Apprenticeships in work-based learning

Within the EU policy framework, Cedefop carries out research and knowledge brokering activities to provide evidence to support policy making at the EU and national levels and to support European cooperation on apprenticeships and work-based learning among Member States.

Apprenticeship and other forms of work-based learning can be an opportunity for empowering young people and adults, boosting their long-term employability through quality education and training.
There is broad consensus in Europe that apprenticeships and other forms of work-based learning may support the transitions of young people from school to employment and increasingly contribute to upskilling and reskilling of adults.

EU policy framework: focus on apprenticeships

Apprenticeships have been constantly a policy priority in VET at the European level, from the Bruges communiqué (2010) to the Osnabrück Declaration (2020), leading almost all EU Member States to engage in actions of reforming existing apprenticeship schemes or introducing new ones.

The 2020 Osnabrück declaration has recognised once more that apprenticeships and workplace-based learning improve employability by equipping people with “knowledge, skills and competences that are relevant for the ever-changing labour market and offer upskilling and re-skilling for inclusion and excellence”.

In the same year, the Council Recommendation on VET has renewed the emphasis on the potential of apprenticeships to prevent young people unemployment and prepare them for current and future labour market opportunities and challenges, including the green and digital transitions.

Amid this mix of policy developments, attention turned to quality and effectiveness. In this context, the European framework for quality and effective apprenticeships (EFQEA), set by the Council Recommendation of 15 March 2018, represents a key point of reference, offering Member States a well-defined set of quality criteria for their apprenticeships to provide benefits to both employers and apprentices.
For the purposes of that Recommendation, apprenticeships are understood as formal vocational education and training schemes that:
a.   combine learning in education or training institutions with substantial work-based learning in companies and other workplaces,
b.   lead to nationally recognised qualifications,
c.   are based on an agreement defining the rights and obligations of the apprentice, the employer and, where appropriate, the vocational education and training institution, and
d.   with the apprentice being paid or otherwise compensated for the workbased component.

Since 2013, the EU has supported Member states on expanding existing apprenticeship schemes or introducing new ones also through the European alliance for apprenticeships (EAfA), which was relaunched in 2020.

More recently, the Herning Declaration on attractive and inclusive Vocational Education and Training (2025) called for actions that (a) enhance the attractiveness of VET and parity of esteem with general and academic education by further improving the quality of vocational programmes at all levels, including work-based learning and apprenticeships in line with the European Framework for Quality and Effective Apprenticeships, (b) encourage initiatives to attract more learners – and in the case of apprenticeships and work-based learning, more companies and (c) increases participation of all adults, especially the low-skilled, in up- and reskilling initiatives, including through apprenticeships.

Cedefop activities on apprenticeships and other forms of work-based learning

1. Research
2. Analyses and policy briefs
3. Communities and events
4. Other activities

1. Research

1.1 Studies and databases

Cross-national overview on apprenticeships (2018): Cedefop mapped system level apprenticeship schemes in the Member States (then including the UK) plus Iceland and Norway and carried out a comparative analysis of those schemes that met a number of common criteria. The report identified and analysed the different purposes and functions associated with apprenticeship schemes, and investigated whether and how they differ in terms of organisation.
Cedefop European database on apprenticeship schemes: the online database collects and presents structured, comparable information on apprenticeship schemes in EU Member States plus Iceland, Norway. Switzerland and the UK. The database is kept updated by Cedefop and its community of apprenticeship experts.
Long-term cross-country mobility in apprenticeships (2019-20): In its study on the topic (2021), Cedefop identified and formulated the necessary conditions (at framework, system and implementation levels) and actions enabling long-term cross-country mobility of apprentices. A policy paper (2021) can be used to inform (i) reforming apprenticeship schemes or systems to make them readier for mobility; and (ii) designing mobility projects for apprentices.
Apprenticeships for adults (2017-18): being the first report to address the topic from an EU-wide perspective, the publication confirmed that adults increasingly participate in apprenticeship training and that EU countries’ fundamental division into two main apprenticeship function groups leads to two different approaches in aiding participation of adults in apprenticeship.
Financing apprenticeships (2016-2018): An online database and Cedefop’s study (2020), under the Financing VET project looks at the main costs of apprenticeship and how they are shared, the mechanisms for collection and redistribution of financial resources and the volumes of funding involved. The study demonstrates the wide variety of ways in which apprenticeships are financed and proposes a typology of financing arrangements for apprenticeships. They both continue Cedefop’s work on Governance and financing of apprenticeships (2014), also produced under the Financing VET project.
The role of work-based learning in VET and tertiary education (2021): Analysing the 2016 EU labour force survey (EU-LFS) ad hoc module, Cedefop’s report, provides EU-wide updated statistical evidence addressing key aspects: how many young graduates experienced work-based learning as part of their highest education attained, particularly in VET and in tertiary education; who they are; and how well they do in the labour market, in comparison with their counterparts who have not participated in work-based learning.
The role of work-based learning in training adults. Cedefop’s report on work-based learning approaches in continuing vocational education and training in Europe (2015) has identified priorities and insights for effective continuing VET policies and systems. Tailored learning offered with work-based learning is a key area in Cedefop’s analytical framework for developing upskilling pathways (2020).

