1. Apprenticeship supply in the EU - Findings from a comparative survey -
Christiane Westphal
European Commission
DG Employment, Social Affairs and Inclusion
Meeting of the Advisory Committee for Vocational Training
Brussels 29 June 2012
Provide an overview of apprenticeship schemes in the EU Member States, with a focus on recent developments
Discuss the effectiveness of these schemes in raising employability and facilitating labour market transitions and geographical mobility of apprentices in the EU.
Identify possible current and/or future effects of the economic crisis on such schemes.
Provide recommendations for improving the functioning and performance of apprenticeship schemes and for increasing the availability of apprenticeship places.
Identify how and to what extent countries without a strong apprenticeship tradition can benefit from introducing these schemes in the national VET systems.
There is not a single and commonly accepted definition of apprenticeship.
Apprenticeship-type schemes are understood as those forms of Initial Vocational Education and Training (IVET) that formally combine and alternate company based training (periods of practical work experience at a workplace) with school based education (periods of theoretical/practical education followed in a school or training centre), and whose successful completion leads to nationally recognised initial VET certification degrees.
Specificities:
Not explicit reference to the existence of a contractual relationship between the employer and the apprentice (in this sense, wider definition than Cedefop’s).
The approach is close to definition of alternance training (by Cedefop)
Eurostat also working on an operational definition (without the contractual requisite).

2. Policy context: youth unemployment crisis
EU youth unemployment over 22 %
= 5.5 million unemployed aged under 25
Nearly 1/3 of low skilled youth on the labour market are unemployed
Over 7.5 million young people not in education or training or employment (NEET)

3. EU Youth Opportunities Initiative
Priorities:
- preventing early-school leaving
- developing skills that are relevant to the labour market
- helping gain first work experience/training
apprenticeships and traineeships
- helping access the labour market and get a job
Delivery:
European Semester, Structural Funds, EU actions

4. Good arguments for apprenticeships…
Combine theory imparted at schools with practical training in real work situations (enterprises)
Facilitate rapid school-work transitions for young people
Also used (by individuals or enterprises) as a tool for LLL
Facilitate identification of skill shortages and influence of companies on the VET training supply => linkage between productive system and training system
Provide “recruitment”, “productive” and “new Knowledge” benefits for enterprises
Although with some critical elements:
Less clear benefits for students in the long run
Free riders
Transferability of skills

5. Where do we stand?
VET often not regarded as valuable option, but: increasing importance attributed to workplace-based training
Constant definition dilemma
Strong differences in apprenticeship-type schemes
Different intensity of workplace training
Different roles and relationships amongst parties involved

6. Some aggregate figures (2009)
EU-27: approximately a total of 3.7 million students in apprenticeship in the strict sense
Another 5.7 million students attend other apprenticeship-type schemes (i.e. mainly school-based VET training with compulsory work-based training)
Together, EU businesses supplied company training positions for a total of 9.4 million students
= apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27.
In the EU-27 approximately a total of 3.7 million students involved in apprenticeship studies in a strict sense (2009 data)
Another 5.7 million students attend other apprenticeship-type schemes (i.e. mainly school-based VET training with compulsory work-based training).
All in all, the Member States supplied company training positions for a total of 9.4 million students in total.
These figures mean that apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27.
The countries with the highest numbers of VET students following apprenticeship-type schemes are the largest countries, e.g. Germany, Italy, France, etc.
In countries such as Germany or Denmark, the majority of the VET students attend apprenticeship schemes in a strict sense (Dual System

7. Insufficient vocational pathways
VET studies not equally important and attractive in all EU Member States
Some Member States (DK, NL, DE), very positive perception about VET studies
 VET as 'backbones of society and the economy', Key institutional ingredient sustaining the competitive strength and competitiveness of the economy.
Other MS where VET studies are less popular or have a poorer image amongst the general population and prospective students (EE, FR, PL, ES, SK, UK),
 Public initiatives to promote the vocational studies, including strengthening the workplace learning dimension (examples in EE, FR, UK).

8. Variety of systems
All MS: schemes at upper secondary level where workplace training plays a significant role => apprenticeship-type schemes
In 24/27 MS: VET schemes which can be labeled as mainly company based (i.e. > 50% of training in companies) -> apprenticeship system in a strict sense.
In 18/24 MS, company based apprenticeship coexists with other mainly school-based training schemes
Great variety of VT systems in the Member States.
In all MS, schemes at upper secondary level where workplace training plays a significant role => apprenticeship-type schemes are well spread all over the European countries.
In 24 of the MS, VET schemes which can be labeled as mainly company based (i.e. > 50% of training in companies) -> apprenticeship system in a strict sense.
In 18 of these countries, company based apprenticeship coexists with other mainly school -based training schemes (tuition takes place at school most of the time, but there are significant components imparted at companies).
In 3 countries, just this apprenticeship-type school based scheme exist
In other 6 countries, the strict-sense work-based system is the only formula to follow an apprenticeship.
In 13 countries apprenticeship-type schemes at tertiary level (ISCED 5B) have been identified.
In several countries apprenticeship-type schemes relatively recent or reformed to make VT more flexible and closer to the needs of the production system

