The document discusses the roles and responsibilities of the different entities involved in apprenticeship programs. Businesses are responsible for identifying the skills needed for apprentices, hiring and training apprentices with experienced mentors, and potentially hiring apprentices after completion. Workforce intermediaries provide industry expertise to help develop program content and support other entities like businesses. Educational institutions develop the theoretical curriculum and provide certifications. Together these entities must work collaboratively to develop successful apprenticeship programs that benefit both students and businesses.

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1.1 Defining Apprenticeship
The concept of apprenticeship, learning by doing, is one that has existed for
centuries, and is currently being applied to vocational development programmes.
An apprentice can be considered as a person who acquires the skills for a certain
trade from an expert teacher, developing from being a novice in this area to a
proficient level of knowledge and experience.
Currently in continental Europe this process, in which a transfer of knowledge
from teacher to apprentice occurs, usually takes place during several years and it
usually coupled with formal education. In this way, the student receives an
integrated education in theoretical-technical knowledge and practical skill.
For those students who decide not to go on to university, this is a way to receive
some sort of training before being able work, considering that many jobs require
some experience previous to starting. Learning a trade from experts is becoming
ever more popular in larger companies due to the benefits that it provides.
On one hand, the hope is that with apprenticeship programmes young people
will be able to properly obtain the skills necessary to do the available jobs in the
current labour market, reducing youth unemployment. This leads to better
qualified professionals who are able to develop their skills instead of being NEETs
(No in Education, Employment, or Training) due to a lack of interest in traditional
studies and a shortage of jobs for unqualified youth.
On the other hand, businesses and experts benefit from being able to teach their
apprentices about the knowledge and tools that are necessary to fit the specific
needs of these companies. This means that with an apprenticeship programme,
the entity that is in charge of the education of the apprentices are able to educate
them in a way that fits the business.
This second benefit allows companies to train the apprentices in both the
production methods used in the company and the work requirements. This also
means that the transition for these students into the work environment is more

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fluid, saving the company time and training that it would normally have to
dedicate to a new worker.
Although apprenticeship is not right for every student, or for every profession, it
can offer a lot of benefits when implemented properly. The proper fusion of
theory and practice into a coherent whole means that, long-term, youth are
being taught in way that will benefit the apprentices, the businesses and the
economic market.
The European Trade Union proposed a quality framework for apprenticeships is
Europe in 2016, detailing 20 quality standards. Work-based and workplace
learning are a way to facilitate the transfer of young people between education
and training and the labour market, improving their skills and careers, according
to this framework. It is inspired by existing good practices found at national and
sectoral levels. See more here:
The following examples are models of apprenticeship that can be found within
different European states. They show differences between programmes found in
different regions.
The German system of apprenticeship training is created by the joint strategy
‘Alliance for Initial and Further Training 2015-2018’ where the federal and
regional governments collaborate with social partners such as trade unions and
employers’ organisations. They offer training for an array of different vocations
by means of a dual training programmes lasting between two and there-and-a-
half years.
These students earn a ‘training allowance’ from their companies that depends on
the field of work, and they often find themselves with job offers when they
successfully complete their training. In Germany, apprentices must apply for the
training, just as though it was a normal job. Sometimes, apprenticeship offers are
advertised and filled up to a year before they begin.

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In France, amendments were made to the Labour Code in 2014 to introduce new
opportunities for apprentice (apprentissage) training. The French president at the
time also announced a serious of measures to develop apprenticeship training.
This programme has been created for people between 16 and 26 who have
completed their obligatory education who wish to continue their education with
a vocational certificate or technological education at a higher level.
The French apprenticeship education can be applied to almost any vocational
programme, from carpentry to hairdressing. The courses last from one to three
years depending on the profession and qualification desired. In the French
system, employers pay a small salary that increases with age and experience, and
pay for the schooling. Several other contract options also exist for
apprenticeship-like training including: adaptation contracts, qualification
contracts, and orientation contracts
Within the Italian system, apprenticeship (apprendisatato) is focused on people
between 16 and 26 years old. These programmes last from 18 months to four
years in many different sectors, including waitressing, cooking, plumbing,
carpentry, car repairs, etc.
Italian employers pay apprentices 80% of the salary that a qualified worker would
receive, although this increases with experience and age. In addition, they also
pay for the schooling side of the education, and sometimes the cost of travel to
and from school. Other options for combined training and work contracts are
also available in Italy (contratto di formazione lavorativa/CFL) for students
between 16 and 23 years old.
The Spanish apprenticeship system (formación profesional dual) is regulated by a
Royal Decree from 2012 and is a dually based programme on work-based and
school-based training. It is for those students from 16 to 30 years old (which will
be reduced to 25 when the unemployment rate is below 15%) with no
professional experience. The apprenticeships in Spain can last from one to three
years.
The apprenticeship training is tied into the catalogue of professional
qualifications and the Spanish higher education framework. This means that

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students will receive the same certification as they would in other studies, but
with a higher level of experience. In Spain there is no national regulation of
economic compensation for the work done.
In Bulgaria, the apprenticeship program is based on the Vocational Education and
Training Act, which allows for the possibility of education through work. The goal
of this programme in Bulgaria is to target unemployed persons with lower
secondary education or without any education or qualification.
The government provides incentive to businesses by subsidising the minimum
wage and the necessary insurance that is paid by the employer for up to 12
months, and supplementary remuneration for mentoring for up to 24 months.
The system for apprenticeship established in Cyprus is for people between 14 and
21 years of age and in one of two groups: those students who have not
completed the compulsory education (preparatory apprenticeship) and those
who have either completed the basic education or the preparatory
apprenticeship (core apprenticeship). Participation in these programmes is not
part of the obligatory education and is free of charge.
The preparatory apprenticeship phase lasts one year; the core training phase is
three years. During this core training, students spend a ratio of 60:40 between in-
company training and school-based training during the first two years, and a ratio
of 80:20 in the third year. Students are not considered as workers and receive a
weekly payment of 87€ for the entire apprenticeship period.
In Greece, the apprenticeship training is mostly established on the idea of school-
based training. This programme is either a mix of school-based training the first
two years and work-based training the third year, or school-based education for
the first three years and a fourth year in the workplace.

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Apprentices in Greece sign a contract during the entire period of the work-based
training and receive a wage that is 70% of the minimum wage. However, they are
not entitled to join a trade union.
The Latvian equivalent of apprenticeship is a school-based training also
incorporates an element of work-based practice. The main form of Latvian
apprenticeship is currently dedicated to the craft sector, which is someone who
has joined a craft company or educational institution with a training contract.
Programmes usually last four years, although a large portion of the students
(55% in the 2014/2015 school year) do not finish.
Apprentices sign training contracts, not labour contracts, and therefore are not
considered as workers. This means that they may not join trade unions and that
the payment of these workers is not regulated. Some apprentices receive a wage,
but others are not.
In the Netherlands, there are two different ways to obtain an apprenticeship
qualification: the work based pathway (beroepsbegeleidende leerweg – BBL) and
the school-based pathway (beroepsopleidende leerweg – BOL). Both options are
considered of equal value, and therefore it is possible to change from one to the
other. In BBL apprenticeships, the student spends a minimum of 60% of their
time in their workplace; in BOL apprenticeships this time is reduced to 20-59%.
These educational tracks in the Netherlands do not correspond directly to ‘year-
group’ but have programme flexibility to finish the programme earlier or later
than standard school years. Depending on the training agreement, an apprentice
will either sign a contract or not. Those who sign a contract are paid wages and
have the rights to join a trade union.
In Poland, work-based learning is an important part of the vocational education.
Apprenticeship is part of the system (along with alternance training, on the job
training, and a work-based learning integrated into a school-based programme).
In Polish apprenticeship programmes, students spend a majority of time on
employer premise.

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In this type of training, the apprentice signs a contract with the employer and will
receive remuneration for their work. Apprenticeship has two forms, occupational
training (nauka zawodu) lasting from 24 to 36 months and training for a specific
job (przyuczenie do wykonywania określonej pracy) lasting from 3 to 6 months.
There is no specific definition of apprenticeship within the Slovenian legislation,
but there are several school-based programmes with work-based elements. In
upper vocational education, an important part of the formation of the students is
work-based learning in companies. This education can take from 2 to 4 years
depending on the programme.
Work-based learning in Slovenia requires a contract, although it is not an
employment contract. In addition apprentices have the right to join a trade
union. The wages for the work in companies is determined by sectoral
agreements.

