Guidebook eappren-ΙΟ

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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 educational and training
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 is
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
even 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:
In order to differentiate apprenticeship from other work-based learning
programmes, let us consider the following conditions of an apprenticeship
programme:
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.

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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.
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.

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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
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

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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.
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.

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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.
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 also means that with apprentices the company has the opportunity to train
someone especially 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 the available workforce, combining the skills of the experienced
workers with the desire to learn and expand of the young apprentices. In the UK,

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82% of employers take on apprentices to build the skills capacity within their
business.
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.
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.
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.
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.

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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
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 able to communicate
this knowledge to the apprentices. In addition, these entities can provide course
completion certificates or higher education credits for future studies.
The business partners can be individual companies or a consortium of businesses.
The companies play an essential role in the apprenticeship programme and, as an
intermediary organisation, it is your responsibility to support them during the
duration. Some responsibilities that the business will take on include: offering an

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apprentice vacancy, interviewing and hiring the apprentice, providing a mentor
for the apprentice, creating networks, providing remuneration, etc.
The focus in this section, however, is on the intermediary organisations. The
workforce intermediaries play a totally different (although just as important) role
in the apprenticeship programme to the entities previously mentioned. 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.
First of all, intermediary organisations will provide industry or workforce-specific
expertise that can be used, for example, in the development of the content to be
taught. Therefore, you should be supporting 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 should 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.
Therefore, your organisation should be 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.

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You 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, the intermediary organisations have the ability to provide additional
support and instruction as is necessary to the other entities. Your expertise in the
industry or in managing an apprenticeship programme will allow you 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. Make sure you are able to support
business through these steps in order to set a base for a successful programme.
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.
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 for
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 has to be high. If the management

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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. Make sure to
work together with the other entities involved in the programme to guarantee
this success.

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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
At both a national and an international level more interest is being invested in the
development of apprenticeship programmes and intermediary organisations
have a key role to play in the development of these programmes. One of the
hardest jobs that the intermediary organisations will have during the
implementation of apprenticeships is convincing the other actors that this type of
education is beneficial to everyone involved.
On one hand, educational institutions and the students should be aware of the
learning benefits involved in work-based learning. On the other hand, businesses
have to understand how apprenticeships can truly benefit them. However,
convincing these different entities of their roles might not be as easy as it first
seems.
The problem is that even though there is a lot of research backing the positive
effects of apprenticeship programmes, many companies and schools are wary
about changing the system. As an intermediary organisation, it is important to
share the benefits that participating in an apprenticeship programme can have
for all actors involved.
The first step to be taken is to understand the specific requirements for starting
an apprenticeship programme in your country or State. Once informed about the
regulations of starting a programme, intermediary organisations have the ability
to help with their creation and implementation. At the beginning, it will also be
necessary to help the companies, educational institutions and students see the
value of apprenticeship programmes.
For educational institutions this value can be seen in the results of learning while
doing, combining theoretical knowledge with practical experience. This means
that students are able to put into practice what they are learning in the

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classroom, resulting in an educational experience that combines professional
qualification with personal development.
It is also important that students find value in carrying out apprenticeships. They
should understand that being an apprentice offers them the possibility to learn all
the important skills and competencies necessary for a certain vocation or trade
while obtaining a certification. Studies show that students who carry out
apprenticeships have an easier time transitioning from their studies to the work-
place full-time.
It may be the most difficult to convince businesses of the benefits of
apprenticeship programmes. For companies, the bottom line is that they have to
make money, and even though these programmes have been shown to be
financially beneficial to businesses, many people still believe that having an
apprentice will cost them money.
Talking about the benefits that apprenticeship programmes have for these
businesses might help convince them of the positive effects of apprentices.
Consider that apprenticeship programmes are a way to recruit and provide
training for possible new employees in a way that is affordable. Because
apprentice wages are lower than a full-time employee, these training costs are
less than hiring a new pre-trained employee.
In addition, apprenticeship programmes ensure that the new employees fit well
into the pre-established team because they will learn the business ethos that
exists in the company. This integration leads to happy staff and loyal clients as
well as improving productivity and reducing staff turnover.
Everyone involved in the apprenticeship process should be aware of the potential
benefits that a well carried out programme can bring. The cooperation between

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these different entities can provide training for future talent which, in turn,
creates people with the talents, skills, and innovative ideas that companies need.

