Good for youth, good for business : European Alliance for Apprenticeships.
Date: 2018-06-21
Institutions: Directorate-General for Employment, Social Affairs and Inclusion
Subjects: apprentice, apprenticeship, small and medium-sized enterprises, vocational training, youth employment

Good for Youth
Good for Business

European Alliance for  
Apprenticeships

Printed by Imprimerie centrale in Luxembourg

Manuscript completed in May 2017
1st edition

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the use that might be made of the following information.

Luxembourg: Publications Office of the European Union, 2017

© European Union, 2017

Reuse is authorised provided the source is acknowledged. 

The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330,  

14.12.2011, p. 39).

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must be sought directly from the copyright holders.

Print       ISBN 978-92-79-65708-5       doi:10.2767/718077       KE-04-17-152-EN-C

PDF        ISBN 978-92-79-65703-0        doi:10.2767/716741       KE-04-17-152-EN-N

Good for Youth
Good for Business

European Alliance for  
Apprenticeships

© Shutterstock 2017

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Contents

Preface.... ....................................................................................................................................................................................................4

Foreword.... ................................................................................................................................................................................................5

The policy context... .............................................................................................................................................................................6

Apprenticeships in recent EU policy initiatives..... .............................................................................................................8

European Alliance for Apprenticeships: its roots and successes........ ...................................................................10

EAfA – Evaluation results....... ........................................................................................................................................................14

Apprenticeships – A successful form of work-based learning................... ...........................................................19

Comparing apprenticeships and traineeships....................................................................................................................21

Who benefits from apprenticeships?....... ................................................................................................................................22

High-performance apprenticeships & work-based learning.....................................................................................23

Looking ahead............... .......................................................................................................................................................................24

Improving apprenticeship teaching in Malta .......................................................................................................................28

Getting small businesses on board.......... ................................................................................................................................30

A statement by EUROCHAMBRES......... .....................................................................................................................................34

Norway’s public sector takes action on apprenticeships.............................................................................................35

Support by Cedefop .............................................................................................................................................................................36

Support by the European Training Foundation (ETF) ......................................................................................................37

The role of youth organisations..... .............................................................................................................................................39

A statement by European social partners .............................................................................................................................40

Engagement of European education and training providers .....................................................................................42

Business initiatives.. ............................................................................................................................................................................44

National alliances for apprenticeships ....................................................................................................................................48

The Baltic Alliance for Apprenticeships..... .............................................................................................................................49

Basque Country: apprenticeships and internationalisation  ......................................................................................49

EARLALL: Promoting apprenticeships in the regions .....................................................................................................50

Boosting mobility ..................................................................................................................................................................................51

Overview of funding opportunities ............................................................................................................................................52

Erasmus+ projects.... ...........................................................................................................................................................................53

Reference tools ......................................................................................................................................................................................56

Apprenticeship programmes funded through the European Social Fund..........................................................57

Showcasing talent at the EAfA Awards, 2016....... ............................................................................................................59

Studies and reports .............................................................................................................................................................................61

Glossary ......................................................................................................................................................................................................63

Join the Alliance!........ ..........................................................................................................................................................................64

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Preface

Marianne Thyssen 
European Commissioner for Employment,  
Social Affairs, Skills and Labour Mobility

Over half a million training and job opportunities for young people have been mobilised 
since the launch of the European Alliance for Apprenticeships (EAfA) in 2013. Four 
years on, our engagement with the world of business through the Alliance has given 
an  enormous  boost  to  the  supply,  quality,  image  and  mobility  of  apprenticeships. 
It now embraces 35 countries and has inspired over 200 pledges from companies, 
social partners, chambers, education and training providers, youth organisations and 
research bodies. 

Apprenticeships are proven to help young people from education and training into jobs. This 
Commission is committed to making vocational and educational training a first choice, not a 
second option. We will launch ‘ErasmusPro’, a new opportunity for longer-term apprenticeship 
mobility within the current Erasmus programme. A second edition of the European Vocational 
Skills Week will take place this year, following the huge success last year, to share and spread 
success stories that improve the image of apprenticeships. 

Under our new Skills Agenda for Europe, we will continue to roll out measures that support 
quality apprenticeships in Europe. We are working with all the tools at our disposal to make 
sure that all paths are open for young people to find a job. With this in mind, the Commission 
is supporting the launch of the first ever European Network of Apprentices initiated by the 
European Youth Forum (EYF) and the Organising Bureau of European School Student Unions 
(OBESSU).

In  this  brochure,  you’ll  find  some  of  the  stories  behind  the  numbers.  Young  people,  who, 
because of the European Alliance for Apprenticeships have got their foot onto the jobs ladder 
and a good career which will allow them to follow their passion. Companies who are stepping 
up to the mark and acting as an inspiration to others in opening up new opportunities for young 
people and invigorating their business with the skills that will help them to thrive. 

I hope you enjoy reading about the achievements and success stories of the European Alliance 
for Apprenticeships since we started in 2013 and our future plans. A lot has already happened, 
but this is just the beginning. With stakeholders’ full commitment we will continue to achieve 
great things in the coming years. 

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Foreword

Evarist Bartolo 
Minister for Education and Employment, Malta,  
on behalf of the Maltese EU Presidency

Synergy between employment and education is necessary to ensure competitiveness 
and  encourage  economic  growth.  Malta  recognises  the  importance  of  national 
agreements among education and training providers and collaborative partnerships 
between educators and employers to improve the skills base. Our policies are bringing 
about  more  meaningful  employment  and  educational  programmes  that  prepare 
young people for the labour market. 

Young people need to be equipped for a radically changing world of employment. Their future 
needs to be secured through flexible access to education, based on the practical and technical 
experience needed in the workplace. Education is not only about securing a job, but also a way 
for individuals to shape their futures and their cultural and social lives.

Apprenticeships are vital in today’s job market as they help solve critical problems such as 
youth unemployment, skills mismatches and inequality. The reality is that students are strong 
on theory, but this is no substitute for practical training. In recent years a gap has emerged 
between the skills and standards students have acquired and those needed in the workplace.

During the Maltese Presidency we will lead discussions to identify how Member States are 
being  supported  in  providing  quality  apprenticeships  according  to  their  needs.  Our  aim  is 
not only to celebrate the EAfA’s achievements, but also to strengthen its main objective in 
bringing together governments and stakeholders to strengthen the quality, supply and image 
of apprenticeships in Europe. The May 2017 high-level meeting in Malta will be an excellent 
opportunity to focus on raising the quality of apprenticeships, through balancing theoretical 
and on-the-job training and improving long-term employment prospects. 

Furthermore,  the  meeting  will  also  involve  all  stakeholders  and  social  partners  to  achieve 
broad  participation  to  improve  and  make  apprenticeship  training  credible,  transparent  and 
responsive to new developments, while identifying the support needed to help anyone offering 
information, advice and guidance to young people on apprenticeships. 

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

The policy context

Since  2002,  European  countries  and  social  partners  have  been  cooperating  in  the 
field of vocational education and training through the Copenhagen Process. The 2010 
Bruges Communiqué set out a vision for modern and attractive vocational education 
and training (VET) with an action plan running until 2014. Following a review of the 
results, five key priorities to further improve VET systems have been set for the period 
until 2020:

1

    Work-based learning

4

Key competences 

Promote work-based learning in all its forms, 
with  special  attention  to  apprenticeships, 
by involving social partners, companies and 
VET  providers,  as  well  as  by  stimulating 
innovation and entrepreneurship.

Further  strengthen  key  competences  in 
VET  curricula  and  provide  more  effective 
opportunities  to  acquire  or  develop  those 
skills through initial VET and continuous VET.

2

    Quality assurance

5

VET teachers and trainers

Introduce  systematic  approaches  and 
opportunities  for 
initial  and  continuous 
professional  development  of  VET  teachers, 
trainers  and  mentors  in  both  school  and 
work-based settings.

quality 

develop 

Further 
assurance 
mechanisms in VET in line with the EQAVET 
recommendation  and,  as  part  of  quality 
assurance  systems,  establish  continuous 
information  and  feedback  loops  to  initial 
VET and continuous VET systems based on 
learning outcomes.

3

    Accessibility

Enhance  access  to  VET  and  qualifications 
for all through more flexible and permeable 
systems,  notably  by  offering  efficient, 
integrated  guidance  services  and  by 
introducing tools to validate non-formal and 
informal learning.

 
 
 
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Apprenticeships in recent 
EU policy initiatives

A New Skills Agenda for Europe (June 2016) includes for example the following activities:

Improving  Vocational  Education  and 
Training’s  (VET)  image  through  quality, 
flexible  provision  that  supports  learners’ 
progression and fosters links to employers,

Involving  business  and  partners  in  VET 
design/delivery  while  increasing  the  work-
based dimension coupled with international 
experience,

Encouraging higher level VET provision,

Helping  social  partners  take  forward 
the 
joint  projects  on 
results  of 
apprenticeships,

Improving  support  for  learner  mobility  
for  apprentices,  especially  for 
long 
mobility periods,

More 
apprenticeships 
education partnerships,

work-based 
and 

learning, 
business-

Developing support services to promote 
knowledge  sharing,  networking  and 
cooperation,

Supporting  opportunities  for  learners 
to  undertake  a  work-based  learning 
experience as part of their studies. 

For more details, see: ec.europa.eu/social/BlobServlet?docId=15621&langId=en

© Shutterstock, 2017

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9

The Youth Guarantee (YG) and Youth Employment Initiative (YEI) three years on: 
(October 2016) highlights achievements since 2013, for example:

14 million young people have entered  
YG schemes,

The YEI has provided direct support  
to over 1.4 million young people,

9 million young people have taken  
up a job or training offer,

Since January 2014, 4 % (390 000) 
of the offers taken up by young 
people were apprenticeship offers.

Under the Youth Guarantee, all Member States have committed to ensuring that, within four 
months of leaving school or becoming unemployed, young people under 25 receive a good 
quality  offer  of  employment,  continued  education  or  an  apprenticeship  or  traineeship.  The 
Youth Guarantee has facilitated structural reforms across Member States, including significant 
reforms to apprenticeships and work-based learning. The Youth Employment Initiative provides 
financial support to the implementation of the Youth Guarantee.