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1.2.The importance of apprenticeship in meeting
business needs.
Although many people may think of apprenticeship programmes as mainly
beneficial to the student, they bring several key benefits to the business
employing them as well. The main focus of these advantages is that
apprenticeships are able to meet business needs in ways that other hiring options
are not.
When growing a business this advantage is clearly highlighted. For starters, when
hiring an apprentice, you will most likely be among the first employers that this
student has worked with. This means that they will most likely be open to
learning how you do things when compared to seasoned professionals who
already have their own way of working.
This means that with apprentices the company has the opportunity to train
someone to fit the organisation. In turn, this means that they will most likely
have better relationships with the other members of the company and the
customers due to their company-specific knowledge about the systems, culture,
customers, and processes.
Also, passing on skills and knowledge to workers is one of the biggest problems
that many trades-based industries are facing. Apprentices are usually open to
learning new skills and developing competences that are essential to the
company, creating workers who are able to replace experienced tradespeople as
they retire.
Furthermore, many apprentices stay on top of technology and trends specific to
their trades, providing a competitive advantage to the company. This creates a
base to revitalize your workforce, combining the skills of the experienced workers
with the desire to learn and expand of the young apprentices. In the UK, 82% of
employers take on apprentices to build the skills capacity within their business.

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Apprenticeships also allow companies to build their workforce from the ground
up, developing future leaders within the organisation. Most businesses with
successful apprenticeship programmes will go on to hire a large percentage of
their apprentices because they fit the needs of the company so well.
On top of that, apprenticeship is a way providing quality training for future
employees without worrying about the turnover rate. The investment that
companies have to make when hiring a new employee is high, and when using
apprentices this investment is usually returned when the student becomes a full-
time employee.
Investing in apprentices means more loyal employees who are committed to the
organisation. So not only are these young people filling roles that must be filled,
they are also exceptionally loyal to their first employers and tutors, creating a
good work environment and an enhanced reputation in the community.
Apprentices also contribute to a more productive workforce, making the ratio
investment-outcome more positive for the company the more time that the
apprentice works there. Upwards from 60% (depending on the country in
question) of employers consider that a journeyperson that they trained as an
apprentice is more productive than an external hire.
All of this leads to the cost-benefits analysis that many companies do to decide if
hiring an apprentice is beneficial in the long-term. If set-up correctly, an
apprenticeship programme can provide substantial financial benefits for a
company, outweighing costs.
These financial benefits come from the lower wages that apprentices earn, only
increasing as their productivity and revenue generated also go up. Also, if the
company decides to hire the apprentice, they don’t have to pay for training or run
the risk of training someone who is not a good fit to the team. This on-the-job

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training can be especially valuable to small business owners who don’t have as
many resources when hiring new employees.
Depending on the country or industry, there may also be government financial
support available to companies training apprentices. This support can come in
the form of a stipend for mentor training, tax reductions, etc.

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1.3.The different entities involved and their roles
When negotiating an apprenticeship, there are different partners who are
involved, and every partner has a critical role to play. Without the successful
interaction between these entities, having a successful programme is difficult.
Let’s consider the four main parts of an apprenticeship: the business, the
workforce intermediaries, the educational institution, and the apprentices.
In addition, other entities, such as the public workforce system or an established
apprenticeship system will impact the success of the programme. However,
these two organisations are developed at a national level, so it is important to
research how they work within your country whereas the other entities can be
studied at a more global level.
The apprentices are individuals who will fill the roles proposed by the companies,
the intermediary organisations, and the educational institutions. The role they
play is important, but cannot be established until the other three entities have
come to an agreement about what the apprenticeship programme will be.
The educational institutions are responsible for developing a curriculum for the
theoretical part of instruction with the intention of being about to communicate
this knowledge to the apprentices. In addition, these entities can provide course
completion certificates or higher education credits for future studies.
The focus in this section, however, is on the businesses and the intermediary
organisations. These entities have important roles to carry out because without
the successful application of the practical education, the apprentices are just
learning theoretical information. These two groups will ensure, for their benefit,
that the apprentice is learning pertinent information in their trade.

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The business partners can be individual companies or a consortium of businesses.
The first important task that this entity needs to take on is the identification of
the skills and knowledge that an apprentice must learn in order to be successful
within the trade they are learning. This means that the business must be able to
understand what they want from an employee before hiring an apprentice.
The second step that businesses take is to hire apprentices. The adequate
selection of an apprentice will make a big difference to the success of the
programme. This step should not be taken lightly, especially considering that a
business gets the most out of their apprentices when they are able to hire them
once the training is completed.
In order to complete successful training, each apprentice will need an
experienced mentor and on-the-job training. It is important for the business to
strategize about the training programme before the apprentice starts working in
the company. They should also provide some sort of training for their mentors
before they start working with apprentices in order to be as productive as
possible.
In addition, the business partners also have the possibility to create networks
with other institutions. These networks can be a place to develop training
content or to share success stories. They can also provide a support network for
apprentices when they finish their training and are looking for work.
The final role of the businesses is to make sure that the apprentice is receiving a
fair remuneration if that is what is established by law at a national level. They will
also have to decide to hire the apprentice or not once he or she has successfully
completely the training process.
On the other hand, the workforce intermediaries play a totally different
(although just as important) role in the apprenticeship programme. These
organisations can be made up of industry associations, labour and joint labour-
management organisations, or community-based organisations. They will
support the other entities involved in the apprenticeship programme, especially
the businesses.

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First of all, these intermediary organisations will provide industry or workforce-
specific expertise that can be used, for example, in the development of the
content to be taught. This will support employers in a particular industry sector
because it will provide insight into what is important for an apprentice to learn at
an industry level.
The intermediary organisation can also serve as sponsors of an apprenticeship
programme, taking on the administrative responsibility. This reduces the burden
that is placed on the employers when organising programmes within a business,
especially since the intermediary organisations will become experts in managing
this type of programme, facilitating the process.
These organisations are also able to provide an apprenticeship programme for
groups of businesses who are not able to create a programme on their own. For
example, without the resources of a big company, smaller entities do not have
access such a beneficial type of programme without help.
Intermediary organisations are able to create an aggregation of companies,
especially small and medium-sized enterprises (SMEs), allowing these entities to
have access to an apprenticeship programme in a situation where it would
otherwise not be available to them. This means that the role that these
intermediary organisations will play in the creation of successful apprenticeship
programmes with SMEs is key.
These entities should also work towards creating and providing networks so that
partnerships between employers can be established, sharing the responsibility of
apprenticeship programmes. Especially in situations where apprenticeship is not
highly implemented, these kinds of relationships can create successful
programmes that are beneficial to all the entities involved.
Finally, these intermediary organisations have the ability to provide additional
support and instruction as is necessary to the other entities. Their expertise in the

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industry or in managing an apprenticeship programme will allow them to provide
support in an effective way to business and schools.

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1.4. Main success factors
Successful apprenticeship programmes are based on a variety of factors including
the collaboration of the entities involved in the programmes; creating a
curriculum that fits the needs of the apprentices within the business and the
business itself; choosing the correct apprentice; having a strong mentoring
system; being able to solve problems; etc.
The different organisations will play different roles in making sure that each of
these factors is maximised for success. For your organisation, these factors will
be described in detail in future units, but here a quick overview will be given so
that you have an idea of what is to come.
The first step involved in the creation of an apprenticeship programme is the
identification of needs. During this process, it is fundamental that all sides of the
programme are considered. The needs to be considered should include the
theoretical and practical knowledge that the apprentices should acquire in order
to fit the needs shown by the businesses and the educational requirements
presented for the acquisition of a certificate.
The identification of needs is essential to programme success because it will help
reach a specific goal that is important to all the entities involved in the
apprenticeship process. The correct identification of needs will also help structure
the programme so that future steps will be taken in the right way.
For example, the identification of the correct apprentice(s) is another key to
creating a successful programme. However, this selection is based on the needs
that were identified in the previous step. The correlation between these two
aspects of the programme will create a favourable base for success.

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In addition, mentors should be trained with the needs and final goals in mind so
that they are able to support the apprentice(s) in a way that is beneficial both to
the individual learning needs and to fulfil the company’s needs. Having a positive
experience with a mentor has proven itself as a sign of a successful
apprenticeship experience.
Another success factor is correctly understanding and implementing the practical
aspects of the apprenticeship, such as paperwork and support tools that can
assist the entities in developing a strong programme. Creating a system that
works for a particular apprenticeship requires developing a unique plan that
encompasses the needs identifies by each of the entities involved in the process.
It is also important to consider programme flexibility and problem solving. Both
of these aspects can lend to a successful apprenticeship programme. Programme
flexibility means that not every apprentice and mentor will be the same and that
changes will have to be introduced during the apprenticeship process in order to
get the most out of it.
In addition, like in any employment relationship, it is normal to encounter small
problems during the apprenticeship. Making sure that mentors and apprentice
superiors have the competences to resolve problems and communicate well will
contribute to a programme that is able to overcome small issues and create a
positive experience for all entities involved overall.
Like everything, creating an apprenticeship programme takes time and
organisation, but the benefits are rewarding for everyone involved. In addition,
intermediary organisations and support networks can help make the process
easier and more successful.
Overall, this means that the management of the entities involved in the
development and process of the programme have to high. If the management
understands the purpose of the programme, the goals that it puts forward and is
willing to invest in this process, the probability of success is higher.

