Steps and tips: Developing a training plan

  • To ensure coherence between on- and off-the-job training, in-CTs should develop the enterprise training plan for on-the-job training in cooperation with teachers from TVET providers, who develop the teaching plan for off-the-job training.
  • Both the enterprise training plan and the TVET provider teaching plan should fully cover the occupational standards and curriculum of the specific apprenticeship programme.
  • The in-CT should draw up a rotation plan for apprentices in various departments of an enterprise, and coordinate apprentices’ training with the relevant departments, supervisors and mentors.
  • The plan should specify:
    • the arrangement and sequencing of on-the-job and off-the-job training – if part of the training takes place in other enterprises or intermediaries, the plan should state the specific duration and parts of the curriculum to be covered outside of the enterprise
    • details on the use of various training methods, tools and materials – it should also identify any additional support available to apprentices to help them to successfully complete the training
    • competencies acquired by apprentices at various stages of the training plan, and how the assessments will be carried out.


  • During the planning process, the capacity of an enterprise to develop a training plan should be assessed. TVET providers or intermediaries should support enterprises in the preparation of the training plan, especially those that are providing an apprenticeship for the first time.
  • As in-CTs, supervisors and mentors gain experience, the training design can be adjusted and become more detailed. An improved training plan enhances both training efficiency and the productivity of apprentices, which is likely to lead to a faster return on investment for the enterprise.
  • The training content may cover a broader scope that goes beyond the requirements of the specific occupational profile.
  • In-CTs should ensure that the individuals involved in delivering training to apprentices have the necessary competencies.
  • Coordination between teachers and in-CTs can be achieved through the use of a logbook, in which the apprentices record their experience in both learning contexts. The logbook should be available to both the TVET teacher and in CT-trainer.
  • Good planning is essential to promote effective cooperation between the two training locations in apprenticeships. Before the start of each training year, training enterprises and TVET providers must determine when the trainee will be at which location.
  • TVET providers should maintain contact with the apprentices, particularly during block placements with employers. This could be achieved, for example, via a mobile learning application, whereby at least half a day of online training could be scheduled weekly.