9. Country
 %work-based training
% School based training and time distribution
Denmark
66%-90%
10%-35%
By blocks of 5-10 weeks
Estonia
66%
33%
Flexible arrangements
France
2-3 weeks company/ 1 week VT centre
Germany
60%
40%
1-2 days/week
Poland
4-6 summer weeks
4-6 weeks
Whole academic year
Slovak Republic
>=60%
<=40%
Spain
20%-30%
70%-80%
At the beginning of training cycle
The Netherlands
United Kingdom
<=70%
>=30%
1 day/week

10. Are all actors involved?DK SK FR DE PO SL ES NL UK
State at central level 
Regional/municipal authorities
Social Partners
Vocational schools
The State at a central level, usually under the aegis of the Ministry of Education.
Social partners (usually through a range of committees).
In some countries (i.e. France, Germany, Slovak Republic, Spain), regional and municipal authorities also have a role in establishing and/or complementing existing standards.
In other countries (i.e. Denmark, Estonia, Poland, Slovak Republic, Spain or The Netherlands), vocational schools also play a key role in the definition of curricula and educational profiles of apprenticeship-type students.

11. Who decides company participation ?
Denmark: Trade committee of respective branch
Estonia: Vocational schools
France: Chambers
Germany: Special bipartite VT committee
Poland: Vocational schools
Slovakia: Vocational Training Institutions
Spain: Training centre
Netherlands: 17 sector VET knowledge centres
United Kingdom: Very few requisites for employers
Denmark Application to the trade committee within the respective branch, formed by representatives of sector social partners, which assess the company
Estonia Vocational schools are also the main agents involved in the evaluation and monitoring of individual enterprise
France Companies willing to hire an apprentice must fill-in a form from the Chambers and fulfil the conditions
Germany Enterprises have to be examined and authorised by the “competent bodies” (i.e. chamber of commerce). Special bipartite VT committee.
Poland Vocational schools play a key role in the final selection of the participating companies. Mutual agreement company-training centre
Slovakia Enterprises sign a cooperation agreement with Vocational Training Institutions
Spain Vocational schools play a key role in the final selection of the participating companies. Mutual agreement company-training centre
The Netherlands 17 sector VET knowledge centres are responsible for the official recognition of learning companies
United Kingdom Very few requisites for employers involved in apprenticeship training

12. Student/Company relationship
Critical factors:
Parties involved
Contents
Remuneration
Exams and degrees
Most countries: contract is only signed by the enterprise and the student/apprentice.
Regulated by existing Labour Laws/Apprenticeship rules and/or collective agreements.
Some countries: three-party contracts may exist (company, VT centre, student)
Poland and Spain, contract or agreement signed between the training centre and the company/association. No employment contract: student status prevails.
Enterprise-student contracts: start/duration, training/productive activities working conditions, remuneration…
School-enterprise agreements: form/duration of placements, a training plan, evaluation processes.
If there is a labour relationship: employers obliged to pay a wage (important differences among countries; normally collective agreements and minimum national wages considered).
If there is not a work contract: students may receive some compensation (for travel, subsistence) or monetary gratification.
Normally, apprenticeship students assessed both by the school and the employer.
Company trainer's assessment refers to practical experience.
In some countries, there are final exams (theoretical and practical).
In some cases, also a very important role in evaluations and exams played by:
Social partners
Business Chambers or sector representative organisations
Successful students get a nationally recognised degree, issued by:
in most countries, by Public Authorities
also by the employer or professional associations

13. Some crisis effects
More students interested in pursuing VET in some countries
Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises
Reduced public resources for promoting apprenticeship- type schemes
Use of apprenticeship students as a kind of cheap labour
Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship
Increased number of students interested in pursuing VET in some countries (DK, EE, ES).
Reason  Negative youth employment situation.
Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises (DK, EE, FR, DE, ES, NL,UK)
Economic crisis, uncertain economic climate
Reluctance of employers to take on apprentices
Public expenditure pressures and reduced resources to the promotion of apprenticeship-type schemes (i.e. EE)side effects:
Possible use of apprenticeship students as a kind of cheap labour.
Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship period.

14. Wide range of challenges…
System design
Access and Provision
Inclusion
Need for improvement of the general image of VET, especially in some countries => apprenticeship can contribute
Balance between school-based (mainly theoretical) and enterprise-based (mainly practical) training
Balance between occupational skills and generals skills (maths, language, communication skills, foreign languages, etc)  Importance of “learning how to learn” and long life employability
Balance in the role of the different stakeholders:
Companies, training centres
Employment contracts vs. training agreements
Quality standards of work-based training:
Homogeneity amongst companies
Homogeneity amongst specialities/branches
Inclusion challenges:
How to avoid cheap labour situations? => regulation and control of working conditions
What to do with students with difficulties to obtain an apprenticeship place in a company (early school leavers, students with low academic skill,…)?
What to do with expected demographic developments in Europe? Ageing and immigration (ethnic diversity issues)
Gender aspects  Predominance of one gender in many apprenticeship specialities

15. Further information