The changing position of apprenticeships in education and training systems

Context

The forthcoming European strategy for vocational education and training (VET) is expected to place further emphasis on making VET systems more responsive to labour market needs, and ensuring that they are seen as an attractive, high-quality option for learners of all ages. 

Apprenticeships seem to be a particularly appealing option among the various VET offers. Cedefop’s 2026 analysis of apprenticeship schemes not only shows a significant increase in apprenticeship enrolments in most EU Member States but also highlights the continuation of the identified notable expansion to new occupations and higher education levels, and the increasing average age of the apprentice population across the EU. While apprenticeships dynamically adapt to emerging labour market needs and learner preferences, their position in the education and training systems of Member States has been changing significantly.

These developments come with wins but also challenges. While some of the recently introduced schemes are at the consolidation stage, others have not managed to establish their place in national education and training systems or only attract a small share of all VET learners. In other cases, apprenticeships have grown more at higher qualification levels (EQG level 5 or higher) than upper secondary ones (EQF levels 3 or 4), gradually transforming what stakeholders think of this policy instrument’s objectives and target populations. 

Recent reforms need to be studied in greater depth, in terms of how they have achieved the stated policy goals and whether they have reached the intended learner groups, but also whether they have produced any unintended outcomes. 

Facts and findings

• The papers in this publication reaffirm previous observations that the turn to adult learners is a common theme across most apprenticeship schemes. In some cases, new schemes are introduced specifically to enrol learners over 18 years of age. In other cases, schemes that had no upper age limit have recently attracted more adults than young learners as a result of the changing preferences of learners and employers
• Many papers in this publication demonstrate how the increasing attention paid to adults is followed by apprenticeships now leading to a broader range of qualification levels than in past years. Often, programmes offered to adults lead to qualifications at EQF level 5 or higher (while programmes at level 3 or 4 can often also be accessed by adult learners, not just young people).
• In some of the countries that are analysed in this publication, the introduction of new apprenticeship schemes or models within a scheme has led to significant uptake by employers and learners, sometimes supported by favourable funding conditions. However, in several countries, enrolments in new schemes or new programmes at higher levels within existing schemes have not grown as expected or are highly dependent on financing capacity. This publication shows that the road to successfully introducing or repositioning apprenticeships is not always an easy one.

Key messages

• Apprenticeships offer opportunities for agile policy responses to dynamically changing skills and qualification needs. While the position of apprenticeships is changing to meet such needs, the results do not always match policy intentions. This collection of papers helps navigate common challenges and identify the conditions for the successful introduction or repositioning of apprenticeships in education and training systems.
• One challenge that emerges from several papers refers to the consistency of and continuity in policymaking regarding apprenticeships, and a systemic view of how apprenticeships operate in relation to other VET options. When new schemes are introduced or existing ones are targeted at new levels and audiences, it may take time for stakeholders and potential users to learn about the new options. The benefits from joining an apprenticeship are not always self-evident, the offers are less well known and the procedures and requirements to join may seem discouraging. Some of the schemes presented were introduced 10 or more years ago, and it took time to consolidate their position in the education and training system.
• A systemic view of apprenticeships is of particular importance also when apprenticeships are offered in parallel with other school-based tracks that lead to the same qualifications. 

Policy pointers

The papers of this publication point to several enabling factors that could underpin the successful introduction or repositioning of apprenticeships in education and training systems. These factors may involve the following.

• Reinforcing and communicating the advantages of apprenticeship programmes when it comes to the participation of training companies (and also, when applicable, in relation to other VET options that provide for shorter work placements), e.g. ensuring that the share of workplace learning in apprenticeship programmes is considerably higher (50% or more of the total duration of the programme) than in other VET options.
• Introducing regulations that make apprenticeships more attractive to learners, e.g. by removing age limits or by ensuring flexible learning arrangements and tailoring participation conditions to adult learners, or facilitating progression to higher education levels through clear pathways, which may help overcome stereotypes regarding the lower position and prestige of apprenticeships.
• Ensuring the high quality of apprenticeship programmes, e.g. by raising the quality of VET centres, upgrading the competences of teaching and training staff involved in apprenticeships, and accrediting training companies or by introducing monitoring mechanisms, with regular checks of the quality of the delivery of workplace learning,
• Extending the involvement of labour market actors, e.g. through sectoral councils or skills anticipation mechanisms, with a view to improving the relevance of apprenticeship programmes and attracting new employers and learners to occupations that are not traditionally covered by apprenticeships.
• Reinforcing the coordination of key stakeholders (ministries, social partners, provider representatives) and shared decision-making to better align objectives, prioritise target groups (companies or learners) and mobilise resources from all key actors.