1.2 Country reviews on apprenticeship

Between 2014 and 2018, Cedefop carried out seven Thematic Country Reviews (TCRs) on apprenticeships in Croatia, Cyprus, Greece, Italy, Lithuania, Malta and Slovenia. In 2017-18, Cedefop piloted also two flash TCRs in French-speaking Belgium and Sweden. The reviews, based on extensive engagement of a broad range of stakeholders (such as responsible ministries, social partners, national institutions but also apprentices, teachers, trainers, employers and VET providers) present in depth the apprenticeship strengths, weaknesses, opportunities and challenges in the studied countries, together with suggestions for policy making.

2. Analyses and policy briefs

Cedefop carries out in-house analysis and drafts policy briefs on the topic of apprenticeship and work-based learning. Among the most recent ones:

The joint Cedefop/UNESCO-UNEVOD publication on Meeting skill needs for the green transition - Skills anticipation and VET for a greener future (2025) places apprenticeships in the landscape of skills anticipation and governance and showcases how it can support skills development in the context of the green transition.
The policy paper on long-term cross-border apprentice mobility (CBLTMA) (2021) that shows that realistically, CBLTMA may become an opportunity for all apprentices only in the long run. In the short term, a step-by-step approach in implementing incremental changes seems to be the most appropriate way to make CBLTMA work in a sustainable manner.
The paper on ‘How many apprentices are there in the EU?’ (2021) presents Cedefop data on apprenticeship participation based on national sources and offers reflections on the challenges that make it difficult to estimate apprenticeship participation in EU Member States.
The analysis on the implementation of the European Framework for Quality and Effective Apprenticeships (EFQEA) (2021) examines how schemes in Cedefop’s European database on apprenticeship schemes compare with several of the EFQEA criteria, revealing areas of strength but also unearthing issues and gaps that require further action.
Cedefop analytical framework on apprenticeships (2019) provides a standardised definition of apprenticeship systems and schemes, outlines several areas for analysing an apprenticeship scheme and further articulates them into operational descriptors.
Briefing notes on apprenticeships
- Boosting apprenticeships: incentives that work (2025) offers policy insights regarging the use of financial and non-financial incentives for apprentices and employers
- Greening apprenticeships - From grassroot initiatives to comprehensive approaches (2024) presents lessons learnt and suggestions regarding the adaptation of apprenticeship programmes to the changing requirements linked to the green transition.
- An ally in the green transition (2022) discusses how apprenticeship, being closely tied to the labour market, can swiftly adapt, alleviating short-term bottlenecks and ensuring long-term worker employability in the context of the transition to a green – and more digital – economy and society.
- Apprenticeship: a pill for every ill? (2021) makes the case for how identity, purpose and shared vision for apprenticeships matter in the pursuit of quality, especially since apprenticeship should not just be about bringing people into employment, but about securing their long-term employability.
- Apprenticeships for adults (2020) discusses the different policy approaches followed in the EU and presents conditions under which apprenticeship can be a suitable and attractive option for adults and employers.
- Making apprenticeships work for small and medium enterprises (2015) presents conditions under which SMEs can be more engaged in apprenticeships, in terms of financial incentives, a facilitating business environment and support to in-company trainers.