For more details, see: europa.eu/rapid/press-release_IP-16-3216_en.htm

Investing in Europe’s Youth  
(December 2016) confirmed new policy initiatives, including:

A European Quality Framework for 
Apprenticeships,

A 
long-term  mobility 
‘ErasmusPro’, within Erasmus+.

activity, 

A demand driven apprenticeships support 
service for Member States,

For more details, see: europa.eu/rapid/press-release_IP-16-4165_en.htm

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

European Alliance for Apprenticeships: 
its roots and successes 

The European Alliance for Apprenticeships (EAfA) was launched in 2013 to help tackle youth 
unemployment. It is based on a Joint Declaration by the European Commission, the Lithuanian 
Presidency  of  the  EU  and  the  European  Social  Partners  and  was  supported  by  a  Council 
Declaration by EU Member States in October 2013. Its members are committed to taking action 
to strengthen the quality, supply and image of apprenticeships.

Focus

Supply

Quality

Image

Mobility

Apprenticeships are a priority because the combination of learning in school and training on 
the job gives young people the skills mix employers need. In fact, 2 in 3 apprentices land a job 
directly after their apprenticeship. This is highly valuable, knowing that 40 % of employers say 
they cannot find people with the right skills. Through apprenticeships young people can get a 
foothold in the labour market and businesses can recruit people with the skills they need. 

Growing interest

Interest  in  apprenticeships  is  growing  and  new  members  are  joining  the  EAfA  regularly.  
By March 2017, 35 EU, EFTA and candidate countries had joined. Meanwhile companies and 
stakeholders had made over 200 pledges.

Members

35
countries

200
pledges

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State of play

Supply

Most vocational students in Europe are in school and lack access to training in real world settings. 
The EAfA has secured 500 000 training and first job opportunities for young people. Member 
States have included apprenticeships in their Youth Guarantee schemes, leading to 390 000 
offers by 2016, and are improving support for apprenticeships. With EU funding, employers’ 
organisations undertook a study on the cost-effectiveness of apprenticeships, which is central 
to improving supply.

500 000
under 
EAfA

390 000
under youth 
guarantee

Quality

When developing apprenticeships, quality is crucial. Almost 3 in 4 EAfA pledges focus on quality 
issues. The ET 2020 Working Group on VET has developed a report with 20 guiding principles for 
high-performance apprenticeships. Furthermore, the European trade unions developed a study 
on a “European Quality Framework for Apprenticeships”, with the Commission’s support. The 
Commission will propose a quality framework to Member States in 2017. 

Image 

Apprenticeships are too often seen as a second choice. To improve the image of vocational 
training,  including  apprenticeships,  the  Commission  organised  a  European  Vocational  Skills 
Week and the first EAfA Awards in December 2016. The activities will be repeated in 2017. 
Similar events have been organised in Member States and a majority of EAfA pledges focus 
on image building.

Mobility

Some 50 EAfA pledges focus on cross-border mobility. While Erasmus+ finances apprentice 
mobility,  stakeholders  have  called  for  stronger  EU  support  for  long  duration  mobility.  The 
Commission has announced an ‘Erasmus Pro’ action on this. From 2018, apprenticeships with a 
work contract will also be included in EURES – the European job mobility portal. 

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Pledges by category of stakeholders

5 Research institutes/think tanks

6 Regional authorities

1 Other*

12 Chambers of commerce/industry/crafts

21 Non-profit/youth organisations

71 Businesses

32 Education and training providers

24 Professional bodies & networks

28 Social partners

*Pledge by the Metropolitan City of Rome

Focus of pledges

l

s
e
g
d
e
p
f
o
r
e
b
m
u
N

160

150

140

120

100

80

60

40

20

0

151

129

123

62

Quality

Supply

Image

Mobility

 
 
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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

EAfA – Evaluation results

A recent Commission study has evaluated the achievements of the EAfA during its first four 
years of activity, identified its successes and challenges and made recommendations for the 
future. The study was based mainly on a stakeholder survey and interviews, as well as an 
analysis of governments’ commitments and other stakeholders’ pledges. This section presents 
some key results. The full study is available on the EAfA web page. 

How the stakeholders see the Alliance

Stakeholders appreciate the support with networking and information sharing and agree that 
the Alliance plays an important role in raising awareness on apprenticeships. Almost 40 % 
of  respondents  have  cooperated  with  other  pledging  organisations.  In  addition,  the  EAfA  is 
seen to mobilise stakeholders, provide expertise and to drive momentum for launching national 
initiatives. 

Progress in implementing pledges

Pledge implementation has progressed well. At the time of the survey (summer 2016), over  
40  %  of  respondents  were  half  way  through  fulfilling  their  pledge.  For  example,  of  all  the 
pledges focussing on apprenticeship supply, 26 % had already been fully implemented. 98 % 
of pledge holders reported having been actively working on at least one EAfA goal (71 % on 
image, 60 % on quality, 51 % on supply and 36 % on mobility of apprenticeships), and only  
2 % had made no progress. 46 % of pledges addressed other apprenticeship-linked topics than 
the four main EAfA topics (supply, quality, image, mobility) (e.g. improving cooperation between 
the employers, training organisations and policy makers and providing careers advice). 

Level of progress reported in the implementation of pledges:

Just started

Half way 
through

Almost fully 
implemented

Fully 
implemented

We have contributed to the supply/
creation of apprenticeship places

We have worked to improve  
the quality of apprenticeships

We have worked to improve  
the image of apprenticeships

We have worked to promote the  
mobility of apprentices in Europe

We have worked on other topics  
or areas linked to apprenticeships

11 %

41 %

22 %

26 %

16 %

44 %

31 %

8 %

67 %

17 %

9 %

8 %

20 %

50 %

15 %

15 %

0 %

50 %

38 %

13 %

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Supply of apprenticeship places

55  %  of  pledges  focussing  on  the  supply  of  new  apprenticeship  places  reported  increases 
in supply. However, stakeholders faced obstacles, such as the negative image of the sector, 
administrative difficulties and unfavourable economic trends. Even so, only one respondent 
reported fewer places than the previous year.

Improving the quality of apprenticeships

Stakeholders implement different types of activities to improve the quality of apprenticeships:

Promotion of apprenticeship schemes

70 %

Updating existing and/or preparing new 
training programmes 

Improving European cooperation on 
apprenticeships 

64 %

Improving cooperation between teachers and 
in-company trainers 

64 %

Responding to skills needs according to 
labour market requirements 

42 %

Ensuring the quality of the qualifications 
gained through apprenticeships 

39 %

Promoting employers’ participation in funding 
apprenticeships 

39 %

Ensuring conditions for equal participation 

61 %

27 %

Development of regulatory framework 

42 %

Inclusion of apprenticeships as one of the 
measures in Youth Guarantee schemes 

Improving working conditions for apprentices 

42 %

9 %

Other

6 %

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S
G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Types of activities implemented by stakeholders to improve  
the image of apprenticeships

l

l

s
r
e
d
o
h
e
g
d
e
p
f
o
e
g
a
t
n
e
c
r
e
P

80

60

40

20

0

67 %

49 %

36 %

36 %

Promotional campaigns

Public events to celebrate  
apprentices’ achievements

Early vocational guidance  
to attract apprentices

Other

Source: ICF: 2016 Survey of EAfA pledge holders 

Results of efforts to improve the image included:

 ■ increased  awareness  and  knowledge  about  apprenticeships  among  students,  families, 

teachers and companies,

 ■ improved opinion of apprenticeships among students and families,

 ■ increased appreciation of the benefits of employing apprentices among companies. 

Promoting European mobility of apprentices

To promote the mobility of apprentices, pledge  holders reported a variety of awareness raising 
work aimed at apprentices and companies (e.g. events, campaigns, newsletters and flyers). In 
general, stakeholders reported mobility to be an enriching experience for apprentices, trainers 
and tutors. However, the differences between national approaches to regulate apprenticeships 
were felt to hinder mobility and many called for EU guidelines or harmonisation initiatives to 
bring consistent quality. It was also noted that administrative burdens can dissuade training 
centres from participating in Erasmus+. 

 
 
 
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Implementing pledges: challenges and solutions 

The main challenges and obstacles reported by SMEs while trying to fulfil pledges included: 

 ■ insufficient human resources and finance to hire apprentices, 

 ■ heavy administrative burden,

 ■ changing legislative framework.

Other stakeholders reported further challenges including:

 ■ negative image of apprenticeships with young people, their families and companies, 

 ■ out of date careers advice services,

 ■ a lack of financial incentives, 

 ■ a lack of financial framework to support transnational mobility of low skilled people,

 ■ language barriers to transnational mobility,

 ■ difficulties in integrating migrant learners in apprenticeships,

 ■ difficulties in getting the message across to political decision makers. 

To overcome obstacles EAfA stakeholders suggested the following solutions: 

 ■ communicating results and success stories,

 ■ communicating  the  benefits  of  taking  on  apprentices  to  SMEs  and  supporting  SME 

involvement in apprenticeships,

 ■ creating flexible curricula that are adaptable to market needs,

 ■ greater involvement of social partners,

 ■ improving  continuing  professional  development  and  support  for  teachers,  trainers  

and mentors.

© Technifutur, 2017

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Apprenticeships – A successful form 
of work-based learning

Work-based learning (WBL), a key aspect of VET, is directly linked to its goal of helping learners 
acquire the knowledge, skills and competences with direct relevance for the labour market. 
There are broadly three main forms of WBL: 

Apprenticeships 

Apprenticeships  formally combine substantial work-based learning in companies and other 
workplaces  with  learning  based  in  education  or  training  institutions,  leading  to  nationally 
recognised qualifications. In most cases, these are characterised by a contractual relationship 
between the apprentice, the employer and/or the vocational education and training institution, 
with the apprentice being paid or compensated for her/his work. 

