an SME as an apprentice
becomes a coveted springboard for many
starting their careers?“
- Jason Holt, CEO,
Holts Group Of
Companies
Source: Seminal publication to UK Government
Movement to make Apprenticeships More
Accessible to SME’s

• New digital service
puts employers in
control of the way
their apprenticeships
are run and funded.
• Note Digital Accounts are not
available in Northern Ireland,
Wales or Scotland
Apprenticeships in
England – Digital
Resources and Promotion
Source: https://www.youtube.com/watch?v=j0InPkpZX2I
1

Sources of Information -
UK Apprenticeships
Hubs
In the UK, local councils are setting up ‘Apprenticeship Hubs’
which offer a ‘one stop shop’ of services and support to help
businesses engage with the apprenticeship programme. There
is no one model for the hubs, although they all target SMEs. In
the slide that follow, we introduce a few of these models.
1

Liverpool
Apprenticeships Hub
The Liverpool City Region (LCR)
Apprenticeship Hub is a
collaborative group, which aims to
increase the awareness of, the
number of and the quality of
apprenticeships available to
residents of the region by supporting
and co-ordinating apprenticeship
activities to make Apprenticeships
Work for businesses and young
people.
1
http://apprenticeshipswork.org.uk/about-us/

Manchester
Apprenticeship Hub
Manchester City Council Hub supports joint
activities such as a Greater Manchester wide
marketing and communications strategy for
apprenticeships, as well as the ‘Greater
Manchester Commitment’ to offer grants of
up to £2,250 to employers that recruit a
young unemployed person into an
apprenticeship. Over 600 young people have
been supported into apprenticeships
through the Greater Manchester
Commitment. The Hub includes partners
from the Greater Manchester Local
Authorities and Chamber of Commerce, the
Skills Funding Agency and National
Apprenticeship Service
1
http://theapprenticeshiphub.co.uk/

There is a big movement in the
UK to encourage business owners
to become apprentice employers.
2 RESOURCE: Apprenticeship
Guide for Employers

Similar to other countries around the
world, Ireland is engaged in major
expansion of its apprenticeship system.
Building on a strong tradition of
apprenticeship since the 1970s, the
system is undergoing significant
transformation, steered by a national
Apprenticeship Council.
This resource is a useful one for
business advisors to get to know the
planned reformed. Apprenticeship Alliances (RAISE)
2 RESOURCE: Apprenticeship
Guide for Employers

Since the 1970s it is estimated that
over 105,000 apprentices have been
trained in Ireland.
In 2016 there were over 3,700 new
registrations on the 27 craft-based
apprenticeships. This is in the context
of a current population of 10,316
apprentices with 3,919 participating
employers (December 2016).
Spotlight on
Ireland
2
Source: https://www.education.ie/en/Press-Events/Press-
Releases/2017-Press-Releases/PR2016-26-01.html

Apprenticeship Course
Duration - Ireland
• Modular standards-based system generally comprising of
7 alternating phases of on-the-job and off-the-job training
and development.
• These alternating phases of training consist of 3 off-the-
job and 4 on-the-job phases. The duration of the 3 off-
the-job training phases does not normally exceed 40
weeks.
• Exceptions to this are the apprenticeships in Floor and Wall Tiling, which has 5
phases of training and follows the minimum 4-year cycle and Print Media
which has 5 phases and follows the minimum 3-year cycle.
Source: https://careersportal.ie/apprenticeships/traditional_apprenticeships
2

Apprenticeship Off-the-
Job Training - Ireland
• The off-the-job phases are delivered by a Training Centre,
an Institute of Technology or another approved training
provider.
• The key factor in the delivery of an off-the-job training
phase is that it is delivered in a single training
environment to ensure the integration of practical training
with the necessary theoretical and personal skills.
Source: https://careersportal.ie/apprenticeships/traditional_apprenticeships
2

“We are investing in a fairly radical
expansion and modernisation of
apprenticeships, and hope to have about 100
options within the next three to five years,
spanning all the way from certificate to
postgraduate masters level,”
Dr Mary-Liz Trant,
Executive Director for
Skills Development with
Solas.
Source: https://www.education.ie/en/Press-Events/Press-Releases/2017-Press-
Releases/PR2016-26-01.html
The Future of Apprenticeships in Ireland32

The Future of
Apprenticeships Ireland
Solas aims to replicate the success of the apprenticeship
model in Switzerland, where 70 per cent of all 15-19-year-
olds participate in an apprenticeship programme.
There are currently about 7,500 apprentices in the system,
and just 34 of these are female. Solas will introduce a bursary
for employers to take on female apprentices.
Source: https://www.irishtimes.com/news/education/the-plan-to-haul-apprenticeships-into-the-21st-century-1.2505859
2

There is a huge reform in Polish
education system going right now. The
entire system is changing, creating a
social and political debate.
As apprentices are part of the education
system, the changes impact on same.
The slides that follow provide some
basic information on what is known
about the reforms thus far.
Spotlight on
Poland
USInsight into a reforming
System
4

Apprenticeships in
Poland
4
Practical learning of a profession (a vocational training) is an
integral and compulsory part of stage I 3-year sectoral
vocational school (Pol. szkoła branżowa I stopnia) and stage
II 2-year sectoral vocational school (Pol. szkoła branżowa II
stopnia).
The aim of such apprenticeships is the prepare the students
for efficient operation in the taught profession