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2.2.Identifying Needs.
Helping with the identification of the needs that each entity has is an important
role that the intermediary organisations have in the creation of the
apprenticeship programmes. This process of needs identification will help with
the adequate design and implementation of a programme that is able to respond
to each of the entities involved.
From the standpoint of the educational institutions, it is important to consider
the academic requisites that are put into place for each vocational certificate
from a legislative perspective. From a legal standpoint this step is necessary
because the programme must complete the minimums proposed by the State in
order for the student to receive their certificate.
Each country will have its own laws established; therefore, it is important to
review the regulations that exist in your country. The evaluation of the
theoretical needs that each student should cover during their time at school will
help with the design and construction of the apprenticeship programme.
In addition, educational institutions should work to match this required
theoretical content with the content identified by businesses as essential for their
success. The needs shown by companies are normally more practical aspects of
the learning process; elements that the business will identify as important to
being successful in the day-to-day functions.
It is necessary to help the companies distinguish and classify what is important to
them in order to create a programme that educates apprentices accordingly. The
needs proposed by the business should include skill gaps (or perceived future skill
gaps), tasks that require training, the number of hours the company requires, etc.

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In order to be able to evaluate the business needs, consider suggesting a business
health check and an evaluation of the staff perspective of needs. Together these
two evaluation steps will help put a picture together of what the company is
looking for in order to fill their needs.
Once the academic requirements and the business needs have been established,
it is also necessary to fit the programme with the contract regulations that exist
in your country. In order to attain both the theoretical/academic and practical
goals proposed by the apprenticeship programme, it is necessary that the
student have an established contract and programme that fits within the
legislation established.
Although the legal side of the needs identification process (academic
requirements, available contracts, etc.) is regulated at a country or State level,
establishing apprenticeship programmes will happen at an institutional level.
Each educational institution can decide how to impart the required academic
knowledge and each business will put more emphasis on certain aspects of the
study.
Therefore, as an intermediary organisation, it is important to help each of the
entities involved in the creation of an apprenticeship programme to figure out
what is most important for them and to interconnect these needs. It is also
relevant to remember that although an apprenticeship programme is being
established, it will need to flexible enough to adapt to the individuals and
changing needs that appear.
Let us consider the following steps to identifying needs and creating an
apprenticeship programme:
Only when all entities are involved and on-board with the programme creation
process and its contents can it be successful.

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2.3.Selecting the Candidates
The selection of the apprentices is an important part of having a successful
apprenticeship programme. Like with any job, an apprentice that is a good fit to
the company and the skills required means the difference between a positive or a
negative experience for everyone involved. Therefore, once the
business/academic needs and the apprenticeship offer have been identified, the
selection process can begin.
There are several options that companies have when choosing apprentices.
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.

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In some countries, intermediary organisations and educational institutions can
also provide information about candidates to help shortlist them, creating a
smaller group of possible apprentices. In the UK right now many institutions offer
help to businesses to help them find and select appropriate apprentices for the
job offers.
However, 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. Therefore, 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.
During the interviewing and hiring process, the same techniques that used when
interviewing a full-time employee should be implemented. The only difference
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 there is a good fit with the
company or not.
If there is an interview plan already set up, consider the knowledge baseline that
is necessary for the new apprentice to have, but do not expect that he or she will
be fully competent in all these skills off the bat. All other evaluation criteria
should remain the same as when hiring a normal employee because these criteria
will most likely correspond to company values and perspective.
These values and perspective are an essential part to the interview process
because they help understand if the candidate will fit into the company culture.
Other important characteristics of apprentices are that they are open to learning
and show problem solving capabilities. These traits are essential to apprentices
because these students don’t have the full skill-set of a trained employee and,
therefore, will have to explore and learn how to complete tasks that they don’t
know how to do.