The  term  apprenticeships  is  defined  and  understood  differently  in  many  countries  and  for 
research purposes. However, in a nutshell apprenticeships:

Are formal vocational 
education and training 
schemes

Combine company- 
based training with 
learning based in 
education or training 
institutions

Lead to a nationally 
recognised qualification

1

2

3

School-based VET with on-the-job training 

This second form of WBL includes on-the-job training periods in companies. These periods 
vary in length and typically cover shorter internships, work placements or traineeships that 
are incorporated as a compulsory or optional element of VET programmes leading to formal 
qualifications. 

Work-based learning in school 

WBL can also be integrated in a school-based programme through on-site labs, workshops, 
kitchens,  restaurants,  junior  or  practice  firms,  simulations  or  real  business/industry  project 
assignments.  The  aim  is  to  create  ‘real  life’  work  environments,  establish  contacts  and/or 
cooperation with real companies or clients, and develop entrepreneurship competences.

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Work-based learning across Member States 

The combination of practical experience and theoretical learning is now well recognised as an 
effective approach to provide relevant skills, facilitate the application of theoretical knowledge 
and improve the transition of students into the labour market. 

Based on available data, only a few countries in the EU provide such an opportunity to the 
majority of their VET students (Latvia, Denmark, Hungary, Germany and to a lesser extent the 
UK and Austria). No presence of combined work and school-based programmes was reported 
in Bulgaria, Ireland, Croatia, Cyprus, Lithuania, Portugal and Slovenia. 

100 %

80 %

60 %

40 %

20 %

0 %

LV

DK

HU

DE

UK

AT

FR

LU

FI MT

EL

CZ

SK

BE

SE

ES

EE

Source: Eurostat (UOE, 2014), online data code educ_uoe_enrs04. Combined school and work-
based programmes are programmes in which less than 75% of the curriculum is presented in 
the school environment or through distance education. Definition differs in RO.

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Comparing apprenticeships 
and traineeships

Apprenticeships are not to be confused with traineeships. Here is a comparison of the two 
different schemes.

Apprenticeship

Traineeship

Scope

Full qualifying professional or 
vocational education and training 
profile

Complements an educational 
programme or individual CV

Goal

Professional profile/qualification

Documented practical experience

Educational  
level

Usually EQF levels 3-5

All EQF levels (pre-)vocational 
education, in higher education and 
after graduation

Content

On-the-job 
learning

Length

Employment 
status

Compensation

Acquisition of the full set of 
knowledge, skills and competences 
of an occupation

Vocational, work or career orientation. 
Acquisition of some knowledge, skills 
and competences of an occupation/
profession

Equally important to coursework

Usually complementing coursework or 
optional extra

Fixed, medium-long term  
Usually 1-4 years

Varying, short- to medium-term 
Usually less than one year

Typically employee status

Student, trainee or volunteer

Typically paid (amount negotiated or 
set by law) 
Apprenticeship allowance 

Varying remuneration, often unpaid 
Unregulated financial compensation

Governance

Strongly regulated, often by both 
social partners and VET providers

Unregulated or partly regulated

Source: Building on overview in ‘Apprenticeship and Traineeship Schemes In EU 27: Key Success 
Factors’, European Commission (2013)

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Who benefits from apprenticeships?

Apprenticeships benefit companies, learners and society  as  a whole. Good-quality schemes 
make young people more employable (60-70 % secure employment on completion). They help 
companies build productive workforces too and training firms normally recoup their investment 
by the end of or shortly after the training period. Good apprenticeships also boost employment, 
reducing the need for welfare and increasing social inclusion.

Companies

Learners

Society

Skills 
Mastering skills development

Skills 
Practical skills that employers 
look for

Skills 
Skills in line with labour 
market needs

Recruitment 
Targeted recruitment with 
lower costs

Work experience 
Valuable and practical 
experience to put on CV

Productivity 
Apprentices also work and 
produce

Quicker job 
Apprentices find jobs quicker 
than their peers

Connecting education  
with work 
Worlds of education and 
work connect and align

Youth employment 
Easier access to labour 
market for young people

Innovation 
Fresh perspectives from 
apprentices

Reputation 
Enhanced standing  
and recognition

Better paid 
Apprentices are better paid in  
their first job

Social inclusion 
Participation in education, 
working life and society

Longer contract 
Apprentices stay longer in  
their first job

Apprenticeships yield benefits to employers through the productive work 
carried out by apprentices while on the programme, as well as through 
long-term recruitment benefits realised by employers after the end of 
the apprenticeship period.

Source: Striking the right balance: Costs and benefits of apprenticeship, OECD (2017)

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High-performance apprenticeships 
& work-based learning

From 2014 to 2015, the Education and Training 2020 Working Group on Vocational Education 
and Training developed a set of ‘20 guiding principles for high-performance apprenticeships & 
work-based learning’. The working group was composed of experts from national administrations, 
social partners, VET providers and EU institutions. 

Policy challenge 1

Policy challenge 2

National governance and social 
partners’ involvement

Support for companies, in 
particular SMEs

 ■ Establish a clear and consistent legal 

 ■ Support SMEs to make apprenticeships 

framework

more attractive

 ■ Ensure a structured, continuous dialogue 

 ■ Balance the need for job specific skills  

between partners

vs. general skills

 ■ Strengthen the role of social partners

 ■ Focus on companies without apprenticeship 

 ■ Ensure systematic cooperation between 

experience

VET providers and companies

 ■ Support apprenticeships for disadvantaged 

 ■ Share costs and benefits (companies, VET 

learners

providers, learners)

 ■ Support for qualified trainers and tutors

Policy challenge 3

Policy challenge 4

Attractiveness and improved 
career guidance

Quality assurance in 
work-based learning

 ■ Promote permeability between VET and 

other pathways

 ■ Provide a clear framework for quality 
assurance with systematic feedback

 ■ Promote excellence to improve the image 

 ■ Ensure VET programmes are responsive to 

of VET

changing skills needs

 ■ Ensure good quality and unbiased career 

 ■ Foster mutual trust and respect through 

guidance

regular cooperation

 ■ Raise the quality of VET teachers

 ■ Ensure fair, valid and authentic assessment 

 ■ Raise awareness to promote the 

attractiveness of VET

of learning outcomes

 ■ Continue development of in-company 
trainers and improve their working 
conditions

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Looking ahead

The European Commission has an ambitious programme to support the European apprenticeship 
community.  By  establishing  an  Apprenticeship  Support  Service  in  2017,  we  will  promote 
knowledge  sharing  and  networking  and  establish  ’benchlearning’,  inspired  by  the  European 
Network of Public Employment Services. Furthermore a proposal for a European Framework for 
Quality  and  Effective  Apprenticeships  will  build  on  work  by  European  social  partners  and  the 
Advisory Committee on Vocational Training (ACVT). The Commission is also launching Erasmus 
Pro to support long-duration apprenticeship mobility. Additional plans include a European Network 
of Apprentices, in cooperation with the European Youth Forum and Obessu.

1

Support services

Knowledge hub 
Bring together toolkits, guidelines, studies, best practices, etc. that can serve for 
knowledge sharing at the European level

Networking hub 
Facilitate networking and develop communities of practice between stakeholders 
with similar interests, challenges and actions

Benchlearning 
Demand driven support for structural reforms through expert advice and in-depth 
mutual learning

2

Quality

European Framework for Quality and Effective Apprenticeships 
Propose a quality framework for apprenticeships 
Follow-up of EU social partners’ joint statement 
Follow-up of ACVT opinion

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25

3

Mobility

Apprenticeship mobility  
2nd Call on pilot projects for long-term mobility 
ErasmusPro on long-term mobility 
Transparency of offers through EURES & Drop’pin

4

Address new challenges

Integration of migrants into VET 
Digitalisation 
Innovation 
Entrepreneurship 
Higher VET

5

Develop European qualifications

Erasmus+ call: joint qualifications in higher VET 
Link to sector skills alliances, blueprint for sectoral cooperation on skills and existing 
cross-border projects

6

Improve and review access to funding

VET-business partnerships 
New Erasmus+ projects for regional approaches 
New call on joint qualifications 
Information on access to funding 

26

G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

7

Build attractiveness and mobilise pledges

European Vocational Skills Weeks 
Build geographical spread, sectoral and regional outreach 
Encourage concrete targets 
Maltese Presidency event, 4 years of the EAfA, 30-31 May 2017

8

Improve data on work-based learning

Evidence-based approach 
Collect evidence with Eurostat, OECD, JRC 
Explore possibility of WBL benchmark

9

Engage with apprentices

Build EU-wide network for apprentices 
Cooperation with Youth Forum & Obessu

10

Improve international cooperation

Strengthen UNESCO-led Inter-Agency Group 
Continue cooperation with ILO, OECD, GAN 
WorldSkills Abu Dhabi Conference, 16-17 October 2017

For more details, see: 
ec.europa.eu/apprenticeships-alliance

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©Shutterstock, 2017

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Improving apprenticeship 
teaching in Malta

Y
R
O
T
S
S
S
E
C
C
U
S

Malta’s  youth  unemployment  rate  has  always  been  relatively  low,  but  the  country  has 
experienced  problems  in  supplying  workers  with  the  right  skills  for  its  labour  market.  Skills 
shortages and skills mismatches occur due to ageing populations and strong economic growth, 
driven by tourism and trade, and the emergence of highly-skilled sectors such as i-gaming, 
financial and legal services and aircraft maintenance. 

To address these issues, Malta’s main national VET provider, the Malta College of Arts, Science 
and Technology (MCAST), handed in a national commitment under the EAfA in 2013 to improve 
the  quality,  supply  and  image  of  apprenticeships  and  encourage  collaboration  between 
national educational and economic stakeholders. In parallel, the Malta Union of Teachers (MUT) 
made an EAfA pledge to prepare VET teachers and trainers for their role in apprenticeships. 
This entailed improving the quality of teaching and learning, strengthening the legal status of 
apprentices and ensuring a safe training environment.

