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| Country | AT | FR | GR | PL | SE | CH |
|---|---|---|---|---|---|---|
| Understanding of apprenticeships in the national context | ||||||
| Is there a stable legal basis for apprenticeships in your country? |
Federal Act on the Vocational Training of apprentices (Vocational Training Act (Berufsausbildungsgesetz, BAG)) |
The French apprenticeships system that has been in place for several decades has been the object of debates at policy level and key stakeholder level over the recent years. Seen as a potential means to help addressing youth unemployment, several measures have been put in place to boost participation in apprenticeships. The main laws regarding apprenticeship are in the sixth part of the French Labour Code (https://www.legifrance.gouv.fr/affichCodeArticle.do;jsessionid=184DEBE9BB0BC6010C89164C3AA1DACD.tpdila17v_3?idArticle=LEGIARTI000006903996&cidTexte=LEGITEXT000006072050&dateTexte=20160607 ). In 2018, a law was promulgated (5) with the aim of reforming the initial vocational training system, including apprenticeships: legal rules were simplified, financials incentives for companies were unified, the creation of apprenticeship training providers (centres de formation d’apprentis, CFAs) was liberalized, apprenticeship was opened up to people up to the age of 30, the financing of training was transformed, the termination of the contract was simplified, a new national quality system was set up. 1. Article L6211-1 code du travail |
Law 4763/2020 on the National System of Vocational Education, Training and Lifelong Learning, and other regulations |
The main regulatory framework for apprenticeship is provided in the following regulations: |
Apprenticeship in Sweden was first introduced with a stable legal basis in 2011, as part of the publicly financed school system, in the context of a school reform that aimed at bringing VET closer to the labour market and making it more attractive. The legal framework of apprenticeship education in the formal education systemconsists of the following laws: Some sectors, such as construction and installation (‘Sector that builds society’), have a long history of hosting apprenticeships, following the upper secondary school-based vocational education (see also Q3, Q5). This type of traditional apprenticeships is regulated by agreements between social partners. |
The Federal Vocational and Professional Education and Training Act (VPETA) based on the Federal Constitution (Art. 63, para. 1), adopted in 2002 and introduced in 2004. This was further detailed by the Vocational and Professional Education and Training Ordinance, VPETO, adopted in 2003. |
| Yes | checked | checked | checked | checked | checked | checked |
| No | ||||||
| In development | ||||||
| Is there an official definition of ‘apprenticeship’ or ‘appre... |
There is no definition of ‘apprenticeships’ but of ‘apprentices’, ‘authorised apprenticeship training entities’ and ‘authorised apprenticeship training entities’ and ‘apprenticeship occupations’:
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In France, an apprentice is defined as a young professional who follows training that draws on an alternation of work-based (in-company) training and school-based training. The concept of apprenticeship is defined by law in the remit of the apprenticeship contract (‘contrat d’apprentissage’) and the professionalisation contract (‘contrat de professionalisation’), which are the two main apprenticeship schemes in France. In both cases, apprenticeships are the object of individual employment contracts of special type signed between an apprentice (or his/her legal representative if the apprentice is minor) and an employer. Source: Article L6221-1 of the french labor code // https://www.legifrance.gouv.fr/codes/article_lc/LEGIARTI000006903996 |
Law 4763/2020 states that in order for a VET programme to be regarded as an apprenticeship programme, the following conditions must apply: |
National documents and working definitions use the term of dual learning to various forms of cooperation of schools and employers to deliver training, including short-term traineeships or longer spells without a contract between the learner and the employers (See Q5). Apprenticeship can be considered as this form of practical vocational education (praktyczna nauka zawodu) that is based on a contract of apprenticeship between the employer and the learner [1] and, in combination with theoretical training, is carried out to deliver skills and competencies described in relevant curricula (i.e. to acquire the vocational skills required to work in a given profession, and since activities take place at the workplace, to apply and deepen knowledge and skills in real working conditions). In the case of upper-secondary education, apprenticeship is organised in the context of the juvenile employment framework (vocational preparation of juvenile workers - przygotowanie zawodowe młodocianych pracowników). At upper-secondary level, this framework is available mostly through first-level three-year-long programmes offered by branch (sectoral) schools (szkoła branżowa pierwszego stopnia). [1] The Regulation of the Minister for National Education of 22 February 2019 on practical vocational education (Journal of Laws of 2019, item. 391. |