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As an intermediary organisation, you should support the company in making its
choices as you can. Some tools that can help with this decision making process
are:
In addition, it is very important that the entire selection process of the
apprentices is a ‘fair’ evaluation. All unfair discrimination, bias or adverse impact
should be avoided, and all candidates should be treated with respect, even if they
are going to be rejected. After each interview, constructive feedback should be
offered to the applicants in a respectful way.

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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 necessary skills and be supported throughout the entire apprenticeship
process.
This mentorship should be instituted both at the workplace and from the sending
institution. A strong mentoring programme will contribute to the successful
completion of the apprenticeship, lowering drop-out risks and providing quality
assurance.
It is important that the companies view the mentoring programme as a positive
part of the apprenticeship process, both for the apprentice and the mentor. This
positive perspective will contribute value to the programme and allow for active
support of the mentors.
Within the company, 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.
Company-based mentors should keep in mind the following tasks:
From this perspective of the company, the 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.

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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.
A different, but equally important, type of guidance is offered by the educational
institution (or Public Employment Services if they are acting as the theoretical
training institution). This guidance offered is usually career orientated, focused on
providing apprentices with impartial and quality information about professional
choices that they can make in the future. Students should receive the tools
necessary to be able to make these choices carefully.
This guidance offered by the educational institution or other entity should bear in
mind the following responsibilities:
Career guidance has been shown to address the issue of gender segregation that
plays a prominent role in some types of apprenticeships. In addition, this guidance
has been shown to help target young people who are at risk for exclusion, early
school leavers, NEETs, etc.
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.
All mentors should remember that they are there to build an open and honest
relationship with the apprentice, supporting and encouraging his or her personal

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development by giving constructive feedback to his or her ideas or actions. This
means that mentors should be able to communicate well, have a flexible attitude
to what the apprentice is saying, and be able to organise time in an efficient way
for everyone.

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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
programme. These regulations will vary in different countries or even States
within countries, so it is important to do your research. As an intermediary
organisation, if you can facilitate this information to companies and educational
institutions, it will be beneficial for the creation of apprenticeship programmes.
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. As an
intermediary organisation, any information that you are able to provide to the
other entities, makes the process easier for them.
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 around the legal basis for
apprenticeship, and the needs analysis carried out by the business mentioned
Unit 3.

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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 the apprentice fits into the company culture. If the
selection is suitable, the probability of the apprenticeship being positive is
increased.
The second part of the apprenticeship programme occurs once this candidate is
selected and the apprenticeship begins. During the duration of 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 will have
access to some incentives used by countries to promote apprenticeship creation.

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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.
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 processed 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.

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As an intermediary organisation, you are in a unique position to offer different
types of evaluation help if so desired by the other entities, such as: review of the
results, talking with the different participants if necessary, proposing objective
improvements, etc.
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. As an intermediary
organisation, your role will vary throughout this process depending on what the
other entities need.

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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 for the entities involved
in the planning of the curriculum to create relationships among themselves.
In order to take on this first step, it is important that all of the entities have an
equal 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.
Each of the entities should have a clear idea about what they feel is important for
the apprenticeship programme before heading into the development process.
Planning beforehand can help improve the expression of ideas in the actual
meeting. In addition, active listening should be encouraged during the process to
help improve understanding between entities.

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As an intermediary organisation, it is essential to make sure that the
understanding between entities is evident. Consider checking out the resources
provided at the end of this section to learn more about promoting 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 in training process begins. This learning process can generally be
understood in 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.
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.
As an intermediary organisation, it is important that you understand these phases
and the support roles that you can play for the company during this process.
Especially with apprenticeships that are carried out by small or medium-sized
enterprises, you will probably be asked on to contribute support and feedback
during all of the stages of apprenticeship.