3. Communities and events

3.1 Cedefop community of apprenticeship experts

Cedefop community of apprenticeship experts was launched in 2018 to strengthen and expand the knowledge on apprenticeships in Europe, based on external apprenticeship experts’ independent and voluntary long-term collaboration with Cedefop. The community meets on an annual basis, decides on its activities and produces significant country insights:

In 2020, community experts, under Cedefop's coordination, contributed to a synthesis report on how the coronavirus outbreak affected apprenticeships in the EU Member States, Iceland, Norway and the United Kingdom, and what steps are taken to address the emerging challenges.
In 2020-21 community experts explored the topics of apprenticeship governance in relation to labour market needs and in-company training in apprenticeships (2021).
In 2022, the Community produced the collection of short papers Built to last: apprenticeship vision, purpose, and resilience in times of crisis
In 2023, Cedefop published individual articles developed by the Community experts on how apprenticeships adjust to the green transition: from bottom-up grassroot initiatives, to strategies
In 2025, Cedefop published the collection of short papers on Apprenticeships: incentives for employers and learners which provides evidence, complemented by reflections on the suitability, effectiveness and sustainability of selected financialn and non-financial incentives.

3.2 Joint Cedefop-OECD symposia on apprenticeships

The joint Cedefop-OECD symposia on apprenticeships bring together policy makers, practitioners and researchers from around the world to consider new research or analysis of practices exploring new aspects, trends, changes in the field of apprenticeship.

The first joint symposium (Paris, 2019) looked at the future of apprenticeship from the perspective of a number of external mega trends - such as socio-demographic changes, new technologies and new forms of work organisation, trends in education and training - and considered how they have affected (or will affect) the design and delivery of apprenticeship and policy approaches towards its provision. The joint Cedefop/OECD publication ‘The next steps for apprenticeships’ (2021) includes 16 papers on the topic, by researchers from Europe, Australia, Canada and the United States.

The 2021 joint symposium (21-22 October 2021) was dedicated to the role of and challenges for apprenticeships in the context of the green transition. The subsequent joint Cedefop/OECD publication on Apprenticeships for greened economies and societies explored how apprenticeships demonstrate transformative potential for economies and societies, responding to the opportunities and challenges that may support a green recovery that leaves no one behind.

The third joint symposium (15-16 June 2023) discussed the topic of Apprenticeships and the digital transition, resulting in a publication of papers that examine how apprenticeships adapt to meed digital skill needs and benefit from digital tools (2024).

The fourth joint symposium (1-2 April 2025) on the New fields for apprenticeships shed lights on the expansion of apprenticeship programmes to new sectors, occupations and potentially learner groups at different education levels.

3.3 Policy learning fora on apprenticeships

With the Policy Learning Fora on Apprenticeships, Cedefop provides countries with an opportunity to exchange evidence and generate knowledge on apprenticeships by reflecting on shared problems in this field, thus supporting policy making at the national and EU levels. Cedefop Policy Learning Fora are typically based on tripartite composition of the audience (governments, employer rerpresentatives and trade unions).

The first policy learning forum (PLF) on apprenticeships took place in 2017 and it was linked to the first thematic country reviews on apprenticeships (TCRs), which Cedefop launched in 2014.
The second policy learning forum (PLF) on apprenticeships (2018) involved all TCR countries and also brought in the experience of other countries to trigger peer learning and discussions
All TCR countries participated also in the third policy learning forum (2020), together with representatives from the countries involved in the bench-learning exercise on apprenticeships organised by the European Commission.

The 2022 PLF focused on regulatory frameworks, policies and practices in the Member States regarding the role and use of apprenticeships in IVET or up-skilling and re-skilling for adults.

The 2024 PLF examined experiences and discussed the potential for further use of social dialogue in apprenticeships.

4. Other activities

4.1 Reporting on VET policies and systems

Cedefop monitors and analyses progress towards the agreed priorities in VET collecting evidence on common trends, achievements and challenges. As part of this work Cedefop publishes:
- country-based information on VET policy developments on work-based learning/apprenticeships;
- synthesis reports on the progress made in all objectives agreed by EU Member States and candidate countries, including apprenticeships.

This work relies on qualitative and quantitative data provided by Cedefop’s ReferNet and other Cedefop work in this area. It also draws on discussions with Directors General and the Advisory Committee for vocational education and training.

4.2 Support to the European Working Groups (WG) on VET

The Education and Training 2020 Working Group on VET responded to the objectives of ET 2020, Rethinking Education, and the Bruges Communiqué as well as the Riga Conclusions of June 2015. The work of the ET 2020 WG on VET has changed focus every two years. Cedefop has participated in the working group, sharing knowledge and contributing to the review of the WGs final outputs.