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1.5.Success stories
In many different occupations both students and employers can benefit greatly
from participating in an apprenticeship programme. Due to the specific skills that
students can learn in an apprenticeship position, this type of learning has held
prestige in countries like Germany. In this country, the tradition and potential of
apprenticeship makes it a valued part of the economy. Along with Austria and
Switzerland, Germany has a classic apprenticeship training programme.
Although these classic apprenticeship programmes can vary from place to place,
they always have two learning locations (the company and the part-time
vocational school), and most of the training occurs in the company. In addition,
there is a clearly regulated governance structure to the programme, managing
the contents, skills and abilities to be imparted.
Apprentices are highly valued in Germany because they provide companies with
access to skilled workers and fresh input. In addition, these newly trained
individuals have been educated to fit the needs of the company, making them
even more valuable. Students in Germany can learn many different professions
with apprenticeship programmes ranging from a plumber to restaurant specialist
to office administrator.
During the 2014/2015 training year, 522,094 new contracts for apprenticeships
were created. In addition, Germany hosts 1,552 part-time vocational schools and
over 430,000 companies participate in apprenticeship programmes (about 20%
of all the companies in Germany).
The German programme for apprenticeship is an example of a success story
because it occupies a place within Germany society that is well looked upon. In
addition, it is training future professionals and leads to jobs for these students.

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Approximately 60% of successful trainees are offered permanent employment
when they finish.
On the other hand, although countries differ in the way they implement
apprenticeship programmes, there are some trades that are frequently taught in
this way in many places. One of the trades where apprenticeship exists in several
countries is the car industry. Examples of apprenticeships within this industry are
with: SEAT, Ferrari, BMW, Aston Martin, etc.
The apprenticeship run by SEAT in Spain has been in place for over 50 years in
Barcelona. Although the programme has been modified as the Spanish
government has put new regulations in place promoting apprenticeship, the
main purpose of the apprenticeship training has stayed the same: to educate
young people in a way that benefits both the theoretical and practical aspects of
the jobs in question.
SEAT considers that their apprenticeship programme is a success because the
company and the students are happy with the outcomes. The training is a total of
4,625 hours during three years split between theoretical and practical learning
and the students receive both a Spanish and a German training certificate.
The SEAT factory in Spain takes on somewhere between 60 and 75 new
apprentices every year and has had over 2,500 apprentices since the programme
started. In addition, 90% of those students who complete the programme are
offered a job with the company directly.
This apprenticeship programme in Barcelona allows students to make a small
wage while working for an international company, gaining experience along with
their education. Success stories like SEAT have the ability to stand the test of
time because of the value given to the benefits that the company gains from the
correct implementation of an apprenticeship programme.

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2.1.Marketing and Promotion
Apprenticeship programmes are able to contribute many benefits to companies
specializing in various trades. These programmes focus on educating young
people in a way that makes them especially qualified to meet the needs of the
business where they are trained.
Right now, many trade industries are seeing a lack of youth who are prepared to
enter into positions which are opening up due to retirement or business
expansion. In these situations, companies have two options: hire someone who
lacks the proper skills to complete the job in question or train some specifically
for this role.
In this way, apprentices are a true asset to the company in the way that they
change from novice to proficient in the areas that are most important for the job
they are filling. In addition, when the apprenticeship programme is successfully
completed, these (now skilled) workers can be incorporated into the business
team without the need for further training.
Therefore, apprenticeships can make companies more effective, competent,
productive, and competitive by directly addressing these skills gaps.
Apprenticeship programmes are specifically designed to help unskilled youth
reach a level of competency and performance that will benefit the company while
completing certain certificate requirements.
Even though hiring an apprentice may seem like a costly way to fill a position,
studies show that in the long run it can save a business money. This is because
during the apprenticeship process the student is trained to respond to the needs
of the company. Throughout this process the apprentice is paid less than a full-
time, trained employee and once he or she finishes the programme the
apprentice is ready to enter into the position and doesn’t require more training.

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In addition, tests show that apprentices increase productivity in the workplace
and, when hired, are more efficient than new employees from outside the
company. This productivity is a result of the interest that the apprentice shows in
learning and growing within the business and ultimately improves the bottom
line.
And, when the apprentice finds him or herself in a position where he or she can
learn and grow, a sense of loyalty and satisfaction tends to appear. In turn, these
attributes of loyalty and satisfaction are reflected in a low turnover rate with
apprentices hired full-time. This low turnover reduces costs because no new
employees have to be trained.
Also, due to the recent interest both at a national and international level, more
resources are becoming available for those businesses that take on apprentices.
This means that understanding the paperwork and creating an apprenticeship
programme that fits your needs is now easier than ever.
Apprenticeship in numbers: the Strode College partnership identifies that in the
UK, 77% of employers believe that apprenticeships make them more competitive
and 76% say that they provide a higher overall productivity. In addition, 80% feel
that apprenticeship reduce staff turnover and 83% of employers use these
programmes because they help provide skilled workers for the future.
2.2.Identifying Needs.
Apprenticeship programmes are a way to cover the lack of skilled labour that
companies are looking for by making sure that new employees have been trained
in order to fit the roles that the business has. This is especially pertinent in trades
where there is a lack of workers with the skills necessary to fill the available jobs.

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In order to take advantage of an apprenticeship programme, it is necessary to
make sure to communicate the role that you wish the apprentice to take on. This
means that the first step of this process is a reflexion of what needs the company
has and the ways that a potential apprentice could positively contribute to this
situation. Keep in mind that an apprentice should not act as a separate initiative
to your current work plan.
When identifying company needs, it is important to decide what occupational
tasks and jobs you would like an apprentice to fill. By clearly defining what skills
you are looking for and what experience that you can provide as a business, you
are setting yourself up to be able to find the right candidate for the role (see unit
3 for candidate selection).
When choosing a role to fill, consider both current skill gaps that you have and
those skill gaps that you can foresee in the near future. Current skill gaps are
those which show a more immediate need, but don’t let them keep you from
those gaps which may appear in the future as well. Training an apprentice now to
cover an older employee who will be retiring within five years will save problems
and hassle later on.
Make sure that the company has access to the space and tools necessary to
correctly train the apprentice in any skills that you deem as important for your
employee. In addition, take the time to decide what the job title will be and all of
the responsibilities and tasks that it will entail. Being specific in what you are
looking for from the beginning leads to clearer expectations later on.
In addition, keep in mind the workplace culture that you cultivate in your
business. Whatever apprenticeship programme you build should fit into the
organisation’s culture and values. Make sure that there is engagement between
apprentices and other employees, and that all members of the team have the
opportunity to express their needs and concerns.

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Within these details, consider if the apprentice should be a full-time or part-time
worker. This type of information will help you link the apprenticeship to a work
contract (which will be different in each country). In addition, check work policies
and agreements already in place to make sure that you are following all
established regulations.
Strong employer involvement in programme creation is considered as one of the
success factors of apprenticeships, so make sure that the standards established
are what your company would look for when hiring someone who is already
trained. The business should be large part of the curriculum creation process in
order to be able to contribute to a theoretical training that fits the needs of the
company.
Remember that the goal of this training programme is that your company is able
to have access to workers that fit the needs of the business. This means that the
inversion that is made at the beginning of the programme to identify what needs
should be covered and time is spent figuring out how to include them will lead to
a more beneficial programme in the long run.
During the process of need identification, consider the following steps:
Once these steps have been completed, the next steps to take are:
2.3.Selecting the Candidates
Investing time into the selection process of apprentices is key to making sure that
the programme is a success. Like with any job, an apprentice that is a good fit for

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the company and the skills required means the difference between a positive or a
negative experience for everyone involved. Once you have identified your
business needs and your apprenticeship offer, you can begin this selection
process.
Businesses can either decide to take on the whole responsibility of selecting the
candidates or they can share this responsibility with the educational institutions
or intermediary organisations.
The intervention of educational institutions could include suggestions based on
previous academic achievements and/or teacher recommendations. This
evaluation will often be subjective and personal; therefore, this input can help
understand how a student thrives within the academic part of their studies, but
should not be the only factor impacting the apprenticeship.
Intermediary organisations can help businesses understand how to select
candidates, perhaps based on competence evaluations. These intermediary
organisations, in some countries, also help create the academic curriculum and,
therefore, are aware of the competences that the companies are looking for. In
other situations, the intermediary organisations can offer other types of support
such as information about formal regulations or general characteristics of good
apprentices.
Intermediary organisations and educational institutions can also provide
information about candidates to help shortlist them, creating a smaller group of
possible apprentices. However, the company should make an effort to interview
these shortlisted candidates and get to know each one a little bit for the best
results during the apprenticeship period.
The bottom line is that the company will be investing time and energy into the on-
the-job-learning of the apprentice, so they should be the ones to make the
ultimate decision. When hiring an apprentice, consider using the same techniques
that you use when interviewing a full-time employee. The only difference