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3.2.Your Entity During the Apprenticeship
The intermediary organisations play a crucial role in apprenticeship programmes;
supporting businesses in the organisation and functioning of apprenticeships in
accordance to national laws. Especially with small businesses, intermediary
organisations can make the difference between successful apprenticeship
programmes and companies who are not interested in participating in apprentice
education.
The first role of the intermediary bodies is to help businesses understand what
benefits, both social and economic, that they can obtain from implanting an
apprenticeship programme in their employment plan. Convincing business of
these benefits may be more difficult than it first appears due to cultural factors
and economic worries that companies may have.
When it comes to convincing businesses to embark on an apprenticeship
programme, perhaps the greatest influencing factor is culture. In countries, such
as Germany, where apprenticeship programmes are held in high esteem, this
process will be simpler. However, in countries such as Spain where, although
vocational studies are high quality, they are not strongly valued and convincing
businesses to take on apprentices will be more difficult.
Therefore, it is important to keep in mind all of the factors influencing the view
that businesses have about apprenticeships when trying to market within your
country. Before starting an apprenticeship campaign, consider reviewing the
existing literature specific to the country or region where you are trying to work,
and make sure to understand what is most important to businesses in this area.
At the beginning of the process, the intermediary organisations should work
towards matching businesses that are interested in apprenticeship programmes
with apprentices. In addition, the intermediary organisations can participate in
the formulation of the curriculum and the election of possible apprentice
candidates. Especially when working with small businesses, the intermediary

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bodies are in a unique position to have a more holistic view of the training
practices and needs due to pre-establish knowledge and experience.
During the apprenticeship process the intermediary organisations also have roles
to play. These responsibilities may vary according to the level of integration of the
organisation into the apprenticeship programme or country norms, but can
include:
For example, when a company wants to participate in an apprenticeship
programme but does not have the capacity to cover all the training components,
an intermediary organisation can help form a training alliance with other
businesses in order to cover all the necessary skills and competences. Likewise, an
intermediary organisation can help arrange the mentor training of mentors from
various companies when a smaller company is not able to provide this training
alone.
It has been shown that when an intermediary organisation supports businesses in
these ways, it helps ease the introduction of the apprenticeship programme into
the company culture. In addition, it will contribute to the foundation of innovative
practices and increased competitiveness. Intermediary bodies can also help boost
the capacity of the company to expand to new markets.
In some countries the intermediary organisations have already be established to
offer tailored advice and support for the companies who participate in
apprenticeship programmes. This creates an added value for the programmes
because businesses know that they have an experienced entity to turn to if
necessary.
Additionally, the intermediary organisations should help companies to access
additional resources and financial incentives when they exist. These resources and
incentives could be provided by the national government, other entities, or the
intermediary organisation itself.

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Finally, the intermediary organisations should work towards promoting networks
of educational institutions, businesses, and other intermediary bodies in order to
expand apprenticeship programmes and learning knowledge. These networks
should contemplate expanding to other countries, perhaps offering Erasmus
programmes for the students. Such offers not only make the apprenticeships
more attractive, but also allow businesses to increase their competitiveness and
gain access to international markets.

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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 cover when helping to organise an
apprenticeship. When applied correctly, these practical aspects will contribute to
the quality assurance of the apprenticeship.
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 advising on how to structure an apprenticeship programme,
always keep in mind the specific laws that regulate apprenticeship in your
country.
The first step to take is to select a training framework. This framework should be
set up together with the academic curriculum. It will include the legal obligations
of the company and the educational institution 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 the country in
question, 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.

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The next step is to create a formal contract or agreement between the 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. As an intermediary organisation, you should be aware of
the specificities in your country. In this way you will be able to support businesses
and educational institutions understand what they have to do to legally set up
apprenticeship programmes.
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 is
has been proven to help boost the success of apprenticeships when everyone is
clear on the expectations and outcomes. Therefore, we recommend this type of
plan. In addition, it should be created or adapted specifically for the 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

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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,
enhancing the experience.
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.
In order to complement the evaluation, consider recommending 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.

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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. As an
intermediary organisation, you should make sure that the business is able to
handle conflict as it appears and support both the company and the apprentice if
necessary.
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 higher 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 the apprenticeship framework,
and communicate this information to the business.
As the intermediary organisation, if you are the entity responsible for formal
conflict resolution, please make sure that you know what the legal obligations are
in your country. In addition, ensure that you are able to provide unbiased help. In
this unit we will focus of potential problems and possible solutions for issues that
can be resolved informally within a company. If dealt with correctly, these
problems and conflicts can be worked out in a way that ultimately lends to the
successful completion of an apprenticeship.

