COMMISSION OF THE EUROPEAN COMMUNITIES 
Brussels, 18.06.1997 
COM(97) 300 final 
COMMUNICATION FROM THE COMMISSION 
Promoting Apprenticeship Training in Europe 

1. Apprenticeship training launches working lives 
Diversity and variety of apprenticeship schemes in Europe 
Apprenticeship schemes in Europe are many and varied, differing in terms of target 
groups, organisation, flexibility, level, actors involved, and recognition of 
qualifications. Levels of participation also vary widely, reflecting, among other things, 
differences in the status and importance of apprenticeship training within Member 
States' initial education and training systems. For example, in Germany, Denmark and 
Austria, apprenticeship training is of considerable importance, the number of 
participants being 3 to 6% compared to total workforce. This is about 20 times more 
than in countries like Belgium, Greece or Portugal with participation rates of 0,2 to 
0,3%. 
Common characteristics of apprenticeship 
Apprenticeship training is one form of initial vocational training which aims to provide 
young people with skills that can ease the transition into working life. As it combines 
theoretical education with practical work experience, it provides a valuable alternative 
to the more academic studies. Of course, a major benefit is that it leads to a 
recognised qualification. 
Apprenticeship training - a key to improving employment prospects of young people 
At its meeting in Florence on June 21-22 1996, the European Council asked the 
Commission to undertake a study on 'the role of apprenticeship in enhancing job 
creation." This request highlighted the commitment of the Heads of State and 
Government to fight, through education and training, youth unemployment, notably 
young people under the age of 25, which is currently close to 20%. 
The study1 shows that greater promotion of apprenticeship responds to this concern. It 
enhances job prospects to the extent that unemployment among young people who 
have successfully finished apprenticeship training tends to be below average. 
This research presents a large number of successful school-to-work transitions. For 
instance, in the Irish apprenticeship system placement rates of 95 to even 100% are 
reported. In Austria, unemployed former apprentices have the lowest average duration 
of unemployment compared to other young unemployed. While the average period is 
about 60 days for former apprentices, this number rises to 80 to 100 days for those 
having completed other types of education The importance of work experience within 
a company is also confirmed in the case of the new German Lander Immediately after 
completion of training three-quarters of the apprentices who were trained within a 
company were employed, 19% unemployed. When the training took place outside a 
company, only 27% had a job and nearly 70% were unemployed. 15 months later 50% 
1 The Role of Apprenticeship in Enhancing Employability and Job Creation: The significance of 
apprenticeship training for the labour market - Netherlands Economic Institute for the European 
Commission, April 1997. 
had found employment and 23% were unemployed, whereas for the first group with in-
company training the numbers were 71% versus 8%. 
The European contribution to reforms 
Improvements in apprenticeship training have often been made possible by financial 
support from the European Community in the framework of the European Social 
Fund. More than 20% of the Fund's 47 billion ECU for the period 1994 - 1999 is 
devoted to the young unemployed and their integration into the labour market. Key EC 
programmes are Youthstart and Leonardo da Vinci, in which pilot projects and 
transnational placements are helping to improve quality The aim of such actions is to 
promote the exchange of best practices throughout Europe and disseminate innovative 
and high quality tools. 
The way forward 
This document is designed to highlight the characteristics of good quality 
apprenticeship training which help to make young people more employable. Drawn 
from a variety of initiatives in the Member States, the examples of best practice 
provided attempt to demonstrate how apprenticeship training can be more attractive 
and better adapted to changes in industrial patterns and activities. 
Finally, the Commission proposes five keys to more effective apprenticeship training in 
order to develop, respecting the principle of subsidiarity, further quality apprenticeship 
training in Europe and guidelines for action to be taken both at national and 
Community level It is, however, important to bear in mind that the large variations 
between apprenticeship training systems reflect the different institutional structures as 
well as the social and economic situations in the Member States. Thus, the application 
of the guidelines for action set out further below would clearly need to be adapted to 
the particular national context. 
2. Dynamic reforms with similar objectives 
In many Member States, it is subject to important reforms aimed at raising the quality 
and attractiveness of schemes, and at adapting them to industrial change and the needs 
of the labour market. Analyses of these reforms, illustrated by specific examples, 
suggest that Member States are trying to: 
• Narrow the gap between schools and the workplace 
in Sweden: 
Apprenticeship training as such docs not exist, but since 1992 workplace training 
corresponding to at least 15% of total teaching time is included in all vocational 
programmes in upper secondary education. Advisory bodies, involving schools and 
local trade unions and industry, play an important role in the provision of training, 
purchase of equipment, and preparation of supervisors. 
In Finland: 
The relative position of apprenticeship vis-à-vis other forms of education and training 
has been improved by legislation that came into force in 1993. It is flexible, suiting the 
needs of enterprises and the individuals, leads to the same vocational qualifications as 
training at an educational institution and offers opportunities for further vocational 
training. From a mere 4,000 apprentices in the 1970s, numbers rose to over 18,000 in 
1996 and apprenticeship is expected to count for 16% of all participants in basic 
education and re-education by the year 2000. 