Apprenticeships in
Poland
4
Stage one comprises three-year programmes leading to a
vocational qualification. Graduates are able to continue in
stage-two programmes or in the second year of upper
secondary general education for adults.
Stage two comprises two-year programmes leading to a
vocational qualification. It also allows graduates to enter
higher education after passing matura examinations in three
compulsory subjects and a qualification examination

•The French VET system offers several
apprenticeship-type schemes and
structured work-based learning
programmes, based on “alternance”
schemes and both work-based and school-
based learning.
•However, there are two main
apprenticeship schemes in France: the
“contrat d’apprentissage” and the “contrat
de professionnalisation”, both contracts
signed between an employer and an
employee.
Spotlight on
France
USAn exemplary System
4

Apprenticeships in France -
Contrat d’apprentissage –
Apprenticeship contract
4
The “contrat d’apprentissage” is an employment contract that has
been available in France since 1919. It was modified and redefined in
1971.
Its duration ranges from 1 to 3 years, depending on the target
credential or diploma and the initial level of the employee.
Its objective is to enable young people aged 16 to 25 to follow a
general education curriculum, both theoretical and practical, in order
to acquire a professional qualification based on a diploma or a
professional credential. This contract alternates periods of learning in
training centres (centres de formation par apprentissage - CFA) and
periods of work to develop “know-how”. The main laws regarding
apprenticeship are in the sixth part of the French Labour Code.

Apprenticeships in France –
Contrat de professionalisation –
Professionalisation contract
4
The “contrat de professionnalisation” has existed in France since
2004. Prior to that, however, there was a rather similar scheme
called the “contrat de qualification”.
The objective of the “contrat de professionalisation” is to
provide access to employment through the acquisition of a
professional qualification (certificate, diploma, degree...)
recognized by the State and/or a professional sector.
The contract alternates periods of general and technological
education with training providers, and periods working in an
activity related to the qualification.

Contrat de professionalisation –
Professionalisation contract
4
Since 2005, the French Government has sought to position
apprenticeship as a remedy for mass youth unemployment and for
the phenomenon of young people dropping out of school without
qualifications.
One of the most frequently used arguments in France is that young
people who have undergone professional training are actually more
successful on the labour market than young people with a general
baccalaureate.

Who is involved?
4
Numerous initiatives have been introduced to boost the image
of apprenticeship. At national level, the law of 28 July 2011 for
the development of alternance and career security established
the professional student card, which is available to young
people on apprenticeship or professionalization contracts.
This card gives its holders student status and therefore access to
a number of price reductions (university restaurants, student
social housing, cinemas, theatres and sports activities).

Role of CFA’s
4
CFAs are involved in giving apprentices social support and
professional backup.
The aim is to prevent or resolve social and material difficulties
that might threaten the smooth progress of the apprenticeship
contract.
Similarly, CFAs promote diversity within their structures by
raising instructor awareness and encouraging international
mobility for apprentices, in particular by drawing on European
Union programmes.

Other initiatives include:
4
• personal stories by former apprentices or by professionals
within CFAs (e.g. initiative by the social partners of the CGPME
union)
• Nancy-Metz education authority initiative to support
third-form students interested in an apprenticeship, by
organising visits to CFAs and companies, conducting
interviews about their career plans and helping them to
find an employer
• 5 March 2014 law passed to ensure the activities of CFAs
(training centres) support apprentices

Facts and figures 2017
- 107,720 students in vocational guidance education
(involving apprenticeships)
- They spend 80% of their time in the company, 20% at school
- 82% were offered a job in the company of their apprenticeships
- 43 regional training centres, 12 agricultural training
centres and 11 vocational schools
- 247,000 recognized training companies, from which
9,500 located abroad
- More than 300,000 practical trainers supervise these
students
Spotlight on
Netherlands
USA leading Apprentice
provider in Europe
4
Source: https://www.s-bb.nl/feiten-en-cijfers

Apprenticeships in
Netherlands
Source: https://www.s-bb.nl/en/about-sbb
4
SBB (Cooperation Organisation for
Vocational Education, Training and the
Labour Market) is thé organisation
regarding apprenticeships in VET. They:
- Accredit and supervise work
placement companies
- Maintain VET qualification structure
- Provide information on labour
market, practice placements &
apprenticeships and the efficiency
of training programmes
Click on image to watch a video on SBB’s activities (Dutch)

Apprenticeships in
Netherlands
4
Apprenticeships in higher education are called traineeships
Offered in all kind of sectors, think of Engineering & Technology, Finance
& Accounting, Logistics & Supply Chain, Management & Consultancy, IT
& Telecom, Legal, Marketing & Sales and Government.
Examples of online platforms where organisations can put their
traineeship online:
https://www.traineeshipplaza.nl
https://traineeshipsoverzicht.nl
https://www.jobnet.nl/vacatures/traineeships/item10134

Apprenticeships in
Netherlands
4
Great example is the apprenticeship of Coop, a
supermarket chain in the Netherlands
- For every age: you’re never too old to learn
- Combining working with learning: Applying
theory in practice
- Coop asked Spring Institute to develop a
special programme: Coop academy
– Use of online learning platform;
– Personal coaching by coach and teachers;
– Several personal meetings;
– Practical assignments meeting the knowledge and skills of the
apprentice.
Want to know
more? Watch a
video here (Dutch)

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