Both the pledge and commitment were connected to a policy review of the apprenticeship 
system, initiated by the Maltese Ministry of Education and Employment, and led by Cedefop and 
a national steering group. This resulted in comprehensive changes to policies and programmes. 
Apprenticeships  are  now  offered  in  up  to  50  qualifications  at  MCAST  and  the  number  of 
apprenticeship places in companies has doubled each year since the review. 

The role of teachers and trainers has been clarified and strengthened and new legal regulations 
regarding implementation and governance are being established, including an education act 
to integrate apprenticeships into the qualification system and regulate the share of WBL in 
apprenticeship  qualifications.  Another  regulation  will  clarify  contractual  aspects  and  ensure 
that apprentices benefit from equal social security and work safety rights as other employees. 
Although it is still too early to assess the impact of the reform on the skills supply in Malta, there 
has already been a positive effect on youth unemployment: as of September 2016, the youth 
unemployment rate in Malta was the lowest in Europe.

For more details, see: 
Apprenticeship review (Malta):  
cedefop.europa.eu/en/publications-and-resources/publications/4139 

 Apprenticeships at MCAST: mcast.edu.mt 

 
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29

© European Union, 2017

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Getting small businesses on board

Small  and  medium-sized  enterprises  (SMEs),  including  micro-enterprises,  provide  around 
two-thirds of private sector employment in Europe. Yet they sometimes struggle to provide 
apprenticeship  placements.  Reasons  for  this  include  a  lack  of  training  infrastructure  and 
personnel to supervise apprentices, as well as insufficient expertise to manage complex rules 
and administrative requirements.

In times of uncertainty, companies are naturally less willing to take on apprentices, particularly 
if they have not trained apprentices before. Employers may worry about the potential costs 
of offering training placements. Such placements could involve substantial investment, which 
may never be recouped if an apprentice leaves.

Support measures for SMEs 

The  success  of  policy  initiatives  for  apprenticeships  and  youth  employability  also  depends 
largely on more SMEs being involved in providing placements. Moreover, if companies are to 
offer good-quality apprenticeships, they must make appropriate investments. To meet these 
challenges, governments are focusing on targeted support and enabling measures that boost 
SME provision of apprenticeships. 

A number of good practices and support measures for companies and particular SMEs, both 
financial  and  non-financial,  are  identified  in  the  20  guiding  principles  for  high-performance 
apprenticeships  and  work-based  learning  (see  guidance  of  ET  2020  VET  working  group  in 
2015).  Besides the company and SME dimension, the guidance identifies the main challenges 
for  providers,  which  will  be  to  improve  governance,  quality  assurance,  career  guidance  and 
the  image  of  apprenticeships  while  engaging  social  partners  and  enhancing  the  image  of 
apprenticeships.

Crafts and SMEs are not only the backbone of the economy in Europe, 
they are also the main providers of apprenticeship placements. In order 
to  remain  attractive  for  SMEs  in  all  Member  States,  apprenticeship 
schemes should become more cost-effective and benefit from good 
governance involving SME representatives.

Liliane Volozinskis, Director Social Affairs and Training Policy

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31

EU funded projects on engaging SMEs in apprenticeships 

Since 2015, a specific Erasmus+ call under key action 3 – national support to policy reform – 
has been financing 16 projects on the engagement of SMEs in apprenticeships. The focus lies in 
particular on SMEs with no previous experience of apprenticeships. In total, the projects are worth  
€ 8.8 million. Implementation of the projects started in 2016 and they will run for two years.

There are two types of partnerships under this call: 

 ■ Building  up  intermediary  bodies,  such  as  chambers  of  commerce  and  professional 
organisations, to develop SME support structures and establishing partnerships with bigger 
companies to assist SMEs in increasing the supply of apprenticeships. 

 ■ Targeted cooperation between the umbrella organisation of existing European networks and 
organisations and their national members or affiliates for developing and setting up support 
for SMEs.

For more details, see the thematic compendium on the SME projects:  
ec.europa.eu/social/BlobServlet?docId=17203&langId=en

Improving the image of apprenticeships

In the context of Construction 2020, the European Commission launched a communication 
campaign  targeted  at  the  construction  sector  to  attract  young  talent  and  improve  the 
sector’s image. It also aims to encourage the construction industry to offer more and better 
apprenticeships  and many pledges on apprenticeships have been submitted in this field, in 
particular from construction SMEs.

For more details, see: http://ec.europa.eu/growth/sectors/construction/
apprenticeships_en

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

WorldSkills  
International

WorldSkills 
Europe

Global 
Apprenticeship 
Network (GAN)

Riga objectives
20 guiding principles
ET 2020 Working Group  
on teachers and 
trainers

Opinion of the  
Advisory Committee  
on Vocational Training

National 
commitments 
under EAfA

UNESCO led 
Inter-Agency 
group on 
Technical VET 

Youth Guarantee  
including  
Apprenticeships

EAfA pledges from 
companies, chambers, 
social partners, VET 
providers, NGOs, think 
tanks

EU funds and  
instruments ESF,  
EASI, EIB,Erasmus+, 
incl. ErasmusPro,  
EURES

DG GROW 
Apprenticeships  
for the construction 
industry of 
tomorrow

International Labour 
Organization (ILO)

© Shutterstock, 2017

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33

BUSINESSEUROPE/ 
UEAPME/CEEP/ 
ETUC - Joint vision 
on apprenticeships

G20 Skills 
Strategy

Council Declaration
Presidency events
European Parliament 
(e.g. pilot projects on 
long-term mobility)

Local, regional 
and national 
coalitions

European 
Alliance for 
Apprenticeships 
(EAfA)

European Training 
Foundation 
(ETF) support for 
Candidate and 
Neighbourhood 
countries

Cedefop support 
for Member States 
through analysis and 
monitoring, country 
reviews, technical 
expertise and 
practical tools

DG CONNECT  
Digital Skills  
and Jobs  
Coalition

Organisation 
for Economic 
Cooperation and 
Development 
(OECD)

Global Level

European Level

National, Regional  
and Local Levels

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

A statement by EUROCHAMBRES

Arnaldo Abruzzini, 
CEO, EUROCHAMBRES

© European Union, 2017

The merits of apprenticeship schemes are clear, but it often remains challenging for smaller 
businesses (SMEs) to capitalise. Nonetheless, given SMEs make up most of the private sector 
and create the most jobs, it is important to address the challenge.

That is the premise that underpins involvement by chambers of commerce and industry in the 
provision of work-based learning in European countries. It is also the basis for EUROCHAMBRES’ 
contribution to the EAfA.

During  the  first  three  years  of  the  Alliance,  EUROCHAMBRES  and  its  members  organised 
conferences, workshops, training sessions and chamber-to-chamber learning activities in various 
parts of the EU to identify and share best practices. These crystallised into an Erasmus+ project, 
launched in early 2017. The project, ‘Apprenticeship Coaches for SMEs (AC4SME)’, is coordinated 
by EUROCHAMBRES and implemented by chambers in 12 countries.

AC4SME builds on the expertise of chambers in Austria and Germany, which play a central role in 
facilitating SME involvement in the dual system of class-based and company-based vocational 
training. This approach cannot simply be copy/pasted, but provides a benchmark for assessing 
how to ensure more effective and SME-friendly apprenticeship schemes in other countries. Built 
around practical workshops and the development and implementation of country-specific tools, 
AC4SME helps increase the number of SMEs offering apprenticeships and stimulates policy and 
support measures to boost long-term SME involvement.

This evolution from discussion, awareness raising and training to hands-on delivery is consistent 
with EUROCHAMBRES’ EAfA pledge and reflects the direct link between chambers and SMEs. It 
is time to move on from discussing the merits of apprenticeships to making them a reality for 
more of the EU’s 20 million SMEs.

EUROCHAMBRES  is  the  association  of  European  Chambers  of  Commerce  &  Industry, 
representing 1 700 regional and local chambers and 20 million businesses in 43 countries. 
The 2014 publication ‘Great Apprenticeships in Small Businesses’ provides examples of how 
chambers help SMEs take on apprentices. 

For more details, see: eurochambres.eu/custom/Great_apprenticeships_in_
small_businesses_Final_brochure-2014-00340-01.pdf 

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35

Norway’s public sector takes 
action on apprenticeships 

The public sector can play a key role in increasing the supply of apprenticeships. Norway’s new 
strategy focuses on:

 ■ recruiting apprentices to the public sector, and 

 ■ using purchasing power to influence suppliers to employ apprentices. 

In 2016, the government asked all bodies under its authority to recruit at least one apprentice. 
At that time, 14 ministries already had their own apprentices. From 2017, new rules on public 
procurement require that, for contracts worth a minimum of NOK 1.5 million, the government 
must buy goods and services from companies that are an approved apprenticeship provider. 
These regulations mainly apply to the building, construction and ICT sectors. Companies from 
the European Economic Area are treated equally. 

According to a 2017 report by the OECD on the Costs and Benefits of Apprenticeships, studies 
show that linking apprenticeship requirements to public procurement can increase the provision 
of apprenticeships without negatively impacting the quality of training. 

According  to  the  European  Expert  Network  on  Economics  of  Education  (EENEE  Policy  Brief 
1/2015), preferential treatment in the awarding of public contracts to firms that provide training 
can be found in countries like Belgium, Denmark, Germany, Ireland, Norway, Switzerland and 
the United Kingdom.

© Shutterstock, 2017

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Support by Cedefop 

The European Centre for the Development of Vocational Training (Cedefop) is the EU’s agency 
in charge of supporting the development of European vocational education and training (VET) 
policies. It also contributes to their implementation. 

Cedefop  supports  Member  States,  social  partners  and  other  stakeholders  to  develop  
work-based learning, particularly apprenticeships. This support is mainly channelled as follows: 

 ■ Supporting interested Member States to set up or reform their apprenticeships through in 
depth reviews i.e. Thematic Country Reviews (TCRs) and Flash Thematic Country Reviews 
(fTCRs) on Apprenticeships. During 2014-15 TCRs were undertaken in Lithuania and Malta. 
In 2017, TCRs will be completed in Greece, Italy and Slovenia. As of 2017 the reviews will be 
carried out in Croatia and Cyprus. The fTCRs will be piloted in Belgium and Sweden in 2017.