The 2018-20 VET WG focused on “Innovation and digitalisation. Boosting high-quality Vocational Education and Training (VET) and Higher VET”. The Working Group explored the role and potential of innovation, with a focus on digitalisation, both within VET (e.g. new learning environments, teaching styles, use of technologies etc.) and their impact on VET (e.g. industry 4.0, automation, artificial intelligence), in view of more flexible and modern high quality VET systems.
In the period 2016-18, the ET2020 VET WG focused on teachers and trainers, elaborating 12 policy pointers and identifying inspirational examples to support teachers and trainers in delivering high performance apprenticeships and work-based learning.
In the period 2014-15, the ET 2020 WG on VET worked on apprenticeships and work-based learning, resulting in a publication on High-performance apprenticeships & work-based learning: 20 guiding principles (12/2015).

As of 2021, the main objective of the Working Group will be to help countries implement the principles and objectives of the Council Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience and the Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies.

4.3 Support to the European Alliance for Apprenticeships

Cedefop supports DG Employment in the activities of the European Alliance for Apprenticeships (EAfA) through contributions to the EAfA High-level events, input to EAfA webinars, toolkits, brochures, and participation in the steering group of the Apprenticeship Support Service.

4.4 Participation in the IAG-TVET working group on Work-based learning

Cedefop participates in the Interagency working group on Work-based learning, together with international and European organisations, such as UNESCO, the ILO, the OECD, the European Commission and ETF. The working group discusses developments regarding work-based learning across the world, shares information on the Agencies' activities on the topic and contributes to aligning the policy debate and knowledge exchange globally.

The leaflet of the Interagency Group on Technical and Vocational Education and Training provides a description of what work-based learning is, why it is important and what can be done to promote it. It also indicates further sources of information on the topic.
In 2022, the working group produced a leaflet on the potential and links of work-based learning and the green transition.
In 2024, the working group produced a leaflet that showcases the different formats of work-based learning such as apprenticeships and internships/traineeships, placing attention to the European and international frameworks for quality in apprenticeships and traineeships.

4.5 Resources

4.5.1 Cedefop analytical framework on apprenticeships

The framework draws on features that appear to work in more than one apprenticeship system or scheme and summarises key elements they share, to different extents and in different combinations. It also provides a standardised definition of apprenticeship and outlines several areas of analysis, articulated into operational descriptors.

4.5.2 ReferNet articles on long-term international mobility of apprentices

The articles aim at identifying possible or actual enablers and disablers of long-term cross-country mobility of apprentices and where possible, what works and what does not in existing policies, initiatives and projects

4.5.3 ReferNet articles on work-based learning and apprenticeships

The articles provide a national overview of existing work-based learning and apprenticeships in the EU countries, their specific features, main strengths and weaknesses.

Database

Among its activities on apprenticeships, Cedefop provides systematic evidence on apprenticeship systems and schemes in all EU Member States, plus Iceland, Norway and the UK, through:

Cedefop European database on apprenticeship schemes – it offers information about apprenticeships at the country level[1] for all EU member states, Iceland, Norway and the UK (also at sub-national level for Belgium and the UK) and at the scheme level[2]. The database covers only apprenticeship schemes considered as such in the national official definitions, that have a stable/valid legal basis, are system-level or mainstream schemes and share the following features: lead to formal qualifications, foresee a formal contractual relationship between employer and apprentice and compensation for the latter. Information is being revised and updated by Cedefop and its community of apprenticeship experts (2019).
Cedefop’s database on financing apprenticeships in the EU – it provides information on how apprenticeship schemes are financed in the EU Member States and the UK, at the level of financing arrangements (i.e. the whole system of financing apprenticeship scheme, such as sources of funding, actors involved, main financial flows, level of key costs) and at the level of financing instruments that are in place to incentivise employers and individuals (training funds based on levies, tax incentives for companies and individuals, and grants for companies and individuals.

The databases contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020.

[1] Country fiches describe apprenticeship systems in relation to their legal bases, official definitions, educational level of apprenticeships and how well they are established in the country (questions 1 to 5).

[2] Scheme fiches are organised around the following content categories (questions 6 to 39): target group, overview of the scheme, duration, alternation of work-based with school-based training, formal relationship with the employer, compensation and responsibility of employers.

Referencing to EFQEA

Information provided by Cedefop databases on apprenticeships can be referenced to the criteria set by the Council Recommendation on a European Framework for Quality and Effective Apprenticeships (EFQEA, 2018).