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between the two is the amount of training that each person has already received.
The main point of the interview will be to see if the student is a good fit with your
company or not.
If you have an interview plan already set up, consider the knowledge baseline that
you would like your new apprentice to have, but do not expect that he or she will
be fully competent in all the necessary skills off the bat. All other evaluation
criteria should remain the same as with normal interviews because these criteria
will most likely correspond to company values and perspective.
Other important characteristics of apprentices are that they are open to learning
and show problem solving capabilities. These traits are essential for
apprenticeships because seeing as though these students don’t have the full skill-
set of a trained employee, they will have to explore and learn how to complete
tasks that they don’t know how to do.
It is important to keep in mind that all apprentice applicants will probably have
similar qualifications (with little or no work experience), so the biggest test for a
company is whether or not they match the role offered and the culture generated
within the company. If the apprentice is a good fit, they should feel engaged and
motivated to achieve their potential and the goals proposed by the business.
There are several tools that companies can use to help them figure out the some
of the more personal characteristics of the student:
One last note: make sure that during the apprentice selection process you are
participating in a ‘fair’ evaluation of candidates. Avoid unfair discrimination, bias,
or adverse impact. Practice treating all candidates well, even if you are going to
reject them, and offer fair, constructive feedback.

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2.4.Preparing the mentors
Research shows that mentoring during the apprenticeship is essential to the
overall success of the programme, contributing to the growth of both the
apprentice and the mentor. A mentor is someone who is given the task of
overseeing and guiding the apprentice during the programme. This mentor should
have the adequate skills and be supported throughout the entire apprenticeship
process.
This mentorship should be instituted from two sides, at the workplace and from
the sending educational institution. A strong mentoring programme will
contribute to the successful completion of the apprenticeship, lowering drop-out
risks and providing quality assurance.
Let’s focus on the company mentor.
In most apprenticeships, the company-based mentor should have a ‘trainer’
qualification in addition to work experience in the relevant area. Mentors will be
the direct link between the apprentice and the knowledge about how to work in a
specific trade. This on-the-job-learning is based mostly on the application of
theoretical knowledge in a practical way, developing the apprentice’s skills.
Therefore, it is also necessary for the mentor to be aware of the academic or
theoretical information that the student is receiving at school. This allows for the
creation of links between what the apprentice is learning at a theoretical and
practical level. Joining these two areas is especially important for students who
have normally have difficulties in an academic setting, motivating them in a
hands-on way.
As an employer, it is important to offer mentors both training at the beginning of
the programme and support throughout the programme. This allows the mentor

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to formally understand his or her role in the training process of an apprentice.
Mentorship training can include instruction on how to use training manuals, learn
about assessment techniques, and understand how to demonstrate skills. As an
employer, it is important to understand how you can support your mentors during
the apprenticeship programme in order to get the most out of it.
Mentors should be able to focus on a small number of apprentices and should not
be given a large number of students as responsibility. Having a high mentor-
student ratio (one-to-one would be ideal) allows for more quality assurance in the
training that the apprentice receives. This also allows for a strong professional
relationship to grow, another success factor to apprenticeship programmes.
This mentor-student relationship should begin when the student starts his or her
apprenticeship, and will last for the duration of the programme. The student
should not be without a mentor during the training process.
Company-based mentors should keep in mind the following tasks:
When choosing mentors, be aware of the how this selection process also
contributes to a meaningful training experience for apprentices. This means
looking for characteristics beyond a technical competence (and being aware that
sometimes the worker with the best technical competences might not be a good
mentor).
Some important characteristics for mentors are: their leadership skills, having a
positive attitude, having the ability to communicate effectively, being open to
working with younger people, a willingness to cope with time constraints, and the
capacity to manage the additional workload in a flexible way.

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In addition, mentors should have the ability to teach. This means that they are not
only able to show the apprentice how to do something, but that they are also able
to explain why it is done that way. In order to have successful apprentices, it is
important that these students are able to understand the thought process behind
the work and have the capacity to solve problems in the future.
Mentors also must be aware that there will be moments when apprentices will
need more intense support, and times when the students have to practice and
learn from their mistakes. Knowing when to provide more (or less) support is
something that is both inherent in teaching, and something that can be learned
with practice.
It is important to remember that mentoring an apprentice is not only beneficial
for the student, but also for the mentor. Mentoring is an opportunity to develop
people management responsibilities for people who have not had these
responsibilities before. In addition, around 80% of employers believe that their
mentors benefit from training an apprentice because this process renews and
revitalizes the mentor, enhancing productivity and safety as mentors look to
model best practices.
2.5.Understanding the Main Steps of Apprenticeship
The apprenticeship programme can be divided into three main parts: before the
apprenticeship, during the apprenticeship, and after the apprenticeship. In this
module, we have focused on the first part of this process, highlighting the
importance of identifying needs, selecting candidates, and collaborating with
other entities in the process.
Before the apprenticeship takes place, it is important to understand what the
legal regulations of starting an apprenticeship are and apply these norms to the

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programme that you want to form. These regulations will vary in different
countries or even States within countries, so it is important to do your research.
Important aspects that the legal regulations will contribute to the programme
include, but are not limited to: the amount of time the apprentice is in the
workplace, the type of work placement that the apprentice can undertake, and
the learning requirements in order to obtain the certificate, etc. In addition, it is
important to know what the health and safety checks are necessary to perform
before the apprenticeship and the insurance requirements during the
apprenticeship.
Another important aspect to cover ‘before the apprenticeship’ is the
development of the curriculum and the definition of the role that the apprentice
will fill. The official curriculum should be developed on the legal basis for the
apprenticeship and the needs analysis carried out by the business mentioned Unit
3.
Therefore, the curriculum design will include a mixture of theoretical teaching
which will compliment and be complimented by the practical teaching. It is
important the both the educators and the employers are aware about the
expectations and goals of the programme. Having a clear perspective of these
aspects will allow the entities to carry out the programme more effectively.
In addition, before the apprenticeship begins, the candidate is selected. This
selection period is essential to the success of the programme because the
company is integrating a new worker into their business and, like all new
employees, it is important that he or she fits into the company culture. If the
selection is suitable, the probability of the apprenticeship being positive is
increased.

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The second part of the programme occurs once this candidate is selected and the
apprenticeship begins. During the apprenticeship, it is important that the student
is supported from all directions. The aspects of the process of apprenticeship will
be discussed in following modules, but here we will provide a brief overview in
order to give you an idea of what is to come.
Before starting the practical interaction in the company, it is necessary for the
apprentice to understand what the expectations are. In order to make sure that
everyone is on the same page, creating a training contract and a training plan are
a good place to start. These documents will serve both as a record of what will be
covered during the apprenticeship and a basis so that everyone is clear on the
expected outcomes.
In addition, it is important to formalize a contract. This contract will depend on
the country and the legal regulations of this country, but may include information
about wages, holidays, insurance, etc. In most countries, the apprentice is
covered under the same laws as a regular labourer, but the company may have
access to some incentives used by countries to promote apprenticeship creation.
The duration of the apprenticeship programme can be broken down into smaller
phases that will take the apprentice from the adaptation period to the completion
of the programme. In the next module, these different stages of learning will be
talked about more in depth, but consist in the evolution of the apprentice from
novice to someone who has a good basis of professional knowledge about a
certain trade.
During the entire time that the apprenticeship programme is in place, both the
mentors and the apprentices should receive support when necessary. The support
can be internal to the company, but should also include interaction with the
educational institution and any other external or intermediary organisation
involved.

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The last part of the apprenticeship programme is the evaluation. However, it is
important to consider that the evaluation of the programme should not be a one-
time thing that only happens at the end of the apprenticeship. If the evaluation is
going to be beneficial to the evolution of the programme, it is important to have
the evaluation purpose in mind during the entire apprenticeship process.
The final evaluation should take place towards the end of the apprenticeship (or
once it has finished), and should include people from across the partnership. This
review of the entire process should focus on whether or not the original
objectives and outcomes were achieved. In addition, the evaluation should have
an element considering future changes that could be made to the programme.
That is, evaluations should be carried out in order to be able to identify how the
apprenticeship system and process used to organise and manage this experience
could be improved. This improvement should be considered from the viewpoint
of the business entity, but also from the perspective of the apprentice.
These last two parts of apprenticeship will be broken down and explained in
depth in the following modules, focusing on how to carry out an apprenticeship in
order to make it a beneficial experience for everyone involved.

