Interaction with Institutions

Even though we can spot several differences in apprenticeship programmes among countries, there are some common policies, especially when in it comes to collaboration with training institutions/providers. The training institution should work very closely with the employer to ensure that the apprentice receive enough information regarding the apprenticeship program and their job description. Furthermore, the company should provide assessment reviews, evaluating apprentices’ progress. This will all be documented in an official document that is part of the Apprenticeship Agreement and be provided to the training centre (National Apprenticeship Service, 2019).

Companies wish to have work-based learning (WBL) programs must comply with specific rules and obligations, regarding wages, safety procedures and employment conditions, and collaborate with sending institutions, in order to confirm their compliance with the specific rules (https://www.business.gov.au). It’s also important to mention that many apprentices may come for other countries, due to EU funded programmes, and as such the hosting company should be informed about its obligations, as they defined to the program. A close collaboration with the educational institute is also recommended in this case (Cedefop, 2018).

During apprenticeships, both teachers and trainers are essential factors in all procedures. Given their complementary roles and responsibilities, teachers and trainers should collaborate to improve the quality of apprenticeships and work-based learning. Collaboration can take place at different levels and may be promoted between teachers and trainers or between their representative bodies, such as unions, professional organisations, and sectoral organisations. These bodies, together with other stakeholders can collaborate with other education institutions, so as to contribute to the further promotion of exchange of good practices and innovation.

In order to work together effectively with teachers from educational institutes, building trust is important for planning the educational process, preparing and assessing students. This may require close interaction between teachers and trainers in order to understand one another’s different competences, skills, goals and perspectives, and to foster mutual respect. This important to trainers specifically, who doesn’t have such a professional status regarding educating apprentices as teachers have. Therefore, teachers can assist in-company tutors develop a pedagogical approach and introduce them relevant educational resources and materials.

On the other hand, companies can enable VET teachers from schools/centres to keep their technical knowledge up-to-date and to provide them with information regarding labour market needs.  Furthermore, companies have a vital experience in technical and operational matters and also in areas like management and professional development, and this can be utilised by teachers and educational centres.

Local cooperation among companies and the educational sector should be also encouraged, as this can also support the delivery of innovative and competitive work-based learning and apprenticeships, that can assist students have a successful professional career in the sector of their choice, and companies achieve their goals (European Commission, 2018).