Module 2 The Nuts and Bolts of Apprenticeships

www.apprenticeshipalliances.eu
This programme has been funded with support
from the European Commission
Module 2 – The Nuts and Bolts of
Apprenticeships
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the views
only of the authors, and the Commission cannot be held responsible for
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The steps to getting started with Apprenticeships
Getting SME’s started
Module 2 – The Nuts and Bolts of Apprenticeships
Learning Objectives
1
Workforce Planning2
Finding the right provider for your training needs or developing your own training
programme
Partnering for Apprenticeship Delivery
3
Apprenticeship and Workforce Planning, the key to which is finding the right
apprentice
Costs Involved4
Cost vary per country, we will look at some typical examples.
5 Module 2 Resources
Useful Links and Resources regarding Apprenticeships in the UK, Ireland,
Poland, Netherlands. And Spain

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

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

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

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

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

But first, the SME should
undertake
Workforce Planning
2

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

An example of
how a blatant
skills gap can
negatively impact
an SME…….
Skills Gaps and Business
Impacts
2

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

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

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

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

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

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

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

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

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

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

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

Video plays an important role in
attracting apprentices in the
Earn and Learn Campaign.
Peer role models clearly
communicate the benefits of
insurance apprenticeships to
their career progression
2
Source: https://www.youtube.com/watch?v=qllp7Z6o7Ao

Earn and Learn also
use video to profile
their past
apprenticeships.
2
Source: https://www.youtube.com/watch?v=bos3mm2Fax0

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The European Centre for the Development of Vocational
Education (CEDEFOP) contends that inter-company partnerships
for apprenticeships may be a viable option for some SME’s.
This approach to apprenticeship would see companies pooling of
resources, sharing information, exchanging knowledge,
developing ideas and learning from each other’s experiences.
Report “Making apprenticeships work for small and medium enterprises”
Inter company Partnerships
SMEs partnering with other
SMEs
3
Source:
http://www.cedefop.europa.eu/en/publications-and-resources/publications/9102

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

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

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

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

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

Tax Incentives and Subsidies for
Apprenticeships
3
Source:

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

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

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

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

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

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

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

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

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

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

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

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

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

RESOURCE – Apprenticeships in
England Statistics Infographic
2017
1
Source:
https://www.legalo.co.uk/wp-content/uploads/201

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

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

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

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

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

“To support our new model for apprenticeships, we will also be establishing a new central service to engage and support both employers and potential
apprentices. The central service will be complemented by a range of incentives to support participation.”
-Dr. Stephen Farry
MLA, Minister for
Employment and
Learning
Source: Seminal publication to UK Government
Northern Ireland Policy on Apprenticeships1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Spotlight on
France
USAn exemplary System
4

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

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

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

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

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

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

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

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

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

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

Module 2 The Nuts and Bolts of Apprenticeships

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