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3.1.The Apprenticeship Process
There are many different ways to structure an apprenticeship programme. The
official structure of the programme will depend on what processes and
competences are highlighted in the curriculum, which in turn are based on the
legal norms established in your country. This may mean that work-based training
and classroom-based learning are simultaneous, or they could be alternated
between on-the-job and off-the-job phases.
No matter the curricular structure of the apprenticeship programme, it is
important to understand the creation and learning phases that the members
involved in the programme will have to go through in order to be successful. The
first step of developing an apprenticeship programme is creating relationships
with the other entities involved and organising a curriculum plan.
In order to take on this first step, it is important that all of the entities have a
shared understanding of the expected outcomes of the programme. These results
should be beneficial to everyone involved (the business, the apprentice, the
educational institution, etc.) because the success of the programme is directly
related to the interests of these entities.
To be able to reach this common understanding, consider the importance that
language has on conversations, interpretations, and the possibility for success. If
language is clear, the objectives and expected outcomes of the programme will
also be evident. However, if there are misunderstandings about what is trying to
be said, reaching a common understanding is difficult.
As a business, having a clear idea of what you are thinking about for the
apprenticeship programme before heading into the development process can
help you express yourself better. In addition, being an active listener during the

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process can help you understand what other entities want to communicate.
Consider checking out the resources provided at the end of this section to brush
up on your communication skills, and consider implementing common language
strategies to make sure the development phase of the apprenticeship programme
is successful.
Once the curriculum has been created and the legal limitations have been put in
place (these regulations are different in each country, or even each region), the
learning process begins. This learning process can generally be divided into five
stages:
In addition, we can identify different teaching methods that are identified in
apprenticeship learning programs. The basic model for this process is divided into
five teaching methods:
These strategies are the way that the teacher or mentor is able to induce or help
the apprentice move through the five stages of apprenticeship previously
mentioned. However, it is important to keep in mind that all apprenticeships are
different and finding what works for your company is important for programme
success.
The final stage of the apprenticeship programme is the evaluation. Later on in this
course, different evaluation techniques will be suggested, but during the entire
process this final evaluation should be kept in mind. This final stage will depend
on the original objectives and outcomes that were established in the curriculum
building stage of the programme.
3.2.Your Entity During the Apprenticeship
As the business hiring the apprentice, you will form the backbone of the
apprenticeship programme. Your level of involvement for the duration of the
process should be high. This is because your goal is to use apprenticeships as a
long-term approach to growing your workforce and ensuring that the skills

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needed to maintain the company are available. This means that the
apprenticeship programme will help assure that your future needs are covered.
Therefore, in order to achieve this competitive edge of having a supply of skilled
workers, it is necessary to truly incorporate an apprentice into the business. In
some cases, businesses even guarantee a job offer for apprentices that
successfully complete the programme. Even if this is not possible in your case,
consider how you can integrate this apprentice into your future planning.
Considering this end, the company should be involved in all phases of
apprenticeship and should be aware that this engagement in the programme will
be reflected in the final outcomes and company benefits. Let’s consider all the
different steps where it is beneficial for a business to be present:
The different tasks will correspond to employees working in the organisational
levels where they are carried out. For example, during the development of the
curriculum with the educational institution, and the recruitment and hiring of the
apprentice, management should be involved. This process needs to fit the needs
of the company; therefore, management is the most suitable part of the business
to tackle these aspects.
On the other hand, the apprentice’s mentor will take on the majority of
responsibility when it comes to instructing and supporting the apprentice during
the duration of the programme. This should not mean that the rest of the
company is not involved – management and other staff should provide assistance
and support when needed.
Finally, some parts of the apprenticeship programme should be taken on by
various parts of the business team. The creation of a training plan and an
evaluation plan are things that both management and mentor should agree on. By
having both parties agree on these plans, you can be confident that there is an
understanding between the two of them and that the expectations are realistic.

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These plans should be developed around the tasks that will need to be carried out
during the apprenticeship programme. By adapting the training to your
company’s needs, you are more likely to set the people involved up for success.
During the apprenticeship, it is important to understand that there will be
moments when the apprentice might need more support. The programme should
be built in a way that allows for the implementation of effective support
mechanisms, especially when this apprentice is very young. In these cases,
apprentices will probably need to be managed fairly closely in order to develop
within the company more quickly.
This support should include making the apprentice feel comfortable in the
company, and provide them with an understanding to what his or her role is
within the team. In addition, by sharing information like when breaks are, the
dress code, and safety plans, you are able to create a situation where the
apprentice feels included and is more likely to develop. Essentially, you are
creating an environment in which your apprentice(s) can thri
Throughout the programme, the apprentice should receive constructive feedback
both from management and from their mentors. This feedback should be given in
a way that allows for apprentices to change and grow in a positive way. Once the
apprenticeship is finished, the apprentice should also receive a final feedback,
regardless of whether the company is going on to hire them or not.
3.3.Practical Aspects to Consider
While there are many different ways to carry out the practical aspects
(frameworks, training plans, journaling, etc.) of an apprenticeship programme,
this unit will cover some basic things to keep in mind when organising an
apprenticeship. When applied correctly, these practical aspects will contribute to
the quality assurance of the apprenticeship.

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Once again, it is important to be aware of the different legal regulations that exist
in your country. These norms will outline the basic agreements that must be
created. When deciding how to structure your apprenticeship programme, always
keep in mind the specific needs that your company has according to these laws.
The first step to take is to select a training framework to follow. This framework
should be set up at the same time that the academic curriculum is established.
This framework will include the legal obligations of the company in the
apprenticeship programme and will consider: the registration and certification
provided by the apprenticeship, the duration of the programme, the stakeholder
responsibilities, etc.
This framework will not enter in to the specific details of the apprenticeship
programme, but will serve as an official document to be presented to the
government agency in charge of apprenticeships. In addition, it will ensure the
quality and recognition of the certification process. Depending on your country,
there will be different interpretations of how to create this official framework.
Therefore, this framework should be written up according to the regulations
established at a national or state level.
The next step is to create a formal contract or agreement between your business
and the apprentice. This contract is a short agreement between the employee
(apprentice) and employer regarding the basic legal aspects of the relationship.
See the additional resources to see several examples of apprenticeship contracts.
The two documents mentioned should correspond to the legal requirements in
your country or region. If you are not sure about the necessary paperwork for an
apprenticeship programme, consider asking intermediary bodies such as the local
Chamber of Commerce who will have more experience in the creation of
apprenticeship programmes.

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After the legal basis has been covered, it is important to create a strong internal
structure for the apprenticeship in order to be successful in the form of a learning
or a training plan. This means that the apprentice, the mentor, the company, and
the training institution are all clear on what the objectives and expected
outcomes of the programme are.
This information can be structured in a non-legal document (although in some
countries it may be required) that is internal to the programme. It should express
the path that both the apprentices and the employees hope to take during the
apprenticeship, and could include aspects such as: what will be learned during the
apprenticeship, apprentice goals, when regular progress checks will be carried
out, etc. This agreement should include the roles and responsibilities of all parties
involved in the programme.
Although this type of document might not be legally required in your country, it
has been proven to help boost the success of apprenticeships when everyone is
clear on the expectations and outcomes. Therefore, we recommend the inclusion
this type of plan into your apprenticeship preparation. In addition, it should be
created or adapted specifically for your apprentice in the specific job position that
this apprentice fills.
During the development of this plan, consider the following factors:
The overall goal of this type of document is to begin to create an environment
where the apprentice feels like he or she understands what the expectations of
the programme are. Understanding expectations has been shown to boost
confidence and allow apprentices to feel come comfortable in their development.
In addition, it will provide a holistic vision of the outline of the programme from
the beginning.
At the same time, this plan should be flexible and open to evaluation during the
entire apprenticeship process. Therefore, the creation of the evaluation plan
should be carried out at the same time as this learning plan. In the next module
we will enter into the creation of the evaluation plan in depth; however, here it is
important to show that continuous evaluation is necessary in order to be able to
modify the learning plan according to needs shown during the programme.