 ■ Monitoring and analysing developments in work-based learning, including Member States’ 
apprenticeship reforms, particularly for Bruges Communiqué deliverables and in relation to 
the commitments Member States have made under the Alliance. 

 ■ Providing strategic and expert input to the ET 2020 working group on VET (focus on teachers 
and trainers in work-based learning, and particularly in apprenticeships) working closely with 
DG Employment. 

 ■ Cooperating with the Commission and other international organisations, including participation 
in the inter-agency working group on work-based learning, to agree terminology and share 
approaches to analyse and evaluate the design and implementation of work-based learning 
and apprenticeship policies. 

 ■ Organising  the  EU’s  first  apprenticeships  policy  learning  forum  in  2017.  The  forum  is  a 
platform  for  stakeholders  from  countries  directly  involved  in  the  TCRs  and  fTCRs  (review 
beneficiaries) to share their experiences and findings with other Member States. 

 ■ Carrying out an overview of apprenticeships across Europe, in order to map system level 
apprenticeship  schemes  in  EU  Member  States,  Iceland  and  Norway  and  carrying  out  a 
comparative analysis of schemes (results to be published in 2018).

 ■ Carrying  out  research  on  apprenticeships  for  adults  in  2017-2018.  This  will  focus  on 
apprenticeships  as  an  effective  way  of  re-training  and  up-skilling  adults  to  re-enter  the 
labour market or boost their careers. 

For more details, see: cedefop.europa.eu

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37

Support by the European 
Training Foundation (ETF)

The ETF helps partner countries harness human capital by reforming education, training and 
labour market systems. It also supports EU institutions to design, monitor and evaluate EU 
human capital assistance. The 29 ETF partner countries span the Western Balkans and Turkey, 
the EU Neighbourhood region and Central Asia. 

VET and work-based learning in ETF partner countries

Many  countries  face  similar  challenges  in  transforming  vocational  education  and  training. 
Improving cooperation between vocational education and training and business is especially 
important and many countries have taken measures to align learning to workplace needs. Four 
candidate countries (Albania, Montenegro, the Former Yugoslav Republic of Macedonia and 
Turkey) recently joined the EAfA, and Serbia intends to join in 2017.

What is the ETF doing in partner countries?

In candidate countries the ETF provides:

 ■ ways to turn commitments into action, for example by securing pledges from businesses and 

learning from EAfA good practices and examples,

 ■ knowledge sharing seminars with EAfA stakeholders, 

 ■ support in implementing Riga commitments on work-based learning (for example ETF runs 

assessments to determine effective policies and offers capacity building support),

 ■ monitoring and analysis of progress in implementing Riga commitments (2015-2020). 

In the Eastern Partnership region (Armenia, Azerbaijan, Georgia, Moldova, Ukraine) and 
Kazakhstan,  the  ETF  provides  support  to  analyse  and  shape  national  work-based  learning 
policies. It also organises seminars, peer learning activities, capacity building and a thematic 
platform.

In the Southern and Eastern Mediterranean region the ETF provides policy reviews on 
work-based learning in close cooperation with UNESCO. The ETF currently works with Maghreb 
countries. 

For more details, see:  etf.europa.eu

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

A snapshot of an EAfA seminar

Kayseri, Turkey, September 2016

Candidate  country  representatives  reflected  on 
national  apprenticeship  challenges. 
In  response, 
EAfA  members  and  speakers  from  EU  Member 
States  suggested  relevant  good  practice  as  possible 
solutions. Participants then developed national action 
plans based on lessons learned. The seminar included 
site  visits  to  textile  and  furniture  manufacturers,  a 
VET  High  School  and  the  Erciyes  Teknopark  Regional 
Innovation Centre.

© Shutterstock 2017

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39

The role of youth organisations

European Youth Forum

The European Youth Forum is the platform representing youth organisations in Europe. It strives 
to empower young people to actively participate in society and to improve their own lives by 
representing and advocating for their rights. In the current uncertain political and social context, 
young people can be powerful catalysts for positive change and can contribute to innovative 
solutions to Europe’s problems.

OBESSU

OBESSU  (the  Organising  Bureau  of  European  School  Student  Unions)  is  the  cooperation 
platform  for  national  school  student  unions  active  in  general  secondary  and  secondary 
vocational education in Europe. OBESSU represents school students as stakeholders in their 
educational systems, and in issues concerning their lives. It empowers students to contribute to 
the development of democratic educational systems that promote active citizenship. Through 
OBESSU, students also cooperate to develop school student representative structures. These 
efforts include attention to apprentices and the educational dimension of their experience. 

European Network of Apprentices

The  European  Youth  Forum  and  OBESSU  are  working  to  ensure  the  rights  of  young  people 
in  education  and  the  workplace.  They  have  jointly  launched  a  network  for  apprentices  at 
European level with the support of the European Commission to make sure that the voices of 
young apprentices are heard in discussions on VET and apprenticeships in Europe. This network 
promotes quality apprenticeships that put the learner at the centre and respect the rights of 
young  people  as  students  and  as  workers.  Involving  young  people  in  decisions  that  affect 
them is crucial – the European Network of Apprentices works to ensure that apprentices are 
represented in the set-up, design and implementation of apprenticeship programmes.

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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

A statement by European  
social partners

Given the central role social partners play in apprenticeship systems, our organisations and 
national  members  are  committed  to  steering  European  and  national  initiatives  towards 
developing and strengthening apprenticeships across Europe. 

We  value  quality  apprenticeships  that  enhance  employment  prospects,  support  personal 
development and lead to qualifications, while delivering the skills needed in the labour market. 
We should learn from the experience of countries with effective apprenticeship systems, which 
shows:

 ■ apprenticeship  systems  need  to  be  governed  with  involvement  by  social  partners  and 

stakeholders in a way that focuses on learning outcomes and employability, 

 ■ apprentices  should  be  paid  or  compensated  in  line  with  national  or  sectoral  minimum 

requirements or collective agreements,

 ■ it is necessary to ensure commitment by apprentices, matched by clear benefits including 

qualifications and job opportunities.

Our activities have identified a number of policy challenges to be addressed, including:

 ■ making apprenticeships more attractive to young people,

 ■ ensuring employers’ investments in schemes are encouraged and rewarded,

 ■ promoting  pathways  between  initial  and  higher  vocational  education  and  training 

opportunities,

 ■ ensuring support at local, regional and national level for SMEs as Europe’s main providers of 

apprenticeships.

The work done by European social partners during 2014-2016 was the basis for a common 
opinion on apprenticeships, shared by Member States and social partners in the context of the 
Commission’s advisory committee on vocational training. We count on the Commission to build 
on this and bring forward a proposal for a European Quality Framework for Apprenticeships that 
matches our work and recommendations.

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41

In partnership with all stakeholders, it is time to redouble efforts to establish and improve 
apprenticeships.  As  part  of  the  next  phase  of  the  EAfA,  we  must  better  communicate  the 
value of apprenticeships to society. The first Vocational Skills Week in 2016 was a positive 
step in this direction. We now need the Commission to resource a communication campaign 
to enhance the image of apprenticeships among businesses and individuals across Europe. 

Our organisations will continue to contribute to discussions and we call on the Commission to 
take these points on board. 

Luca Visentini 
General Secretary 
ETUC

Markus J. Beyrer 
Director General 
BusinessEurope 

Valeria Ronzitti                
General Secretary 
CEEP 

Véronique Willems 
Secretary General                 
UEAPME  

Social partners’ activities

Over the past two years, the European social partners (ETUC, BusinessEurope, CEEP, UEAPME) 
have undertaken projects on the cost-effectiveness of apprenticeship schemes (employers) 
and a European quality framework for apprenticeships (trade unions). These projects drew on 
national social partners’ knowledge and expertise and resulted in two comprehensive reports, 
which contributed to the policy debate. At the conclusion of these projects we presented a 
shared vision for apprenticeships and launched a discussion on future policy priorities with the 
Member States, in the framework of the Advisory Committee on Vocational Training (ACVT). 
This  debate  led  to  the  adoption  of  a  tripartite  ACVT  opinion  of  employer,  trade  union  and 
Member State representatives on ‘A shared vision for quality and effective apprenticeships 
and work-based learning’.

 
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G O O D   F O R   Y O U T H .   G O O D   F O R   B U S I N E S S

Engagement of European 
education and training 
providers

Groups  of  European  VET  provider  associations  (representing  initial, 
continuing, and higher level VET) have gathered every year since 2010 
for informal meetings with the Commission. In 2015 an expert group 
‘Platform for European Associations of VET providers’ was created and 
now includes six European associations, including four VET bodies and 
two higher education bodies:

VET bodies

 ■ European Forum of Technical and Vocational Education and Training 

(EFVET)

 ■ EU Providers of Vocational Education and Training (EUproVET)

 ■ European Associations of Institutes for Vocational Training (EVBB)

 ■ European Vocational Training Association (EVTA) (as four VET centred 

organisations) 

Higher education bodies

 ■ European Association of Institutions in Higher Education (EURASHE)

 ■ European University Continuing Education Network (EUCEN)

In 2013, the four VET bodies pledged to help increase apprenticeship 
take-up – both across Europe and through their national membership 
organisations.  Members  contribute  to  the  EAfA  independently  and  in 
partnership.  The  partners  commit  to  ensuring  stronger  and  better 
coordination between learning and business organisations.

EURASHE and EUCEN have also pledged to help to boost quality and 
increase the number of higher level apprenticeships. 

Since  2014,  all  six  bodies  have  set  up  the  VET4EU2  network.  The 
organisations  are  working  together  and  independently  to  improve 
quality in VET and improve the image of VET. Improving progression 
between VET and higher education is also a priority. 

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© European Union, 2016

Thomas  Lees  and  Marcus  Hawksworth,  two Siemens apprentices, handing over their 
version of the Atomium, an iconic monument in Brussels, to Commissioner Marianne Thyssen 
during the closing ceremony of the first European Vocational Skills Week (December 2016). 