• Get closer to market needs 
In Spain: 
Since 1988, decentralisation has brought about greater flexibility and more 
responsiveness to sectoral and local industrial needs. Training in work centres is 
integrated into full-time vocational education by means of compulsory three-month 
training modules. Placements are agreed by local companies, trade unions and schools. 
In Luxembourg: 
The social partners work together in professional chambers. Those responsible for a 
particular sector decide with the Ministry of Employment which trades or occupations 
should include apprenticeships, they draw up practical, on-the-job training, help to 
prepare vocational theory courses, determine the form of the final apprenticeship 
examination and, together with the Ministry, award the final certificates. 
In Portugal: 
Since the creation of the tripartite Institute of Employment and Vocational Training and 
its regional centres, the social partners have been playing an increasingly important role 
in vocational training. They are involved in the coordination and management of 
certification, promotion of training activities and organisation of training programmes. 
• Promote job flexibility and mobility 
In Germany: 
The need for qualifications rather than mere skills was recognised as early as the late 
1970s. Since then more emphasis has been put on transferable competencies such as the 
capacity to plan, handle methodologies, think in terms of systems, and develop social 
communication skills, a sense of responsibility and a critical mind Given the high level 
of occupational mobility in Germany, these changes have brought added flexibility to 
the labour market. 
In Denmark: 
Since 1992, Danish legislation allows young people in initial vocational training to 
spend periods of work placement abroad as an integral part of their course. Funds are 
made available through the Employers' Reimbursement System to finance the trainee's 
extra costs during his/her transnational experience. 
• Fight social exclusion 
In Italy: 
Training-employment contracts have been developed and given statutory backing to 
encourage employers to train young people aged between 15 and 29 (32 for women) 
with a particular emphasis on those in situation of exclusion. Contracts may be 
renewed, usually after 24 months. More than half a million young people are now 
covered by such contracts. 
• Raise the educational level of apprentice diplomas 
In France: 
A 1987 reform has led to the extension of courses leading to higher-level diplomas, 
including that of qualified engineer. This has helped to expand the range of host 
companies and to generate interest in this kind of contract in new sectors. In 1992 
around 25,000 apprentices were involved in apprenticeship courses leading to a higher 
level. By 1995 the number had grown to nearly 60,000. 
In the Netherlands: 
Three levels of certificates can now be attained in the Dutch apprenticeship scheme 
Those who follow the traditional first-level course have access to the second and third 
levels. This is a necessary response to changing skill requirements, which are now 
significantly higher than they used to be in some sectors. In recent years, about 40% of 
the participants have followed a course at secondary or tertiary level 
• Give apprentices access to higher education 
In the United Kingdom: 
It is a policy objective shared by the social partners, to encourage progression, where 
appropriate, from Modern Apprenticeships to Higher Education. Profiles of Modern 
Apprentices are being recognised by Universities and Colleges Admission Services as 
potentially eligible for university entry. 
In Austria: 
A legislative proposal for the Herufsreifeprufung, an entry examination to university, 
has already been agreed by the social partners and the government. It is also the subject 
of a Leonardo da Vinci Community-funded project. 
3. Five keys to more effective apprenticeship training 
Kev I: Exnand and Develop New Forms of Ahnrenticeshio Training 
Objective, to expand and develop new forms of apprenticeship training by increasing 
the number of training places, using new distance learning technologies, and 
developing training in growth sectors and for emerging occupations. 
Although there are obvious exceptions, apprenticeship training is generally 
overrepresented in sectors with relatively poor growth prospects such as construction, 
car-repair and hairdressing It is not very evident in the service sector, and where it can 
be found it is too often in areas with the lowest growth rates. There are also indications 
that apprentices are scarce in sectors with high rates of innovation, such as the whole 
of the information services sector. 
The distribution of training over a wide spectrum of economic sectors also relates to 
SMEs, whose role in job creation is extremely important and whose participation in 
apprenticeship training is vital for its future existence. In Germany, for example, more 
than half of the trainees are in businesses with fewer than 50 employees. The extent to 
which businesses offer training places directly relates to the economic cycle. During 
periods of recession the cost to enterprises of training apprentices and the question of 
funding them becomes crucial. In this context, it is important to capitalize on the 
potential offered by new information technologies. The use of telematics may 
contribute to the cost-efficiency of apprenticeship training, by providing theoretical 
knowledge through the use of distance teaching and Internet and thus reducing physical 
attendance at school. 
Status within the overall educational system is crucial for the attractiveness of 
apprenticeship training. Young people are encouraged to participate when they are 
persuaded that apprenticeship can genuinely improve their career prospects. This means 
it should offer higher qualifications, lead to higher educational levels and enjoy equal 
status within education and training systems. 
Action proposals: 
• Member States should continue efforts to create financial incentives for businesses 
to supply additional training places. In this context, SMEs and their important role 
in apprenticeship training should be taken into consideration. 
• Besides financial incentives, Member States should seek to improve the 
commitment of businesses to participate in apprenticeship training by providing a 
more flexible legal framework as well as an expansion of qualifications towards 
higher levels of education and a focus on emerging occupations. 
• The possibilities provided by multimedia tools to apprentices should be further 
investigated in order to get the best use of their potential. 