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In order to complement the evaluation, consider exercises to complete before the
apprenticeship and apprentice journaling during the programme. These aspects
will be considered in more detail in the next module, but see the learning
resources for a brief introduction to apprentice journaling.
3.4.Frequent Problems and some Solutions
Like in all situations where different people come together, conflict can appear
during the apprenticeship programme. This conflict is not necessarily negative,
and can be used to improve relationships and work situations. However, if conflict
in the workplace is not addressed, it can manifest into a serious problem.
Therefore, we recommend be open to and aware of possible conflicts and
problems that might arise during the duration of the apprenticeship. If these
issues can be solved informally first, the resolution will more likely be beneficial
for all of the entities and individuals involved. In addition, problems that are
resolved informally will have a lower likelihood of contributing to the continuation
of the problem.
However, if it is not possible to solve the problem informally, it may be necessary
to move on to formal procedures. Formal procedures include talking to higher
management within the company or getting in contact with the organisation in
charge of setting up the apprenticeship. Be sure to understand how to deal with
formal conflicts in your country when establishing your apprenticeship
framework.
In this unit we will focus of potential problems and possible solutions for issues
that can be resolved informally. If dealt with correctly, these problems and
conflicts can be worked out in a way that ultimately lends to the successful

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completion of an apprenticeship. Please remember that if you as the company
have problems with the apprentice, it is possible that this apprentice also has
problems with the business, so reaching solutions will probably be mutually
beneficial.
One of the biggest issued faced in apprenticeships is that the fit between
company and apprentice doesn’t work out. In previous sections, we talked about
the importance of recruitment, but it is important to reiterate here that choosing
your apprentice is as important as choosing an employee. One of the best ways to
resolve conflict is to prevent it, and being careful during the recruitment process
could save your business problems later on.
However, even with the best recruitment process, not every work relationship is
perfect. The second issue that might appear during the apprenticeship is
miscommunication. Miscommunication can take form in many different ways, so
it is important to be a clear communicator from the first moment. Some common
forms of misunderstanding include:
All of these issues can lead to poor performance by the apprentice in the
workplace, and conflicts between the student and mentor. In order to prevent
these types of misunderstanding, everyone involved in the programme should be
aware of the different responsibilities and expected outcomes that have been
established.
In addition, employer/mentor engagement is essential to identifying problems
early and trying to resolve them before they have serious consequences. This
involvement should take form in listening to the apprentice and observing the
training sessions.
The following steps can serve as a potential guide for mentors/employers when
confronting problematic situations (although they probably won’t be as effective
if the situation has grown to be significantly problematic):
When dealing with any type of conflict resolution try to make the apprentice
comfortable, avoiding that he or she feels attacked. At the same time, make sure
that the apprentice knows that if no solution is reached, the problem will have to

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be resolved higher up the managerial ladder. If necessary, make the meeting
more formal by creating a written document/journal entry between the people
involved.
The final big problem that apprenticeships have is apprentice dropout. This issue
can stem from various determinants, both work and life related. In the case that
these dropouts are work related, your business should review the previous
suggestions for taking extra care in the recruitment process and conflict
resolution. When this dropout is related to life issues, the company has less
possibility to control the situation. Check out the learning resources for more tips
on what to look for with potential dropouts.
Keep in mind that conflict is not necessarily a negative addition to the workplace,
but a normal and almost guaranteed result of people working together. Making
the most of these situations, to improve relationships and the quality of the
apprenticeship, can even make the results of conflicts positive. Letting problems
sit without resolution, however, can lead to disastrous results for the programme.

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4.1.Establishing the Quality Assurance and Evaluation
Plan
The development of quality assurance and evaluation plan should take place at
the beginning of the apprenticeship programme. Evaluation should be thought of
as a continuous process in addition to a final report. In this way, the quality
assurance and evaluation plan can help improve the quality of the programme
during the process and not just once it is completed.
The requirements of the evaluation will have to fit to the legal regulations in your
country, therefore, before you begin the development process make sure to
check out these regulations. This assessment of the apprenticeship programme
must be created in order to see if the objectives and expected outcomes are
achieved.
Therefore, the quality assurance and evaluation plan should be built on the
theoretical curriculum and practical framework of the apprenticeship programme,
highlighting how the competences proposed are to be assessed. During the
creation and implementation of the assessment it is important to clearly
understand what the purpose of the evaluation is: an objective process orientated
towards understanding how the programme was implemented and if the effects
were as foreseen or not.
This evaluation can be organised in several ways, depending on the country
regulations: assessment done completely on-the-job or off-site, or an assessment
that is done dually both on and off-site. Keep in mind that the evaluation is a
process that will be in place during the entire apprenticeship programme. The
assessment can include a self-evaluation carried out by the apprentice and/or the
active inclusion of the apprentice in the evaluation process.

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The final result of the quality assurance and evaluation plan should be to
genuinely measure if the student has been able to complete the established
objectives. Both input (ex. administration costs) and output factors (ex. the
completion rates of the programme) should be considered for the success of the
programme. In order to ensure the validity of the plan, it should asses the core
skills, knowledge, and behaviour presented as to be acquired in the framework
previously established.
Generally speaking, skill-based competences should usually be reviewed using
observation or practical assessments. Knowledge-based competences can be
evaluated using a range of methods that are both theoretical (tests, assignments,
etc.) and practical (problem solving, etc.). Finally, behavioural-based competences
can be judged by using direct observation and value/ethical assessments.
However, this evaluation should be designed in a way that is holistic, focusing on
the integration of the skills, knowledge, and behaviour acquired during the
programme. This plan should also be developed in a way that it fair and
transparent, efficient and manageable. The OECD identifies the following
principles for the evaluation of modern apprenticeship programmes:
In a later unit we will talk about certification, but in many countries a grading
process will have to be included into the evaluation plan in order to obtain this
final diploma. When establishing grading scales, a minimum of two groups
(pass/fail) must be created. From there, the scale can be more or less precise
depending on legal regulations and programme objectives.
As a business, along with the educational institution and intermediary
organisations involved, you should agree on: appropriate assessment methods,
the timing and duration of these assessments, and any special aspects that should
be considered. The quality assurance and evaluation plan should be detailed
enough to guarantee consistency, but flexible enough to be applicable in different
situations.

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Small businesses that collaborate with other small businesses and intermediary
organisations may find that these organisations are able to help with the
development of an assessment plan. Many intermediary organisations have
experience working with this type of plan and will be able to facilitate knowledge
and insight into the process.
In addition, businesses can look for external input when carrying out quality
assurance checks. Intermediary organisations can also help evaluate the overall
success of the programme. If possible, these checks should be done periodically,
in order to promote improvement during the programme, in addition to the final
assessment.
The intermediary organisation should be considered as a resource to the company
because it will work towards helping improve the system. These organisations can
support your business during the entirety of the process, helping to ensure a
quality programme that benefits your needs.
4.2.Change Management and Plan Flexibility
When starting an apprenticeship programme, it is important to be aware that the
workplace and the market are constantly changing, and it is the company’s
responsibility to respond to these changes. Similarly, we should consider that the
evaluation of the programme should be used to reflect on possible reforms and
changes that could be made to improve the apprenticeship. Therefore, the quality
assurance and evaluation plan should also be made in a flexible way that is open
to change when necessary.

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This flexibility should be reflected in the development of the delivery and
evaluation of the apprenticeship programme, providing businesses and external
evaluators with the possibility of taking into account different factors. Because
the same programme will not be carried out in the exact same way every year due
to a variety of factors (such as labour market changes, different people involved in
the programme, etc.), this flexibility allows the framework to remain in place and
still be valid.
It is important that this capacity for change corresponds to aspects such as the
implementation techniques used in teaching, but does not affect the skills,
knowledge, and behavioural competences necessary for the programme
competition. These basic outcomes of the programme should remain the same.
However, because the need for change is expected from the beginning of the
project, it can be integrated into the design accordingly.
To be able to make your plan flexible, keep in mind personal differences, taking
into account not only the teaching methods, but also diverse learning styles. More
often than not, there is more than one way to share the same information, and if
you are able to include this flexibility into the plan, it will maintain the validity of
different methods for the same results.
This flexibility should also be reflected in the ability to carry out the assessment of
the apprenticeship both on- or off-the-job sites. In different learning situations, it
may be necessary for the apprentices to go off-site, but this should not influence
the inherent evaluation of these students. This means that the evaluation plan
should be adaptable regardless of where it is implemented.
It is also important to keep in mind that the flexibility of the programme should
be able to address and keep pace with the constant change of industry. Especially
in trade industries, not reacting to this change could be detrimental to the
business health of the company. Therefore, being aware of possible trade changes
is important for programme success.