The table below presents a first referencing exercise of Cedefop European database on apprenticeship schemes and the Database on financing apprenticeship in the EU with the EFQEA criteria. Questions or variables of Cedefop online databases that provide relevant information are listed below each EFQEA criterion[3].

To see country-specific information relevant to the EQFEA, you may visit the corresponding database (links provided in the first column), select the corresponding country or scheme fiche and look for the specific question(s) or variable(s) in which you are interested. In the following months the referencing exercise will be fine-tuned and retrieval of information available in Cedefop databases relevant for the EQFEA will be more direct and interactive.

EFQEA criteria for learning and working conditions: relevant information available in Cedefop databases on apprenticeships
1. Written contract
Cedefop European database on apprenticeship schemes questions	Q27. Is any contractual arrangement between the learner and company, required as per regulation? Q28. What is the nature of the contractual arrangement? Q29. Where is the contract or the formal agreement registered? Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace?
Database on financing apprenticeships in the EU	Q: Apprentices remuneration - characteristics
2. Learning outcomes
Cedefop European database on apprenticeship schemes questions	Q16. Which is the type of qualification obtained through the apprenticeship scheme? Q20. How is the scheme linked to a training programme? Q21. If the scheme is implemented via specific apprenticeship programme, what is its duration? Q22. If the scheme is not implemented via specific apprenticeship programme, how is duration of apprenticeships defined in the regulation? Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace? Q38. What is the role of chambers, employers’ and employees’ representatives, sectoral councils (if existent), in shaping apprenticeship content, as per regulation?
Database on financing apprenticeships in the EU	Q: Education and training level eligible (instrument fiches)
3. Pedagogical support
Cedefop European database on apprenticeship schemes questions	Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace? Q36. What are the requirements on companies to provide placements, as per regulation?
4. Workplace component
Cedefop European database on apprenticeship schemes questions	Q23. Is there a distinction between the training time and working time for the period spent at workplace, as per regulation? Q24. Is it compulsory to alternate training between two learning venues (school and company)? Q25. Is the in-company training defined as minimum share of the apprenticeship scheme duration? Q26. What is the form of alternation of training between workplace (company) and school? Q34. Does the wage or allowance of the apprentice cover both the time spent at school and in the company? Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace? Q36. What are the requirements on companies to provide placements, as per regulation? Q37. Are there any sanctions on companies that do not provide training to apprentices at the workplace? Q12. What are the sources of financing of the direct costs for the in-company training part of the apprenticeship scheme?
Database on financing apprenticeships in the EU	Q: Apprentices remuneration - characteristics
5. Pay and/or compensation
Cedefop European database on apprenticeship schemes questions	Q28. What is the nature of the contractual arrangement? Q31. Do apprentices receive a wage or allowance? Q32. How is the apprentice wage (taxable income) set? Q33. Who covers the cost of the wage or allowance of the apprentice? Q34. Does the wage or allowance of the apprentice cover both the time spent at school and in the company?
Database on financing apprenticeships in the EU	Q: Apprentices remuneration - characteristics Q: Apprentices remuneration - amount Q: Additional support for apprentice Q: Financing formula and allocation mechanisms (instrument fiches)
6. Social protection
Cedefop European database on apprenticeship schemes questions	Q28. What is the nature of the contractual arrangement? Q31. Do apprentices receive a wage or allowance?
Database on financing apprenticeships in the EU	Q: Apprentice social insurance
7. Work, health and safety conditions
Cedefop European database on apprenticeship schemes questions	Q28. What is the nature of the contractual arrangement? Q24. Is it compulsory to alternate training between two learning venues (school and company)? Q36. What are the requirements on companies to provide placements, as per regulation? Q37. Are there any sanctions on companies that do not provide training to apprentices at the workplace?
Database on financing apprenticeships in the EU	Q: Apprentice social insurance
8. Regulatory framework