The  Atomium  was  a  collaborative  project  produced  by  30  apprentices  in  nine  different 
vocational training centres across Europe.

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Business initiatives  

A business-driven movement to promote youth employability

The Alliance for YOUth is a business-driven initiative to promote youth employability in Europe. 
Started in 2014 by Nestlé, it has pledged a number of joint and individual initiatives to give 
young  people  meaningful  work  experience  through  apprenticeships,  including  Vocational 
Education & Training (VET), or internships. The Alliance for YOUth now unites 200+ large and 
small companies across Europe.

In two years, participating companies have provided apprenticeships, VET, internships and jobs 
for more than 115 000 young Europeans. The project has also pioneered new apprenticeship 
and  VET  schemes  in  countries  such  as  Malta,  Bulgaria,  Spain,  Portugal,  Slovakia,  Italy  and 
Poland where such a tradition did not exist or had disappeared.

At  the  end  of  2016,  member  companies  renewed  their  pledge  to  the  EAfA.  By  2020,  the 
Alliance for YOUth will deliver 230 000 new apprenticeships, internships and job opportunities 
for young Europeans. 

Participating  companies  will  also  further  develop  apprenticeship  and  VET  schemes  across 
Europe, in close collaboration with schools, universities and governments.

The  Alliance  for  YOUth’s  success  in  Europe  has  inspired  Nestlé  to  roll  out  this  programme 
worldwide. Like-minded businesses will be welcome to join.

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The European Pact for Youth

The two-year, business-led European Pact for Youth was launched in November 2015, and exists 
to promote quality entry into employment for young people through apprenticeships, traineeships 
and entry-level jobs. It is chaired by Etienne Davignon, President of CSR Europe (leaders of the 
Pact) and Commissioner Marianne Thyssen. The Pact is steered by a Leaders group and backed 
by a group of Sherpas. The Pact has set itself ambitious targets of 100 000 apprenticeships, 
traineeships and entry-level jobs, as well as 10 000 education-business partnerships. By the 
end of 2016, the Pact had already resulted in 91 000 training opportunities and jobs and  
15 000 partnerships. The Pact will conclude with an enterprise-education Summit in Brussels 
on 23 November 2017, as part of the Second European Vocational Skills Week. 

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BMW: Better job prospects for Spanish students participating in apprenticeship 
schemes in Germany

As an international company, BMW has branches, suppliers and customers around the world. 
Dealing  with  different  markets  requires  an  understanding  of  different  cultures,  languages, 
tastes and preferences. Driven by the need for a more international workforce and a willingness 
to help address youth unemployment, BMW Germany launched a learner mobility project in 
2014 in collaboration with the Universidad de Alcalá, Spain. 

The response to the project was overwhelming, as around 7 000 applications were received 
and 32 Spanish graduate students were selected to undertake a one-year traineeship with 
BMW in Germany as part of an online master’s programme of the University of Alcalá.

The students completed a week-long induction at BMW’s premises in Madrid before moving to 
Germany for a one-year traineeship. Following a skills assessment during the induction some 
students  were  placed  on  supervised  internships  at  the  BMW  plant  in  Munich,  while  others 
were integrated into apprenticeship programmes in Leipzig. When the students returned to 
Spain, the work-based learning experience in Germany was recognised as part of their study 
programme (30 ECTS credits).

After the project, 26 of the 32 participants were hired by BMW to work at plants in Germany or 
Spain. The experience also facilitated a positive cultural exchange, not only for the apprentices 
but also for existing BMW employees.

BMW  decided  to  replicate  the  project  in  2015  with  a  German  university.  In  parallel,  the 
company joined the EAfA and pledged to share its experiences to encourage other international 
companies to undertake similar learner mobility projects.

For more details, see: Apprenticeships at BMW; Keen on learning?  
(Te gusta aprender?). 
www.bmw.es/home/topics/mundo-bmw/te-gusta-aprender.html

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National alliances for apprenticeships

Many different stakeholders contribute to developing and implementing quality apprenticeship 
systems. In several countries, key stakeholders have joined forces for a coordinated approach 
that will lead to better results with increased impact:

Germany: an alliance to strengthen in-company training 

In Germany, ministries, social partners, chambers and public employment services have formed the 
Alliance for Initial and Further Training 2015 – 2018, which aims at improving and strengthening 
the  dual  system.  So  far  the  Alliance  has  managed  to  substantially  increase  the  offer  of  
in-company  training  places  at  the  Federal  Employment  Agency.  A  new  assisted  training 
instrument has been created to support disadvantaged young people to successfully complete  
company-based  vocational  training.  In  addition,  special  support  is  being  provided  to  young 
refugees.

Spain: a national network committed to increasing employment 

In Spain the Fundación Bertelsmann is coordinating cooperation under the ’Alianza para la FP 
Dual (the Spanish Alliance for Dual Training), a national network of more than 450 companies, 
education  centres  and  institutions  with  the  objective  of  implementing  a  high  quality  dual 
VET system in Spain. The basis for the cooperation is a joint commitment of the Fundación 
Bertelsmann, Fundación Princesa de Girona, the Spanish business association (CEOE), and the 
Spanish Chamber of Commerce (Cámara de Comercio de España) to decrease unemployment 
through an educational system that will allow young professionals easier access to employment.

 ■

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One  of  the  main  challenges  for  Alianza  is  to  change  the  mentality  of  companies,  in 
particular  SMEs,  towards  apprenticeships,  and  to  make  them  see  the  advantages  of 
this kind of training. This is why the alliance partners are creating cooperation structures 
between SMEs and large companies that already participate in apprenticeships. 

Every year, Alianza organises a forum for professionals interested in dual VET. Alianza has 
also been able to set up a network of in-company trainers focusing on dual VET, and has 
recently published a guidebook for trainers. Furthermore, Alianza participates in education 
fairs to convey the benefits of dual VET to young people.

Norway: a better deal for VET students 

In 2016, the Norwegian government and social partners signed a social contract on apprenticeships 
to ensure all qualified VET students seeking an apprenticeship can find one. In 2015, around  
9 000 qualified students could not find an apprenticeship. 

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The Baltic Alliance for Apprenticeships

In the context of the two-year celebration of the European Alliance for Apprenticeships in Riga 
in 2015, the three Baltic States Latvia, Lithuania and Estonia signed a Declaration of Intent 
on the Baltic Alliance for Apprenticeships and work-based learning (BAfA). The declaration of 
intent was based on existing cooperation (initiated through an Erasmus+ project supporting 
national authorities in developing work-based learning and apprenticeships in the Baltic States).  
The project enhanced cooperation between Baltic States on reforming VET and focused on  
work-based learning. 

Two years on, the cooperation has produced visible results. Many VET institutions and employers 
have started to offer work-based learning. Some of them are also joining the EAfA. 

The Baltic partners have also agreed further steps within the framework of BAfA: more emphasis 
will  be  put  on  cooperation  involving  the  VET  institutions’  associations  and  business  sector 
associations. A commitment has been expressed to start working towards joint programmes 
and qualifications and promoting the region as the best place to study and work.

Basque Country: apprenticeships and 
internationalisation 

The  Basque  Government  is  strengthening  the  apprenticeship  system  in  order  to  accelerate 
the VET students’ skills development, connected to strategic professional sectors in the region. 
During 2015/16 475 Basque companies participated in dual VET programmes. 739 companies 
are taking part in 2016/17.

By 2020, the Basque Government aims for 50 % of VET students to be in a dual VET programme 
and for over 5 000 companies to be in the apprenticeship system.

The  Basque  Government  continues  supporting  cooperation  between  VET  centres  and 
companies, especially SMEs, to develop applied innovation projects that improve products and 
services.  Currently  VET  centres  in  the  Basque  Country  are  working  with  256  companies  on 
applied innovation projects with a goal to increase this to 1 500 by 2020.

Active entrepreneurship is also a priority. During the last decade, VET students launched more 
than 600 start-ups (84 of which were established during 2015/16). Approximately 360 further 
such start-ups are foreseen by 2020. The aim is to promote companies with growth potential, 
especially in the industrial and technology sectors.

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EARLALL: Promoting apprenticeships 
in the regions

The European Association of Regional and Local Authorities for Lifelong Learning (Earlall) is an 
international non-profit association established in 2001 at the initiative of the Tuscany region 
and based in Brussels. The association is managed by its members and a board of directors, 
the president of which is the Basque country. In 2016, Earlall members and observers included 
42 regional and local authorities and associations involved in education and lifelong learning, 
representing over 61 million people across Europe. 

Earlall joined the EAfA through a pledge in 2015, aiming to utilise its large network to promote 
apprenticeships across the EU and stimulate apprenticeship mobility. The pledge focuses on 
increasing the number of high-quality apprenticeships (supply) and the degree to which these are 
cross-border apprenticeships (mobility). Earlall has encouraged its members to make pledges, 
participated in calls for proposals under Erasmus+ and actively participated in all EAfA activities.

As Earlall’s members are regional and local educational authorities, it is active at national level. 
Therefore it is able to influence national priorities in the field of apprenticeships and encourage 
authorities to adopt the priorities outlined by the EAfA. The association is also active at policy 
level through its presence in Brussels and its interaction with the European institutions, helping 
the EAfA pledge to benefit from a trickle-down-effect. This has already been demonstrated by 
two new pledges, as the Catalan Chamber of Commerce and an Asturian VET school chose to 
become EAfA members after information was passed on to local bodies by the Catalan and 
Asturian governments (both members of Earlall).

The EAfA has also had a positive influence on the organisation itself. It has been beneficial 
to Earlall and its members to have a platform to engage other associations, enterprises and 
social partners, as this has enabled exchanges of ideas, approaches and best practices. This 
has occurred primarily through stakeholder meetings but also thanks to the establishment of 
independent relationships. 

For more details, see: earlall.eu

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Boosting mobility

Mobility of apprentices has emerged as an important topic, joining the EAfA’s three original 
objectives to improve supply, quality and image. In particular, the issue of long-duration mobility 
has been receiving increasing attention. 