Within the formal education system in Sweden, there is one apprenticeship scheme, with four officially distinct target groups and each of them with a separate official definition (and corresponding legal base). These are: The School Law (2010:800 (Skollag 2010:800)) outlines the following: ‘Within vocational programmes, there may be upper secondary school apprenticeship education, which may start in the first, second or third year of education. Upper secondary apprenticeship education shall take place at one or several workplaces.’ Chapter 16, § 11 |
The term “apprenticeship” is not used officially in written except for the definition of the Apprenticeship contract (art. 8 VPETO, art 14 VPETA). Rather, the terms “dual-track VET programme” is defined as “a VET programme where most learning takes place at a host company or within a host company network” (art. 6 VPETO). |
| Yes | checked | checked | checked | checked | checked | checked |
| No | ||||||
| At which level do apprenticeship schemes exist in your country? |
The dual apprenticeship scheme (upper secondary level) is the regular dual training scheme offered. |
In France, both apprenticeship schemes lead to qualifications at all educational levels, from secondary to higher education, by means of successive contracts or switching from school-based higher education to apprenticeships. Besides formal education and VET qualifications, the scheme based on professionalisation contracts may be organised to achieve labour market qualifications at sectoral levels. These are qualifications recognised by the social partners. The social partners can adapt the contract de professionnalisation to a particular target group via a sectoral agreement. As examples, some sectors and their structures may be mentioned for their actions to promote apprenticeships, among others: le reseau éducagri, les maisons familiales et rurales (MFR), Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics (CCCA-BTP), L'Union des industries et métiers de la métallurgie (UIMM), les Compagnons du Devoir etc. |
1. Post Secondary Year – Apprenticeship Class. The scheme is offered at post-secondary level (EQF5), as one of the progression pathways available to graduates of upper secondary education. Certain aspects are common for all schemes (e.g. wage, social insurance, quality conditions). A common national Framework for Quality apprenticeships applies to all schemes. |
A. At upper secondary level, apprenticeship is offered under the scheme of vocational preparation of juvenile workers (przygotowanie zawodowe młodocianych pracowników) [1]. Apprenticeships can be organized by employers who may or may not be members of craft guilds. Craft apprenticeships lead to a journeyman exam, whereas non-craft ones lead to exams in the relevant qualification. Approximately 70-80% of employers participating in the vocational preparation scheme are members of craft guilds [5]. Nevertheless, craft apprenticeships suffer from results of many educational reforms (2012, 2017, 2019) and the number of apprentices in crafts has dramatically decreased from 93,000 in 2010 to the level of 67,500 in 2017, to then increase to above 70,000 in the following years, e.g., 71,741 in 2022 (and it’s observed not only in crafts). [6] In this scheme, apprentice is a ‘juvenile worker’, employed on the basis of an employment contract signed between him/her and the employer. Other forms of practical / workplace training at secondary level are not considered as apprenticeships according to Cedefop definition and the Council recommendation on a European framework for quality and effective apprenticeships (see Q5). B. At post-secondary (non-tertiary) level, apprenticeships are organized for unemployed adults based on the Regulation of Minister of Labour and Social Policy of 11 April 2014 regarding vocational preparation of adults (Journal of Laws of 2014, item. 497) called przygotowanie zawodowe dorosłych. Vocational preparation of adults remains limited, therefore this Database do not include a separate scheme fiche for this option. [1] The scheme is also translated as ‘Juvenile employment for the purpose of vocational training’ in other Cedefop publications, e.g. the ReferNet series. |
Apprenticeship within the formal education system is an alternative pathway to study a vocational programme at upper secondary school (the other being the school-based pathway). The main difference between these two pathways is the proportion of workplace-based learning. For the school-based pathway, at least 15 weeks of the entire programme should be provided as workplace-based learning. For the apprenticeship education, more than half of the programme should be provided at the workplace, from the moment a learner choses this pathway (possible to do in the first, second or third year of the programme). In other words, if more than half the learning takes place at a workplace, it is referred to as upper secondary apprenticeship education (lärlingsutbildning). Apprenticeship for adults (see Q2) leads to the same qualifications as the apprenticeship track of the upper secondary education. Apprenticeship for