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In addition, consider the future skills needs and legal changes that might end up
affecting the apprenticeship over time. This might include new laws that are
coming into effect, new technologies that will be launched soon, etc. By being
aware of these changes, you will be able to incorporate them into your training
plan. However, even if you are not able to include specific changes, you should try
to make your plan flexible in order to accommodate industry evolution.
As a business, you should make sure that the educational organisation that is
carrying out the theoretical training is also open to flexibility, especially timetable
flexibility. Choosing the ‘right’ educational institution as your partner could make
a difference in the success of your apprentices and for the programme overall.
See a short article in the additional resources provided for a brief overview of
what types of services you should be looking for when contacting a partner
institution.
If you have access to an intermediary organisation in your area, they can also help
out with understanding how to accept change during the programme and offer
advice when unexpected situations appear. These organisations should be able to
provide you with a larger outlook of apprenticeship programmes and expertise on
how to carry them out.
The changes made to the apprenticeship programme should be considered as a
positive evolution of the system. For every year that an apprenticeship
programme is carried out, changes should be expected. Resisting the natural
evolution of the industry could be detrimental not only to your apprenticeship
programme, but also to your business.
4.3.The Final Evaluation

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As we have previously mentioned, in many countries a final evaluation is put in
place in order to be able to validate and certify the apprenticeship programme. In
many places this final evaluation is included so that the apprentice is able to
obtain a diploma. When establishing grading scales, a minimum of two groups
(pass/fail) must be created. From there, the scale can be more or less precise
depending on legal regulations and programme objectives.
With this assessment, it is necessary to confirm that the apprentice has learned
the necessary skills, knowledge, and behavioural competences to carry out the
profession for which they are training. The plan for the final evaluation should be
detailed enough to guarantee consistency, but flexible enough to be applicable in
different situations. It should integrate both the theoretical and practical parts of
the learning process, although the entirety of the assessment can be carried out
in the workplace.
Depending on the situation, the assessment criteria can be developed particularly
for an apprenticeship or may be based on other sources (as long as the
assessment aligns with the need of the apprenticeship). This final assessment
should be coupled with the continuous evaluations to determine which
apprentices are best fit for certain jobs. In some cases, assessment teams may
decide to weigh specific aspects more than others.
This final evaluation will be developed by your business together with the
educational institution and the intermediary organisations including assessment
specialists if possible. The requirements for the final evaluation will be
determined by the legal regulations established in your country and the initial
framework that this collaboration has created. Three important aspects to
consider for this final assessment include:
The evaluators of this final assessment should be experts in the area and might
even be include representatives of your company in addition to members of the
educational institution, the intermediary organisation, or other external
evaluators. According to the European Commission’s guidelines, this evaluation
should provide a fair, valid, and authentic assessment of the learning outcomes.

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For example, in Luxembourg, instead of a traditional final assessment exam, the
evaluation process is an ‘integrated project’. This assessment tests the
apprentice’s capacity to demonstrate his or her ability to complete tasks in a
stimulated work situation. This ‘project’ has a time maximum of 24 hours (and 8
hours per day) and is evaluated by a team made up of: a teacher, a representative
of the employers, a representative of the Chamber of Employees, and is chaired
by a representative of the Ministry of National Education.
In other situations, we can see how this real world assessment is complimented
by an exam testing theoretical knowledge and/or an interview. For each of these
three evaluation methods, assessment instruments should be developed to
ensure: the validity of the instrument (that it measures what it is supposed to
measure) and the reliability of the instrument (that the results are consistent).
In addition, depending on the needs of the apprenticeship programme, the
grading scale will have to be developed. As noted earlier, this scale could simply
be ‘pass/fail’, or it could be a more elaborate system. In countries such as the UK,
there are Assessment Organisations who can help you understand and develop
these assessment instruments and final grading plan.
During this development process, and throughout the evaluation itself, it is
important to keep in mind that the purpose of the final assessment is to
distinguish between those apprentices who are ready to work in their field of
study and those who are not. It is not just about obtaining a set of knowledge or
skills, but the ability to apply them in specific situations and the behavioural
competences to interact and survive in the social settings generated by the
profession.

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4.4.Certifying the Apprenticeship
In most countries the certification methods of apprenticeship are standardised at
a State or Regional level. The programmes should be certified by official entities in
order to ensure that the apprentices are learning the knowledge, skills, and
behavioural competences of their professional field. In turn, these certifications
will lead to the qualification of workers that are adequately prepared.
At a European level, the European Qualifications Framework (EQF) was formed in
2008 to create a common reference point between the different qualification
systems. At a national level, this means that all qualification systems should
reflect this international framework. At the end of 2014, 23 Member States had
already referenced their national qualifications frameworks to this European one.
This EQF is made of eight reference levels based on the learning outcomes of the
programme, or the knowledge, skills, and competences that the student obtains.
With the framework, the EQF expects to comprehend what he or she knows,
understands, and is able to do on completion of the learning process.
While this Framework does not directly mention apprenticeship training, it is
contained within the section of vocational education and training. Therefore,
official apprenticeships are recognised and classified in this Framework and it is
important to keep these aspects in mind when choosing a certifying entity
(apprenticeships that are not formally established will not form part of the
Framework).
The purpose of a certification system with common factors is to provide a
qualification for the apprentice that can be used outside your company in the
case that you decide not to hire him or her. Accordingly, when you are looking for
a certification organisation to accredit your apprenticeship programme, you
should make sure that this organisation is recognised at a national level, but also
has competences to make sure it is valid at an international level.

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Our recommendation is that apprenticeships are certified by competent bodies
made up of different experts to ensure an encompassing review of competences.
In some countries the legally recognised certification bodies are established at a
national level (see the additional resources for the official UK list). If that is not
the case in your country, make sure to partner with a company that will provide
you with a recognised certificate.
Knowing how the certification process works is essential for the apprenticeship
programme. For example, in Germany, apprentices receive three certificates: the
examination certificate, the certificate from the vocational school, and the
reference of the training company. However, in Austria, on completing the
apprenticeship programme successfully, the apprentice will receive a single
certificate with the name of his or her profession. By knowing how certification
works in your country, you will be able to structure your programme accordingly.
As a business, look to your intermediary organisation to help you understand
what your certification options are if you don’t fully understand your alternatives.
These entities will have a larger overview of the different possibilities and will
have experience in choosing which is best for your business.

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5.1.Communication Skills Training
Like in any environment where you are in contact with other people and/or
entities, during the development of the apprenticeship programme and the
training process, communication is a key factor for success. In Module 3 we talked
about the importance of these communication skills, including the possibility of
using a common language and the importance of active listening. In this unit, we
are going to delve a little deeper into the importance of communication skills and
how to develop them.
The link between good communication and success in apprenticeship
programmes is high; therefore, as a business, you should consider that these skills
will be necessary in all the phases of the programme. That is, from the creation of
your relationship with an educational institution and intermediary organisation,
to the mentoring of your apprentice, to the final evaluation, it is important that
you and your employees are able to communicate effectively.
Communication skills are traditionally linked to basic verbal and non-verbal
communication; however, other important competences include presentation,
writing, listening, and interpersonal skills. In fact, two of the most important skills
for effective communication may be active listening (mentioned in Module 3) and
nonverbal communication.
When communicating, consider these three elements:
According to Dr. Albert Mehrabian (1981), our communication is divided between
these three elements with only 7% importance being given to the words spoken.
The other 93% is split between voice tone (38%) and body language (55%).
Therefore, we can see how this non-verbal communication is essential when
trying to express our ideas to others.

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In situations where you are trying to establish rapport with your partner
institutions, having good control of your non-verbal communication can be
beneficial to the relationship. In addition, consider how non-verbal indicators can
help you when trying to get your ideas across. Having good communication leads
to improved cooperation and benefits the outcomes and success of the
apprenticeship.
Therefore, make sure that the communication between your business and the
other entities involved in the programme is structured, ensuring an understanding
between partners. And, in the case that there are large discrepancies between
entities, you should also consider how changing your communication style could
improve these relationships. For example, check out our additional resources for
some insight into some ways we communicate with our bodies.
Before the apprenticeship starts, consider putting a communication plan in place
to provide guidelines promoting effective communication for employees and
apprentices. This will help make sure that everyone is on the same page and help
diminish miscommunications. In addition, make sure that the communication
channels are open between apprentice, mentor, employer, and teaching staff.
Being aware if something is going wrong is essential if you want to sort it out as
soon as possible.
Communication skills are especially important in the mentorship programme
where 65% of employers feel like the addition of a mentor improves the
apprenticeship. Therefore, selecting mentors who are able to communicate
effectively will positively influence the success of the programme. Accordingly,
these skills should definitely be included in your mentor training programme, but
consider also incorporating them into regular employee training as well.
As a mentor consider the following steps to improve your communication with
the apprentice:
In this way good communication skills are a way to prevent misunderstandings
and conflicts between partner entities and in the workplace. This holds true for all
business relationships, but be especially aware of the role of communication

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when working with apprentices who are in a working environment for the first
time.
5.2.Creating Supportive Environments.
The purpose of apprenticeships is to train young people in a work environment, in
a specific trade, in a way that is also beneficial for the employer. This means that
the conditions in which this apprenticeship programme is produced should be
conducive to good practices and create a supportive environment. People work
best when the overall ambiance is positive, so make sure that this supportive vide
extends beyond the mentor-apprentice relationship to all aspects of the
programme.
From the most general perspective, make sure that the relationships between
your business and the other entities involved in the apprenticeship programme
create a supportive environment. This means that the communication channels
are open and that the entities are in frequent contact with one another. The
relationships should be professional, but they should also be flexible and
supportive.
Within the company, you should also work towards creating a positive, supportive
environment. This means that the apprenticeship programme should be agreed
upon and seen as a beneficial addition to the company. In addition, the
environment that is generated in the workplace will directly affect the success of
the apprenticeship. Supporting your existing staff, including providing them with
additional training if they desire, will lead to a more positive overall environment
and a more successful apprenticeship programme.

