Checklist
By completing the following checklist, readers of this Toolkit can revisit the key elements involved in the organization of apprenticeship training and also carry out a rapid assessment of the functioning of related systems. It will assist readers to identify the elements that could be improved and to assess whether additional measures are needed.
| Organizing quality apprenticeship programmes | Yes | No | Needs improvement | Remarks |
|---|---|---|---|---|
| Are all stakeholders involved, through social dialogue, in developing a communication strategy to promote apprenticeships? | ||||
| Are youth groups involved in the development of promotional activities for apprenticeships? | ||||
| Is the communication strategy effective in engaging different target groups by taking their specific needs into account? | ||||
| Can prospective apprentices obtain adequate information about the benefits of participating in apprenticeships? | ||||
| Are employers responsible for hiring apprentices? | ||||
| Is there a company training plan that specifies the details of on-the-job training and identifies the responsible supervisors or mentors at the company? | ||||
| Is the company training plan part of the apprenticeship agreement? | ||||
| Is there a rotation plan across different departments within the company for enriching and diversifying apprentices’ learning experiences? | ||||
| Is there a mechanism for resolving conflicts and settling disputes in the event that problems arise? | ||||
| Is the learning content sufficiently well-coordinated between the TVET providers and employers to achieve effective learning progress? | ||||
| Have TVET providers and employers reached an agreement on the distribution of on- and off-the-job training periods? | ||||
| Is there a systematic assessment mechanism that encourages and supports apprentices’ learning progress? | ||||
| Is there a method whereby TVET providers and employers can exchange information about the learning progress of apprentices? | ||||
| Do apprentices use a logbook to document their learning progress? If so, do logbooks facilitate the exchange of information on apprentices’ learning progress between TVET providers and employers? | ||||
| Is there a clear agreement on how the costs of apprentices’ assessment should be shared between different stakeholders? | ||||
| Are workers’ and employers’ organizations involved in the design of apprentices’ assessment? | ||||
| Do employers play a leading role in the assessment of apprentices’ learning? | ||||
| Do the assessment criteria align with the relevant occupational profile and curriculum? |
The questions to which readers have answered “No” or “Needs improvement” point to gaps where measures to improve or strengthen the organization of apprenticeship training in their contexts should be considered. It is important to keep in mind that the involvement of social partners, including workers’ and employers’ organizations, in the design, development and implementation of apprenticeships, is a key factor for the success and sustainability of apprenticeship programmes.