Every  year,  around  120  000  VET  learners  benefit  from  Erasmus+  funding  to  train  abroad. 
However, we remain a long way from the EU objective that, by 2020, at least 6 % of VET 
learners in upper secondary education should undertake mobility, and long-duration mobility is 
particularly challenging. 

Long-duration mobility

The average duration of VET mobility has shortened in recent years. In the previous Leonardo 
da Vinci programme (2007-2013), half of all VET placements lasted more than 2 months and 
7 % more than 6 months. Since Erasmus+ was launched in 2014, less than 1 % lasted longer 
than 6 months. 

Recent reports by the European Parliament and Notre Europe-Jacques Delors Institute have 
therefore  called  to  strengthen  long  duration  mobility.  This  ambition  has  also  received  the 
support of the business-led ‘European Pact for Youth’.

Erasmus Pro

Responding to these calls for action, the Commission is developing a proposal for an Erasmus 
Pro action under Erasmus+. It will focus on long-duration mobility of apprentices and aim to 
finance 50 000 opportunities by 2020, in addition to the initial Erasmus+ target of 650 000 
periods of mobility for VET learners between 2014 and 2020.

Erasmus+ 

Duration of VET learner mobility 
2014-2016:

Less than 1 month

1-3 months

3-6 months

More than 6 months

72 %

21 %

6 %

1 %

Pilot projects

The EU has launched two calls for proposals for pilot 
projects on long-duration mobility of apprentices. 

The  aim  is  to  test  the  viability  of  setting  up  a 
‘European  framework  for  (long-duration)  mobility 
of  apprentices’,  helping  to  enhance  the  skills 
and  employability  of  young  apprentices  while 
strengthening their sense of European citizenship. 

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Overview of funding opportunities

In addition to support for apprenticeship schemes from Member States’ national budgets, the 
EU offers significant funding through several major funds, institutes or schemes.

Erasmus+  provides  funding  for  learning  experiences  abroad  for  VET  learners,  including 
apprentices,  and  for  teachers  and  trainers.  It  also  funds  strategic  partnerships  involving 
education and training providers, social partners and companies, plus policy reform initiatives 
to strengthen apprenticeship schemes.

Upcoming  call:  Joint  VET  qualifications  (including  higher  VET  qualifications).  A  new  call  for 
proposals will be launched in autumn 2017.

ec.europa.eu/programmes/erasmus-plus

The European Social Fund can be used to support apprenticeship reform at national level and 
initiatives to boost apprenticeship supply and quality.

Additionally, funding under the Youth Employment Initiative is used to support apprenticeships 
as direct support targeting young people not in employment, education or training. This funding 
stream supports regions experiencing youth (ages 15-24) unemployment rates of over 25 % 
in the period 2014-2020.

ec.europa.eu/esf

Moreover, under the EURES axis of the EU programme for Employment and Social Innovation 
(EaSI), there is funding available for the development of targeted mobility schemes such as 
‘Your first EURES Job’.

ec.europa.eu/social/yourfirsteuresjob

The European Investment Bank can provide support in the form of loans to the private and 
public sectors under the programme ‘Skills and Jobs - Investing for Youth’.

www.eib.org

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Erasmus+ projects

Apprenticeships and work-based learning

Erasmus+ helps improve apprenticeships systems as part of key action 3 (support for policy 
reform) by: 

Supporting national authorities for apprenticeships (Call EACEA 13/2014)

9 projects have 
been completed 
in 2017

Total budget 
awarded:  
€ 2.3 million 

Supporting SMEs to engage in apprenticeships (Call EACEA 41/2015) 

16 projects are being 
funded and started  
at the end of 2016  
(two-year duration) 

Total budget 
awarded: 
€ 8.8 million

Fostering VET-business partnerships on work-based learning and apprenticeships 
(Call EACEA 40/2016) 

The projects will be selected by early 
summer 2017 and should start in the 
autumn (two-year duration)

The  programme  also  helps  fund  the  international  mobility  of  apprentices  under  key  action 
1  (mobility  projects)  and  promotes  partnerships  between  the  VET  sector,  apprenticeships 
providers and other stakeholders under key action 2 (cooperation for innovation and exchange 
of good practices). An example of a key action 2 project is presented overleaf. 

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Apprentice recruitment guidance  
for Europe’s SMEs

K.O.S  is  a  German  consultancy  that  assists  businesses, 
organisations  and  public  institutions  in  the  fields  of  initial 
professional  and  vocational  education  and  training.  They 
formed  an  Erasmus+  Strategic  Partnership  involving  four 
research, education and training organisations from Germany, 
Poland, Austria and Greece. The partners developed strategies 
and  good  practice  examples  to  SMEs  to  recruit  young 
apprentices. A handbook, good practice guide and manual for 
SMEs  are  freely  available  to  download  in  English,  German, 
Greek and Polish. 

For more details, see:

Erasmus+ project results database:  
ec.europa.eu/programmes/erasmus-plus/projects 

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Reference tools 

Apprenticeship toolbox

Austria, Denmark, Germany, Luxembourg and Switzerland have worked together to develop a 
digital apprenticeship toolbox. The five countries are well known for their quality apprenticeship 
systems. However, even though they all have so-called dual systems, each country has its own 
model with specific features. They therefore joined forces to develop a resource base for policy 
learning, policy experimentation and practice development by collecting and combining the key 
building blocks from the five countries’ apprenticeship systems. The project was implemented 
in support of the EAfA and financed under the Erasmus+ programme. 

apprenticeship-toolbox.eu 

Work-based learning toolkit 

29 national agencies from European countries formed the NetWBL – a European Thematic 
Network on Work-Based Learning – and developed an online toolkit. The toolkit provides easy 
access to valuable resources on issues such as governance and management, development 
and  delivery,  assessment  and  recognition,  evaluation  and  quality  assurance,  partnerships, 
information  and  communication.  It  also  includes  a  database  of  relevant  projects  and  an 
overview  of  local  contacts  in  each  country.  The  NetWBL  and  its  work  on  the  toolkit  were  
co-funded by the European Commission’s Lifelong Learning Programme. 

wbl-toolkit.eu

ILO Guide and Tools for Quality Apprenticeships

The first volume of the ‘Guide and Tools for Quality Apprenticeships’ is in development and 
is  due  to  be  published  by  the  ILO  in  2017.  It  will  focus  on  quality  apprenticeship  systems 
at  national  level  and  its  target  audience  includes  government  officials  and  social  partners 
in charge of policy decisions on skills development. The second volume, to be published in 
2018, will focus on quality apprenticeship programmes at sector and/or company level. It will 
enable  practitioners  to  design,  implement  and  monitor  quality  apprenticeship  programmes 
by  providing  practical  tools,  templates  and  step-by-step  guidance.  The  volumes  are  being 
developed with the financial support of the European Commission and the Norwegian Ministry 
of Foreign Affairs.

ilo.org/skills 

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Apprenticeship programmes funded 
through the European Social Fund

Bulgaria: Reducing youth unemployment rates through new opportunities 

Established in 2015, the ‘New Opportunity for Youth Employment’ project is helping to increase 
the competitiveness of unemployed young Bulgarians in the job market, improve their level of 
social inclusion, and facilitate a smoother and faster school-to-work transition.

The project, which is part of the EU’s Youth Unemployment Initiative, funded by the ESF, helps 
unemployed young people aged 15-29 to undertake a tailored apprenticeship or on-the-job 
training with an employer in a field of their choice. So far, more than 11 000 young Bulgarians 
have benefited from the project.

Lithuania: Reducing levels of youth unemployment through apprenticeships

The ‘Vocational Training in the Form of Apprenticeships in the Labour Market Training Centres’ 
project, which was run from 2013-2015, supported young Lithuanians aged 18-29 who were 
not in education and did not have any qualifications, as well as working people who wanted 
to retrain. 

The  project  established  rules  and  procedures  for  the  organisation  of  apprenticeships  and 
helped over 1 000 young people to participate in apprenticeships in a range of sectors. It also 
developed innovative training methods and improved the overall range of VET opportunities 
in Lithuania.

Sweden: Helping to fill skills gaps in the Scania region through vocational 
apprenticeships

The  ‘Apprentice  Academy  Scania  Northeast’  project,  which  was  run  until  2014,  provided 
apprenticeships for young, unemployed people aged 16-29 who had not completed secondary 
education. 

The apprenticeships, which lasted anywhere between 20 weeks and two years, consisted of a 
combination of theoretical courses and work-based training, covering vocational industries with 
a high need for skilled employees, such as healthcare, catering and carpentry. 

The  Apprentice  Academy  collaborated  with  established  vocational  schools  and  a  network 
of  businesses,  drawing  on  the  experiences  of  the  apprenticeship  systems  in  Scotland  and 
Germany.  90  %  of  participants  found  work  within  six  months  after  the  completion  of  their 
apprenticeships.

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Mobility portals

EURES – The European job mobility portal 

EURES is a cooperation network designed to facilitate the free movement of workers within 
the  EU  28  countries  plus  Switzerland,  Iceland,  Liechtenstein  and  Norway.  Around  300  000 
job  vacancies  and  300  000  CVs  are  registered  in  the  database.  It  gives  job  seekers  and 
employers the opportunity to find each other all across Europe. From 2018, apprenticeships 
and traineeships based on a work contract will be included in the portal, giving learners easy 
access to information on training opportunities in other countries. Drop’pin@EURES is a specific 
area on the portal dedicated to youth opportunities, including apprenticeships and traineeships. 

ec.europa.eu/eures

MOMO: More mobility for Europe

MOMO is an online platform for sharing good practices. Among other topics, MOMO conducted 
research on the role of ‘mobility counsellors’: professionals working in VET who provide guidance 
for  people  during  their  period  of  mobility.  In  particular,  the  study  developed  a  portfolio  for 
mobility counsellors on skills, competences and resources, helping to deliver an effective service 
to people entering mobility programmes. The website provides information for counsellors and 
online tools to be used to support participants before, during and after their mobility.

moremobility.net

eTwinning

eTwinning is a free platform where teachers and students in Europe can meet and work together 
on projects by using Information and Communication Technologies (ICT) to provide support, 
tools and services for schools. eTwinning also offers opportunities for free and continuing online 
professional development for educators. Launched in 2005 as the main action of the European 
Commission’s  eLearning  programme,  eTwinning  has  since  been  integrated  into  Erasmus+. 
eTwinning  applies  the  concept  of  ‘internationalisation  at  home’,  referring  to  activities  that 
enable students to gain international experience in the classroom and online without going 
abroad, not as a substitute for classic mobility but as part of the broader internationalisation 
of VET schools in Europe. 

etwinning.net

Go&LearNET

The Go&LearNET initiative has developed an international catalogue of study visits to SMEs 
and organises thematic seminars and economic discovery visits at companies in six European 
countries. 

goandlearnet.eu

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Showcasing talent at the 
EAfA Awards, 2016 

Marianne Thyssen, European Commissioner for Employment, Social Affairs, Skills and Labour 
Mobility, presented the first ever EAfA Awards at the closing ceremony of European Vocational 
Skills Week on 9 December 2016. The awards recognised outstanding achievements in the 
area of apprenticeships by companies and their apprentices.