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By providing support for these companies, you are helping to ensure the success
of the apprenticeship. 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 the employer-apprentice fit 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 mean fewer 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. It is also important to ensure that the company is training its mentors
in a way that promotes conflict resolution.
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. By making sure both the mentor and the management are
adequately prepared, you are helping set the programme up for success.
The final problem 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 the business should take 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

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learning resources for more tips on what to look for with potential dropouts, and
see how you can help as an intermediary organisation.
Keep in mind that conflict is not necessary 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 the results of the conflicts positive. Letting problems sit
without resolution, however, can lead to disastrous results for the programme.
Therefore, it is important that you stress this importance to companies and help
prepare them in a way that leads to a positive outcome.

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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.
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

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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 an intermediary organisation you should support the businesses and
educational institutions in the creation of this evaluation plan. Depending on the
situation and amount of experience, these entities may need more or less
assistance from you. Important topics to include: 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.

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The intervention of intermediary organisations can be especially important in
cases when small businesses are collaborating to carry out an apprenticeship
programme. In these cases you will be able to facilitate knowledge and insight
into the process when the businesses do not have the expertise or competences
to carry out the programme alone.
In addition, intermediary organisations can participate as external evaluators
when businesses carry out quality assurance checks. If possible, these checks
should be done periodically, in order to promote improvement during the
programme, in addition to the final assessment.
As an intermediary organisation, you should be available as a resource to the
other entities involved in the programme. This support can help ensure a quality
programme that benefits everyone involved while making the process easier for
the other entities involved.

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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 necessary to
respond to these changes in order to achieve success. 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.
This flexibility should be reflected in the development of the delivery and
evaluation of the apprenticeship programme, providing both businesses and
external evaluators, such as your intermediary organisation, 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 help make this 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

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information, and if these aspects are included 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 occurs.
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, helping companies be aware of
possible trade changes is important for programme success.
In addition, consider the future skills needs and legal changes that might end up
affecting the apprenticeship programme 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 the
training plan. However, even if it is not possible to foresee specific changes, you
should try to help make the plan flexible in order to accommodate industry
evolution.
As an intermediary organisation, you should also help orientate the business
when choosing an educational institution to carry out the theoretical training.
Companies should pick institutions that will fit their specific needs, such as
timetable flexibility. As an intermediary organisation you can help these
businesses asses their needs and find a partner that is right for them. See a short
article in the additional resources provided for a brief overview of how
educational institutions can specialise their programmes.
As an intermediary organisation you are also in a position to help the business
understand how to accept change during the apprenticeship programme and
offer advice when unexpected situations appear. Due to a larger scope of
expertise and a broader view of the programmes, you will be able to offer up
support that can make a difference, especially with smaller entities.

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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 the apprenticeship
programme, but also to the businesses you are trying to support.

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4.3.The Final Evaluation
As we have previously mentioned, in many countries a final evaluation is put in
place to be able to validate and certify the apprenticeship programme. In many
places this final evaluation is included in order to be 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 should be developed by your organisation together with the
educational institution and the business, 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 so keep them in mind while developing the evaluation
plan. Three important aspects to consider for this final assessment include:

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The evaluators of this final evaluation should be experts in the area and might
include representatives of the intermediary organisation in addition to members
of the educational institution, the company, 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.
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 specialized Assessment Organisations who can help you understand and
develop these assessment instruments and final grading plan. As an intermediary
organisation, you should facilitate this knowledge and/or contact with a specialist
in the area.

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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
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
reference to 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 of their training company

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in the case that they decide not to hire him or her. Accordingly, when looking for
a certification organisation to accredit the apprenticeship programme, 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.
Our recommendation is that apprenticeships are certified by competent bodies
made up of different experts. 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 research possible certifying partners and choose one that will provide a
recognised certificate.
Knowing how the certification process works is essential to the success of 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 help structure the programme
accordingly.
As an intermediary organisation, if you can inform the company about their
different options, you can help guarantee the success of the apprenticeship
programme. This is especially important when working with companies that are
taking on an apprentice for the first time.