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Intermediary organisations should be able to offer your business advice, support,
and connections to help you build this positive environment within your company.
They should also be able to support you in the following ways:
This supportive environment is especially important to transmit to the
apprentices. These students will most likely have little work experience and will
be exposed to workplace issues for the first time. The work environment should
also be a safe place where the apprentice feels capable of reaching his or her full
potential. In this way, the company is responsible for meeting the training needs
of the apprentices which will, in turn, support the programme for success.
Practical support and guidance, when provided correctly, will help the apprentice
settle into his or her role within your company. It will also contribute to the
benefits that the apprentice can bring to your company and promote the success
of the programme. By giving the apprentices a clear outline of expectations and
room to develop, you will be helping to create a safe, supportive environment.
Providing a mentor for the apprentices is another way of supporting them and
making sure that the apprentices are receiving the help that they need. It will also
improve communication within the apprenticeship programme. In turn, it is also
important that these mentors are supported by the company and, if it is the case,
the intermediary organisations. By supporting mentors and their personal
development, you can also add value to these employees.
In addition, consider providing your apprentice with a buddy or an experienced
worker who, informally, can help the student with day-to-day questions that he or
she may have. The different levels of support will allow the apprentice to find his
or her way, adding value to your company.
Consider giving feedback as a way to improve the workplace environment and
apprenticeship programme. Remember the communication tips that were talked
about in the previous unit to ensure that you are expressing yourself clearly and
actively listening to others. The feedback process should always be constructive,
never negative and accusing.

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When, via constructive feedback, issues with the apprenticeship programme are
detected, it is important to review the situation and make improvements as
necessary. Therefore, the creation of a supportive environment is linked to the
creation of and carrying out of the evaluation plan.
The purpose of creating a supportive environment, at all levels of the
apprenticeship programme, is based on the idea that this will create more value
for all the individuals and entities involved. That is to say, apprentices will benefit
from the learning experience, mentors will expand their skill sets, companies will
acquire added value from these actors, and the overall success of the programme
will benefit the educational institutions and intermediary organisations.
5.3.Developing Networks .
There is a lot more communication than there used to be between different
companies, educational institutions, and intermediary organisations about
apprenticeship, spreading the word about the benefits of this type of programme
for businesses. However, more can be done to develop networks and use these
relationships to create a supportive environment for apprenticeships.
At a more local level, creating and promoting networks within your country and
region can help improve the apprenticeship programme. These networks can be
especially beneficial for small or specialised enterprises that might not be able to
host an apprentice without the support of a network. In order to have effective
networks, participating entities should commit to the same objectives, and be
able to truly benefit from them.
Networks can provide a multitude of types of support. They can contribute to
knowledge about good practices, create training alliances to take the training

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burden off one company, etc. This type of network is particularly beneficial when
a company is participating in an apprenticeship programme for the first time or,
like previously mentioned, is incapable of participating in the programme without
support.
At a national or regional level, the entities that should be involved in this type of
network are: the companies, the educational or training institutions, and the
intermediary organisations. Within a national/regional network Small and
Medium Enterprises will have the opportunity to be in contact with larger
companies and will be able to develop their apprenticeship practices. In addition,
continuous contact with educational institutions allows for a mutual
understanding of needs.
Different companies in similar industries should see this networking opportunity
as a chance to grow and improve their apprenticeship programmes and
businesses. While it is possible that these companies see each other as
competition, collaboration among entities can be mutually beneficial for all the
actors involved. For example, best practices can be established, shared training
responsibilities can be set up, agreements with the educational institutions can be
created, etc.
Smaller networks can, in turn, be incorporated into larger networks, creating
inter-country relationships or European-sized networks. The connections between
the relative stakeholders in the programme are highlighted as being positive for
the overall success of the apprenticeships. For example, a strong network of
entities involved in apprenticeship training already exists in Germany. In addition,
Germany is involved in networks with Portugal, Italy, Greece, Slovakia, and Latvia
to help strengthen the cooperation towards good practice apprenticeship
training.
At a national/regional level these networks should also support the apprentices,
such as providing vocational information and career guidance for students, like in
the case of Switzerland. Access to this sort of support allows for the apprentice to
grow and develop, leading to an increase in the value of what he or she can offer
to the apprenticeship programme.

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These networks should also provide the apprentices with the opportunity to
develop personal contacts with people in their trade. In addition to providing
value for the apprentices, this will also build up the trade network in the region.
At a company level, the networks should provide the apprentice with access to
support as he or she needs. These inter-company networks will most likely be led
by the apprentice’s mentor and, in some cases, other employees who have been
assigned certain responsibilities in regards to the apprentice. Apprentices should
also have access to a network of their peers in order to build on their experiences
and to enhance their learning experiences.
In order to create effective networks, participating entities should commit to the
same objective and look towards a shared end. Overall, networks of key actors
are capable of identifying the supply and demand for certain skills; creating
relationships that promote supportive environments; and can improve the quality
and extension of apprenticeship practices.
5.4.Identifying Ways to Improve the Apprenticeship
Programme.
With the push to improve apprenticeships at a European level, this last unit is
focused on how to take advantage of apprenticeship programmes to their
maximum. At a national level, such as in England, we can see how new
apprenticeship standards are being developed in order to extend the positive
impact that apprenticeship programmes can have at a company, regional, and
economic level. However, improvements to apprenticeship programmes do not
have to be nation-wide.

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As previously mentioned, we should consider the possibility to modify the
apprenticeship programme as an integrated part of the process and evaluation of
apprenticeships. We talked about how flexibility in the programme structure can
permit continuous improvements throughout the entirety of this process. Here
we will also consider other aspects to have in mind while trying to improve
apprenticeship programmes.
We have also highlighted how mentors can be beneficial for apprenticeship
programmes, but studies show us that they greatly improve the training process if
implemented correctly. Consider how the way you use mentors can improve
communication and knowledge transfer, reducing conflicts and providing the
apprentice with additional training value while positively impacting apprentice
retention on programme completion. At the same time, be sure to think about
how you can improve the value of your employees through a mentorship
programme.
Keep in mind that you can also change the mentorship pairing if you find that this
change will be beneficial. These types of changes come about because of the
continuous evaluation plan and the desire for improvement. Although on a big
scale they may seem small, keep in mind that simple modifications can make a big
difference in the overall success of the programme.
At the apprentice level, conducting exit interviews with apprentices who are
finishing their programmes can help provide beneficial insight into more ways to
improve the apprenticeships in the future. Consider using some open-ended
questions so that the apprentices are able to express themselves with more than
a ‘yes’ or ‘no’. Even though they usually have less work experience, feedback from
apprentices can be an important factor to improving programme success.
At a social level, creating more social prestige and improving the overall
attractiveness of apprenticeship programmes at a national and international level
will help improve the development and implementation of such programmes.
Consider including citizen participation via regular open conferences so that they
can see the impact of these programmes.

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For example, sharing good practices and real-life examples to make the benefits
and positive aspects of apprenticeship programmes visible. By improving the
image of apprenticeship programmes, the quality standard of these programmes
will be raised, ensuring professional results.
At a social level, we can also consider improving how apprenticeship programmes
address the following three areas:
Improving gender balance refers to an equal number of women as men
participating in apprenticeship programmes. Currently research shows that men
and women have a tendency to train in different sectors. Men have a propensity
to participate in higher-pay sectors where women are more seen in lower-pay
ones. Addressing this fact in the recruitment strategy can help make these
differences less prominent.
The ethnic diversity varies by country, but we can see under-representation of
certain ethnic groups in apprenticeship programmes. To help improve this
situation, consider advertising your apprenticeship vacancies in schools where
ethnic minorities reside and inform different types of schools about your
opportunities. Most importantly, make sure that your recruitment practices are
inclusive and don’t actively discriminate.
Working with disabled people can be complicated depending on the trade you
specialize in, but work with intermediary organisations and educational
institutions to see how you can include these types of apprentices in your
practice. In many situations your company can receive additional benefits and
support for making adjustments and opening your doors to disabled workers.

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Each partner should be aware of the role that it plays in improving the
apprenticeship programme. Specifically, the entities should consider where they
are most involved in the process and how they can improve this area of the
programme. Improvement in programme effectiveness can be addressed via a
communication strategy established among partners.
Overall, when working towards programme improvement, it is important to keep
in mind the comprehensive goals apprenticeships have: training young people and
providing them with better career opportunities in the future; to provide benefits
for the company in terms of moral, growth, and long-term valued employees; and
to focus on improving the economic situation of our countries.

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