Meet the winners

© European Union, 2016

Lewis Churchill and Megan Niven receive their awards from  
Commissioner Marianne Thyssen (centre) 

Apprentice category

Megan  Niven  of  Nielsen  UK joined the company on a business innovation and growth 
apprenticeship in 2014. She had a natural ability to coordinate and manage large training 
programmes. In addition, after noticing that inductions were not being run, she designed a 
formal training induction for Nielsen’s Business in the UK and Ireland, including training plans 
for new starters. Megan also designed and built a ‘Training Passport’ for delegates. She now 
helps promote apprenticeships in the UK and is a coach for Nielsen’s apprenticeship scheme. 
Megan  is  currently  helping  the  company  redevelop  standards  for  business  innovation  and 
growth across the UK. 

Judges liked Megan’s pro-active attitude and her role in promoting apprenticeships. Her work 
in the field of training and apprenticeships goes far beyond what is expected of an apprentice.

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Lewis Churchill of IBM Europe (UK) is in his final year of becoming an advanced level 
Technical Solution Specialist at IBM. Although Lewis had difficulties and a poor attendance 
record at school, he made outstanding progress on IBM’s apprenticeship programme, which 
equipped him with a wide range of skills including data analysis, testing and technical service 
management. Lewis has thrived in a highly qualified team of senior professionals. He is a top 
performer  and  has  received  multiple  IBM  practice  awards.  Lewis  supports  the  professional 
development of other apprentices and has been an ambassador for apprenticeships at events 
for school children.

Judges  liked  Lewis’  engagement  and  performance  in  the  company  and  his  personal 
development  from  somebody  with  difficulties  at  school  into  a  responsible  co-worker 
contributing to the company’s objectives. 

Company category 

© European Union, 2016

Mr. Jose Ignacio Zudaire, Director of Institutional Relations, and Mr. Sergio 
San Martin, Teacher at the Apprentice School, receive the award from 
Commissioner Thyssen

Petronor  (Spain)  is  a  Repsol  group  company  with  deep  roots  in  a  region  with  a  
well-established vocational training tradition. The company recognises that competitiveness 
depends  on  high  quality  personnel  and  therefore  invests  heavily  in  its  people.  During  
2000-2016  Petronor  trained  400  chemical  plant  operators  on  vocational  training  courses. 
The company is now developing its own training model leading to a professional certificate in 
environmental management. With support from Basque institutions, Petronor has designed a 
training programme, tailored to industrial companies. 

Judges liked Petronor’s cooperation with organisations in the region to develop apprenticeships. 
They also appreciated the company’s work to develop training tailored to their needs.

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Studies and reports 

European Commission

High-performance apprenticeships & work-based learning: 20 guiding principles, 2015

Apprenticeship and Traineeship Schemes in EU 27: Key Success Factors, 2013

Return on investment of apprenticeship systems for enterprises: Evidence from  
cost-benefit analyses, 2013

Work-based learning in Europe: Practices and policy pointers, Directorate-General for 
Education and Culture, 2013

Apprenticeship supply in the Member States of the European Union, Directorate-General for 
Employment, Social Affairs and Inclusion, 2012

Cedefop

Briefing note - Shaping, valuing and informing vocational education and training policy 
2017 

Digitalisation and digital skill gaps in the EU workforce, 2017

Technological skills obsolescence in the EU, 2017

European inventory on validation of non-formal and informal learning, 2016 update

Research paper n° 53 – Governance and financing of apprenticeships, 2016

Briefing note – Making apprenticeships work for small and medium enterprises, 2015

Information note – Work-based learning: apprenticeships, Italy, Slovenia, Luxembourg and 
Greece, 2015

Reference series n° 98 – Stronger VET for better lives, Cedefop’s monitoring report on 
vocational education and training policies 2010-14, 2015

Research paper – Who trains in small and medium-sized enterprises, 2015

Thematic country reviews – Apprenticeship review: Lithuania, 2015

Thematic country reviews – Apprenticeship review: Malta, 2015

Work-based learning in continuing vocational education and training: policies and 
practices in Europe, 2015

Working document – Legal acts for VET regulating apprenticeships: Denmark, France, 
Germany, the Netherlands and Switzerland, 2015

Research paper – Attractiveness of initial vocational education and training: identifying 
what matters, 2014

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ETF

Work-based learning: A handbook for policy makers and social partners in ETF 
partner countries, 2014

Work-based learning: Benefits and obstacles. A literature review for policy makers 
and social partners in ETF partner countries, 2013

Work-based learning programmes for young people in the Mediterranean region. 
Comparative Analyses, 2009

European Parliament

Dual education: a bridge over troubled waters? Research Institutes, 2014

Mapping youth transitions in Europe, Report, European Parliament, 2014 

Success factors for the Dual VET system: Possibilities for know-how-transfer,  
Institut für Bildungsfragen der Wirtschaft (ibw), 2014

Bertelsmann Stiftung

Germany’s dual vocational training system: a model for other countries? 2013

OECD Publications

Striking the right balance: Costs and benefits of apprenticeship, OECD Education 
Working Papers, OECD Publishing, Paris, 2017 

Work-based Learning for Youth at Risk: Getting Employers on Board, OECD Education 
Working Papers, OECD Publishing, Paris. 2016

Building Stronger Pathways to Work: the Role of Quality Apprenticeships, Issues 
paper prepared for the 2nd G20-OECD Conference on Promoting Quality Apprenticeships. 
Antalya, 2015 

ETUC

A European Framework for Apprenticeships, 2016

Business Europe

A Shared Vision for Quality and Effective Apprenticeships and Work-based Learning, 
Opinion of the Advisory Committee on Vocational Training (ACVT) addressed to the 
European Commission, 2016

The cost-effectiveness of apprenticeship schemes – making the business case for 
apprenticeships, 2016

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Glossary

C-VET 
Continuing vocational education and training

Cedefop  
European Centre for the Development of Vocational Training

EAfA (or ‘Alliance’) 
European Alliance for Apprenticeships

ET 2020 
Education and Training 2020 strategy

ETF 
European Training Foundation

I-VET 
Initial vocational education and training

SMEs 
Small and medium-sized enterprises

VET 
Vocational education and training

WBL 
Work-based learning

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Join the Alliance! 

By joining the Alliance (EAfA), you can become part of a network of experts from all across 
Europe working on apprenticeships. This is a real benefit if you are looking to get started or 
strengthen your engagement in this area. 

The Alliance is a platform for sharing experiences and learning from best practices. You can 
also find partners, develop new ideas and practices, and access the latest news and tools on 
apprenticeships. 

Your commitment

When you join the Alliance, you commit to:

 ■ helping improve the quality, supply and/or image of apprenticeships and mobility,

 ■ providing information on activities and results linked to your pledge at least once a year,

 ■ sharing learning and practices within the Alliance network and with the public,

 ■ promoting the value of apprenticeships to your stakeholders and a wider public. 

Benefits of the alliance

Learning

Networking

Information

Share experiences and 
best practices

European network of 
apprenticeship experts

News, reports, workshops, 
events and funding

Tools

Visibility

Guidelines, practical 
tools and resources

Visibility and publicity 
around your initiatives

How to join 

All you need to do is make a short pledge describing your planned actions on apprenticeships. 
These  could  include  up-scaling  an  existing  programme  or  initiative,  launching  a  new 
partnership or pilot scheme, starting apprenticeships in a new country, facilitating mobility, 
working on quality, building awareness and attractiveness, or something else. 

Get in touch 

To  find  out  more  or  get  in  touch  with  the  Alliance,  visit  the  website,  which  includes  an  
easy-to-complete template for pledges, or send an email. 

empl-eafa@ec.europa.eu       ec.europa.eu/apprenticeships-alliance #ApprenEU

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Getting in touch with the EU

In person

All over the European Union there are hundreds of Europe Direct Information Centres.  

You can find the address of the centre nearest you at: http://europa.eu/contact

On the phone or by e-mail
Europe Direct is a service that answers your questions about the European Union.  

You can contact this service 

– by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls), 

– at the following standard number: +32 22999696 or 

– by electronic mail via: http://europa.eu/contact

Finding information about the EU

Online
Information about the European Union in all the official languages of the EU is available  

on the Europa website at: http://europa.eu  

EU Publications
You can download or order free and priced EU publications from EU Bookshop at: http://bookshop.europa.eu. Multiple 

copies of free publications may be obtained by contacting  

Europe Direct or your local information centre (see http://europa.eu/contact)

EU law and related documents
For access to legal information from the EU, including all EU law since 1951 in all the official language versions, go to 

EUR-Lex at: http://eur-lex.europa.eu

Open data from the EU
The EU Open Data Portal (http://data.europa.eu/euodp/en/data) provides access to datasets from the EU. Data can be 

downloaded and reused for free, both for commercial and non-commercial purposes.

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GOOD FOR YOUTH. GOOD FOR BUSINESS