Cedefop European database on apprenticeship schemes questions	Q1. Is there a stable legal basis for apprenticeships in your country? Q2. Is there an official definition of ‘apprenticeship’ or ‘apprentice’ in your country? Q6. Does the legal basis define the minimum and maximum age limits for enrolment of the target group of this scheme? Q22. If the scheme is not implemented via specific apprenticeship programme, how is duration of apprenticeships defined in the regulation? Q30. What is the status of the learner? Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace? Q36. What are the requirements on companies to provide placements, as per regulation? Q38. What is the role of chambers, employers’ and employees’ representatives, sectoral councils (if existent), in shaping apprenticeship content, as per regulation? Q39. What is the role of chambers, employers’ and employees’ representatives in implementing the apprenticeship scheme, as per regulation?
Database on financing apprenticeships in the EU	Q: Legal basis (instrument fiches) Q: Governance (instrument fiches)
9. Involvement of social partners
Cedefop European database on apprenticeship schemes questions	Q38. What is the role of chambers, employers’ and employees’ representatives, sectoral councils (if existent), in shaping apprenticeship content, as per regulation? Q39. What is the role of chambers, employers’ and employees’ representatives in implementing the apprenticeship scheme, as per regulation? Q32. How is the apprentice wage (taxable income) set?
Database on financing apprenticeships in the EU	Q: Level of operation Q: Governance (instrument fiches) Q: Source of financing (instrument fiches) Q: Monitoring/evaluation reports available (instrument fiches)
10. Support for companies
Cedefop European database on apprenticeship schemes questions	Q12. What are the sources of financing of the direct costs for the in-company training part of the apprenticeship scheme? Q13. Are there any financial incentives for companies that offer apprenticeship places?
Database on financing apprenticeships in the EU	Q: Support for companies Q: Eligible groups (instrument fiches) Q: Source of financing (instrument fiches) Q: Financing formula (instrument fiches) Q: Eligible costs (instrument fiches)
11. Flexible pathways and mobility
Cedefop European database on apprenticeship schemes questions	Q17. Is the qualification included in the National Qualification Framework (NQF)? Q19. Does the scheme provide direct access to higher education? Q21. If the scheme is implemented via specific apprenticeship programme, what is its duration? Q22. If the scheme is not implemented via specific apprenticeship programme, how is duration of apprenticeships defined in the regulation? Q7. What is the average age of learners in practice?
13. Transparency
Cedefop European database on apprenticeship schemes questions	Q9. Is there any organization at the national level with roles in co-ordinating the scheme? Q16. Which is the type of qualification obtained through the apprenticeship scheme? Q17. Is the qualification included in the National Qualification Framework (NQF)? Q18. How does the qualification link to the scheme? Q19. Does the scheme provide direct access to higher education? Q6. Does the legal basis define the minimum and maximum age limits for enrolment of the target group of this scheme?
Database on financing apprenticeships in the EU	Q: Monitoring/evaluation reports available (instrument fiches)
14. Quality assurance and graduate tracking
Cedefop European database on apprenticeship schemes questions	Q9. Is there any organization at the national level with roles in co-ordinating the scheme? Q16. Which is the type of qualification obtained through the apprenticeship scheme? Q18. How does the qualification link to the scheme? Q20. How is the scheme linked to a training programme? Q21. If the scheme is implemented via specific apprenticeship programme, what is its duration? Q22. If the scheme is not implemented via specific apprenticeship programme, how is duration of apprenticeships defined in the regulation Q23. Is there a distinction between the training time and working time for the period spent at workplace, as per regulation? Q24. Is it compulsory to alternate training between two learning venues (school and company)? Q30. What is the status of the learner? Q35. Is the company hosting apprentices required by regulation to follow a training plan at the workplace? Q36. What are the requirements on companies to provide placements, as per regulation? Q37. Are there any sanctions on companies that do not provide training to apprentices at the workplace? Q38. What is the role of chambers, employers’ and employees’ representatives, sectoral councils (if existent), in shaping apprenticeship content, as per regulation? Q39. What is the role of chambers, employers’ and employees’ representatives in implementing the apprenticeship scheme, as per regulation? Q14. How many learners are enrolled in this scheme? Q15. What is the share of apprentices enrolled in this scheme in relation to all VET students for the corresponding educational level(s) as reported in Q3 (see country fiche)?
Database on financing apprenticeships in the EU	Q: Assessment of financing arrangements Q: Labour market outcomes Q: Monitoring/evaluation reports available (instrument fiches)

[3] Supporting evidence is provided for all EQFEA 14 criteria but one, i.e. criterion ‘12. Career guidance and awareness raising’. This refers to apprenticeship implementation level, while Cedefop databases draw information from the countries’ legal bases and stable features of their apprenticeship systems and schemes.

For more information you can contact the Apprenticeships team.