This report iprovides an overview of effective apprenticeship practices with a focus on design and implementation. Each chapter of the report answers one of the seven most commonly asked questions of governments, providers, and practitioners. The key questions answered in this publication are related to: (1) the contribution of the apprenticeship schemes; (2) financial incentives, (3) wage for apprentices; (4) the optimal length of apprenticeship schemes; (5) providing a good learning experience; (6) how to involvement of youth at risk in apprenticeship schemes; and (7) how to attract potential apprentices in the VET programmes.
This policy document presents 20 guiding principles on apprenticeships and work-based learning, addressing key challenges of the vocational education and training systems in EU countries. The principles include themes such as quality assurance, support for companies, involvement of social partners, or the improvement of career guidance for apprentices.
This research paper aims to identify the changes that apprenticeship schemes are undergoing in practice by mapping national apprenticeship schemes in the EU countries, Norway and Iceland. This paper analyses the purposes and functions of the schemes to uncover the conceptual difference across the countries, discussing stakeholders' involvement in apprenticeship schemes.
This publication analyses the outcome of a survey carried out in Germany from February to March 2021 on the training prospects of young people in times of Corona. It assesses how the pandemic has impacted young people's perceptions of the attractiveness and opportunities of apprenticeships and university education, the school to work transition, their experiences on the training path and their general assessments of the future. This resource is in German.
This report provides an analysis of several criteria of the European framework for quality and effective apprenticeships (EFQEA) by looking at 27 apprenticeship schemes in 19 EU Member States and Iceland. The analysis reveals areas of strength for several EFQEA criteria but also unearths issues and gaps that require further action.
Increasing apprenticeship participation has been one of the focal points of EU and national VET policies, but data are often not available. This paper offers an estimate of how many ‘apprentices’ there are in different European countries and reflects on challenges that make it difficult to estimate and compare apprenticeship participation in EU.
This short description contributes to better understanding of vocational education and training (VET) in Slovenia. It provides insights into its main features and highlights system developments and current challenges. Slovenia is responding to challenges, including those posed by the COVID-19 pandemic, with a focus on modernising vocational education. The country's basic goal is adapting education to the digital and sustainable transition and increasing the resilience of the education system.
In 2018, the apprenticeship system in France has undergone a complete overhaul: from simplifying the legal framework and unifying financial incentives to liberalising the creation of apprenticeship providers and opening apprenticeships to people up to 30. This Cedefop European database on apprenticeship schemes can help readers navigate these changes and find out more about how the new apprenticeship system functions in France.
This study from UNESCO-UNEVOC International Centre for TVET and has a twofold aim. Firstly, to understand barriers to the participation of disadvantaged youth in TVET. Secondly, to examine available evidence on strategies and approaches that have been applied or can be applied to meet the needs of disadvantaged youth. The study can be a useful tool for policymakers seeking to enable persons with less favourable conditions to participate and thrive in VET.
Evi Schmid, Beate Jørstad, Gøril Stokke Nordlie, 2021
This study is part of a longitudinal project on vulnerable youths’ pathways through VET. It examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. The study discusses the importance of social environment and educational content and learning methodschools to support less school-oriented young people in connecting and identifying with school.
This publication provides evidence on the barriers and drivers of cross-border, long-term mobility (CBLTMA) drawing on country-level investigations in Denmark, Ireland, France, Hungary, Netherlands and Austria, as well as on a number of project-level investigations. In doing so, it shows what would need to be considered to make CBLTMA work in the medium to long term and can thus help policymakers and businesses work towards this direction.
This resource is the website of the EU SMART Composer project. The project aims to develop a methodology to support VET music educators in their teaching and equip them with new skills in branding, entrepreneurship and digital marketing to help their students improve their employability in view of a changing labour market.
This paper highlights different ways of classifying intermediary organizations, provides examples of different types of intermediary organisations and examines the different roles they can play to support the effective operation of apprenticeship systems. It draws on case studies from Australia, India and England.