adults is offered typically in the context of municipality-led education. Outside the education system, some sectors, such as construction and installation (‘Sector that builds society’), have a long tradition in offering apprenticeships, following the upper secondary school-based vocational education. To become a fully qualified and fully paid worker, according to the standards in the agreements between these sector stakeholders, it is necessary to complete a regulated volume of working hours as an apprentice, with special instructions on workplace learning content (see also Q5). Although limited in terms of sectors, the traditional scheme still attracts a significant number of learners (appx 10,000 compared to the 17,000 apprentices in the upper secondary education apprenticeship track, according to Skolverket). |
Dual-track VET programmes: including 2-year programmes (VET Certificates) and 3 or 4-year programmes (VET Diplomas). Altogether, there are around 240 programmes. |
| At upper secondary level | checked | checked | checked | checked | checked | checked |
| At post-secondary (not tertiary) | checked | checked | checked | |||
| At tertiary level | checked | |||||
| At sectoral level | checked | |||||
| How well-established are apprenticeship schemes in your country? |
The current framework was established in 1969. However, it harks back to a tradition of training in the crafts system for centuries. |
The scheme based on the 'contrat d’apprentissage' has a long history as it has been available in France since 1919. |
1. The “Apprenticeship class” scheme was first introduced by Law 4186/2013 within the formal education system but was not implemented as such. Law 4386/2016 introduced the “Post Secondary Year - Apprenticeship Class”. It was piloted in 2016 as a 9-month scheme, post-secondary, non-formal education programme. 2. The Vocational Schools of Apprenticeship (EPAS) of DYPA (Greek PES) scheme (EPAS DYPA scheme) is run under the supervision of the Ministry of Labour and Social Affairs. The scheme is a continuation of previous apprenticeship schemes provided by the national public employment service. It exists since the 1950s, but with variations. It combines theoretical and laboratory training with paid on-the-job training. |
Small and medium-sized crafts have been traditionally engaged in the training of students for many years. According to the Polish Craft Association practical learning an occupation at the workplace dates back in Poland to medieval times [1]. This long history in crafts and other trades includes i.a. the Act of 31 December 1816 in the matter of organization of crafts, arts and trades, Journal of Laws 1816, no. 17, item 4, p.114[2]. The following periods in VET development can be distinguished in Poland since the country regained its independence in 1918: Despite some positive developments in terms of apprentices’ remuneration and incentives for employers (see Q34 on the Polish apprenticeship scheme fiche), during the reform of 2019, new obstacles for employers that wanted to train an apprentice were added. Employers are required to have written ascertainment by school directors on the conditions of practical vocational preparation – and get it even before the recruitment processes at schools. Another major obstacle for SMEs is that each employer interested in apprenticeship needs to prepare and attach 6-7 documents to the apprenticeship agreement. We assume that the recent changes in the Polish VET system will extend the decrease of the apprentices’ numbers. Certain challenges remain, such as the quality of the practical training at the employers, difficulties attract companies (despite that the Ministry of Education has lately lowered requirements for instructors), the changing classification of vocational education occupations, the implementation of newly developed core curriculum for vocational education, the restructuring of the external examinations system that leads to qualifications. [1] http://www.zrp.pl/Onas/Historia/tabid/118/language/pl-PL/Default.aspx |
Apprenticeships in sectors related to construction date back to about 100 years. This type of apprenticeships still exists outside the education system, based on trade union and employer agreements (see also Q3, Q5). Within the school system, different forms of apprenticeship schemes have been tested and piloted. The present upper secondary scheme was piloted in 2008-2011. Its piloting contributed to the 2011 reform, which introduced apprenticeships as an alternative, parallel path to school-based to vocational education at the upper secondary level. |
Apprenticeships in Switzerland date back to the guild system where education and training was provided by businesses specialised in craftsmanship. The first Federal Vocational Education and Training Act came into force in 1933, which established the combined school and work-based model for upper-secondary level VET programmes. The current model is regulated by the VPETA since 2004. The Federal Act is largely based on cantonal regulations that developed from 1890 onward. |
| A long history (before 2000) | checked | checked | checked | checked | checked | checked |
| A recent history (in 2000s) | ||||||
| Pilot scheme |