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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 an intermediary organisation, 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 the business and the
educational institutions, to the supervising of the programme, to the final
evaluation, it is important that you are able to communicate effectively and
support communication among other actors in the relationship.
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. As an intermediary organisation, you can also work to coach
businesses on how to establish relationships.
One way to do this is to help create structured communication between entities,
ensuring the coherence between partners. And, in the case that there are large
discrepancies between entities, you should also consider how you can support
communication style changes to 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 helping to set-up a communication plan
in the workplace 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, help make sure that the
communication channels are open between apprentice, mentor, employer, and
teaching staff. By providing these channels, problems can be resolved quicker and
more effectively.
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, by
offering the opportunity to help businesses understand how to choose mentors
and incorporate communication skills into their training, your organisation could
greatly improve the success of the programme.

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Communication skills that are important for mentors include:
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
when working with apprentices who are in a working environment for the first
time. As an intermediary organisation, emphasise this importance and make sure
that the company knows you are there to help in times of communication
struggles.

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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 everyone involved. This means
that the conditions in which this apprenticeship programme is produced is
conducive to good practices and creates 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 organisation 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.
As an intermediary organisation, you are in a position to ensure that these
relationships are reliable and healthy. If it is necessary, you should try to provide
business advice and support. For the company this means that you should be able
to support them in the following ways:
Within the company, you should also help with the creation of a positive,
supportive environment. This means that the apprenticeship programme should
be agreed upon and seen as a beneficial addition to the company. Likewise, the
environment that is generated in the workplace will directly affect the success of
the apprenticeship.

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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.
As an intermediary organisation you are able to support the company in the
training of the employees within this business. Employees who wish to receive
additional training or support should be granted the opportunity if possible. This
will contribute to the creation of a safe, supportive environment, augmenting the
benefits that the apprentice can offer to the company and improving the chances
for success of the programme.
You may also support the company when choosing a mentor to train the
apprentice and making sure that these students receive the help they need. In
addition, the intermediary organisation can provide additional mentor training if
necessary. These mentors, in addition to supporting the apprentice, also develop
personally within the workplace, adding to their employee value.
When considering all the support mechanisms, you can also suggest that
companies provide a buddy for their apprentices. These buddies add an additional
level of support for the learners that will, in turn, influence the success of the
programme.
As we about in the previous unit, communication is important in the workplace
and can also act as a support mechanism, both for apprentices and mentors as
well as other employees. In addition to communication tips that we talked about
in the previous unit, such as clearly expressing ideas and active listening, consider
recommending constructive feedback as an additional communication tip.
Constructive feedback gives the company, the educational institution, and your
intermediary organisation the opportunity to deal with issues with the
apprenticeship programme as they are detected. This means that problems can

67
be addressed and improvements can be made to the programme 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.

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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
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. VET
providers, on the other hand, can benefit from a continuous update on the skill
needs, job profiles and the use of technology in companies.

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As an intermediary organisation, you should help the different companies in
similar industries see how this networking opportunity is 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.
These community-level 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 focus on supporting 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.
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

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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.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.

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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.
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. As an intermediary organisation, it is important to
support the company throughout the entire process, including improving the
practice.
We have also highlighted how mentors can be beneficial for apprenticeship
programmes, but studies show us that they greatly improve the training process
when implemented correctly. Consider how the way that 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

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how the value of your employees can be improved with 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 suggesting 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. As
an intermediary organisation, try and take the lead on this action. For example,
consider including citizen participation via regular open conferences so that they
can see the impact of these programmes.
In addition, 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.
Also consider the affect that improving social perception of apprenticeship
programmes will have on the education system. By increasing the social prestige
of apprenticeships, you can improve the desire that teachers have in participating
in this type of education. In turn, improving the theoretical education can help
improve the practical application found in apprenticeship.

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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 how apprenticeship vacancies can be advertised in schools
where ethnic minorities reside and inform different types of schools about
opportunities. Most importantly, make sure that company recruitment practices
are inclusive and don’t actively discriminate.
Working with disabled people can be complicated depending on the trade, but
work with companies and educational institutions to see how you can include
these types of apprentices into different practices. In many situations you can
highlight how the company can receive additional benefits and support for
making adjustments and opening their doors to disabled workers.
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

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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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