• A qualitative survey throughout Europe will be undertaken by the Commission 
with a focus on the role of enterprises in apprenticeship training The survey will 
identify best practice and important innovation measures as well as the factors that 
can help improve commitment to supply training places. 
Key 2: Raise the Quality offymnin 
Objective: improve the quality of apprenticeship training in terms of pedagogy, 
contents and organisation so as to strike a balance between theory and work-place 
training, and between the needs of enterprises and of the individual. 
Greater complexity of work systems requires workers to communicate, work in teams, 
react flexibly and solve problems on their own initiative. By its very nature (combining 
theory and work experience), apprenticeship training has considerable potential for 
equipping individuals to meet these needs. 
Practical experience of real-life situations adds meaning and relevance to the learning 
environment which, in turn, increases motivation and learning efficiency. Combined 
attendance at school and enterprise is not, however, sufficient unless training content 
has been integrated This requires close co-operation and interaction between 
enterprises and the educational systems and, crucially, well-qualified trainers (tutors) in 
the workplace. 
Although a rapid transition from training to working life is important, apprenticeship 
schemes should also recognise that the individual remains employable in the long-term 
if skills are transferable and regularly updated. In order to achieve this, schemes must 
provide the key competences that are essential foundations for lifelong learning. 
Action proposals: 
• Member States should adapt curricula so as to narrow the gap between initial and 
continuing training. Important ingredients would include courses which widen 
general knowledge and supply social and other skills common to a wide range of 
occupations. These would be the basis for lifelong learning and enhanced long-term 
employment prospects. 
• The Commission will contribute by putting more emphasis in the Leonardo da 
Vinci programme on fostering qualitative improvements in apprenticeship training 
by means of the exchange of trainers/tutors and other relevant actors in enterprises 
and educational institutions 
SèvJ: IMgmtWeMeftwbfà^ 
Objective: Add a European dimension to apprenticeship training by facilitating 
mobility of apprentices and recognition of training periods undertaken in other 
Member States. 
The status of apprentices differs widely; in some countries it is based on a training 
contract: similar to a work contract, in others where schemes are more school-based, 
the apprentice is considered to be a student. These variations hamper cross-border 
mobility and recognition of training undertaken in another Member State. This is 
particularly important as a versatile workforce is needed to take full advantage of the 
growing opportunities provided by the Single Market and the global economy. 
Action proposals: 
• Promoting apprenticeship training with a European dimension. The Commission is 
currently working on a proposal to develop a common legal framework to promote 
apprenticeship training in Europe. 
• When revising the Leonardo da Vinci action programme, the Commission will 
place special emphasis on a mobility scheme for apprentices along the lines of 
Socrates/Erasmus. 
• The Commission and the Member States should support and promote 
opportunities for mobility through a system for gathering, co-ordinating and 
supplying information on possibilities for transnational placements, in particular 
within the EURES-system. 
Key 4: Involve the social partners. 
Objective, to involve social partners as widely as possible in enhancing and developing 
apprenticeship training. 
The social partners play a crucial role in ensuring that apprenticeship successfully 
competes in the labour market through recognition of its qualifications, adaptation of 
curricula to new developments, and the provision of training places in any type of 
businesses. 
In some countries, the social partners are involved in the making of legislation, policy­
making and administration, developing training content, monitoring and certification. 
Their involvement appears to be vital for conferring the necessary status, and therefore 
attractiveness, on apprenticeship training, as well as helping to make systems more 
responsive to new developments. 
Action proposals: 
• The Commission and Member States should set up networks of pilot projects for 
fostering apprenticeship training in growing and innovative sectors and give the 
social partners a responsible role in their operation 
• Strengthen discussions on apprenticeship training within the Social Dialogue, 
placing particular emphasis on training in newly emerging sectors and securing a 
sufficient supply of training places. This subject will be addressed for the first time 
on the occasion of the discussion on 'access to skills" which the Commission will 
launch next autumn 
5. Towards reaf strategies for anprentioeshwtmining 
Objective: to facilitate the exchange of best practice and provide everyone concerned 
(decision-makers, policy-makers, social partners, schools and training providers, and 
enterprises) with indicators which allow them to monitor the development of 
apprenticeship training in Europe and develop real strategies. 
Member States' efforts to reform training schemes are a mark of determination and 
dynamism. But differences between schemes and terminologies should not be allowed 
to hamper the search for common approaches to common problems. 
Action proposals: 
• The Commission, with the contribution of the Member States, could draw up 
regular reports on apprenticeship training in the Member States, using a common 
definition, consistent classification, and key data to assure the comparability of the 
different schemes. 
The Commission, in partnership with the Member States, could establish a 
benchmarking system for apprenticeship training, notably in the context of the 
benchmarking on youth which is in progress in the Employment and Labour Market 
Committee. With the help of this data, debate between all involved will be 
stimulated and help to find new promotion and development strategies 

ISSN 0254-1475 
COM(97) 300 final 
DOCUMENTS 
EN 05 16 04 
Catalogue number : CB-CO-97-323-EN-C 
ISBN 92-78-21806-5 
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