Apprenticeship

What is apprenticeship or work-based learning?

Work-based learning or apprenticeship is a form of vocational education and training where the share of learning in the company or institution is significantly higher than usual and accounts for at least 2/3 of the learning. Work-based learning is a partnership between the VET institution, the student and the employer. It is based on a vocational curriculum. In the workplace, the pupil carries out tasks assigned by the employer which help him/her to achieve the learning outcomes described in the curriculum. In addition, the learning takes place in the VET institution.

A work-based learning initiative can come from an employer wishing to contribute to the development of its existing staff or recruit new staff, or from a VET institution wishing to offer work-based learning to students enrolled in a course. It can also be initiated by several employers working together (e.g. a group of companies with similar needs in the same field can be set up in partnership).

Where to start if you want to start an apprenticeship in your company?

If you want to contribute to the development of your existing staff or recruit new ones, start with these activities:

Think about the needs and opportunities for your business.
Select the appropriate programme and contact the vocational school.
See the guidance material HERE.

The Confederation of Estonian Employers is a partner of the Estonian Ministry of Education and Research, Decree No 316 of 5 August 2015 “Establishment of the conditions for the award of grants for the implementation of the action” Development of vocational and higher education in line with the needs of the labour market “(hereinafter PRÜM)”, supporting action 8.2 “Prioritising practical learning”.

Study trips 2019

In November, the Confederation of Estonian Employers carried out four sectoral study visits to metal and security engineering companies in Denmark, Germany, Finland and Spain. Representatives of companies and vocational schools that had previously been willing to participate or were already participating in the pilot project for the inclusion of young people in apprenticeships initiated by Innove were invited.

Pictures and feedback from the study visits can be found here.

Procedures for the implementation of work-based learning

(https://www.riigiteataja.ee/akt/129122013002)

Work-based learning is a form of vocational education and training in which the work placement in an enterprise accounts for at least two thirds of the curriculum.
Work-based learning takes place on the basis of the school’s curriculum , in the company (hereinafter referred to as the “apprenticeship”) and in the school, both as contact learning and as independent work. In the work placement (company), the student acquires the learning outcomes described in the curriculum by carrying out work tasks.
The relationship between the school, the student and the traineeship placement in the implementation of work-based learning is regulated by the Vocational Education and Training Act.
The school and the company will jointly assess the apprenticeship placement’s readiness to meet the objectives of the curriculum and to ensure the safety and health protection of the student before the apprenticeship agreement is signed. The assessment will also identify what knowledge and skills the student (apprentice) can acquire in the apprenticeship placement and what knowledge and skills will be provided by the school or another apprenticeship placement.
The school and the traineeship placement will appoint a supervisor from the school and a supervisor from the traineeship placement. Supervisors shall be appointed taking into account professional and pedagogical competence.
Each trainee supervisor may have up to four students under supervision at the same time.
The school will ensure that tutors are trained to supervise work-based learners, based on the specific nature of work-based learning.
The traineeship placement shall pay the student a fee for the work carried out during the period of study at the placement placement placement, as agreed in the placement agreement. The agreed fee may not be less than the minimum wage.
The traineeship agreement does not agree on the payment of this fee if there is already an existing employment contract between the student and the traineeship placement.
The school will cover the cost of the school’s tuition and the training of the tutors, as well as the tutor’s fee paid by the school. According to the traineeship agreement, the school will transfer up to 50% of the cost of the training place to the traineeship supervisor to pay the supervision fee.

Conditions and procedures for organising and carrying out traineeships

(https://www.riigiteataja.ee/akt/113092013006)

The relationship between the school, the student or his/her legal representative and the placement in the organisation of the placement is governed by a contract concluded before the start of the placement, which sets out the detailed arrangements for the placement and the rights and obligations of the parties to the placement contract.
The traineeship is supervised in cooperation with appropriately qualified traineeship supervisors from both the school and the traineeship site. The role of the traineeship supervisors is to guide and advise the student in the preparation and completion of the traineeship, to support the student in self-assessment and to provide feedback on the achievement of learning outcomes during the traineeship.
The school will ensure that the traineeship supervisors are informed, trained and advised. The school-based traineeship supervisor draws up the student’s individual traineeship plan, in which he/she and the traineeship supervisor set up an individual traineeship assignment based on the curriculum, describing the student’s studies at school and the expected learning outcomes of the traineeship.
The school-based traineeship supervisor guides and advises the student throughout the traineeship period and , if necessary, informs and advises the traineeship supervisor on matters related to the preparation and implementation of the traineeship, including the preparation of documentation.

Vocational education and training standard

(https://www.riigiteataja.ee/akt/128082013013)

The VET standard provides a common set of requirements and tasks for vocational and specialised education.

Vocational Education and Training Act

(https://www.riigiteataja.ee/akt/102072013001)

In the case of work-based learning, traineeships account for at least two thirds of the curriculum.

Common assessment system for vocational education and training, bases for assessment of achievement of learning outcomes, assessment methods and criteria, and descriptors of assessments.

(https://www.riigiteataja.ee/akt/129082013017)

A common assessment system is in place for vocational education and training, including the basis for assessment of the achievement of learning outcomes, assessment methods and criteria, and descriptions of assessments.
The aim of assessment is to support student development through feedback and to provide reliable information on the student’s performance.

Guidance material

WORK-BASED LEARNING OR APPRENTICESHIPS. Implementation guidance for employers (Innove 2016).

Cost-effectiveness of apprenticeships

The cost to the employer of carrying out work-based apprenticeships – final report

The cost to the employer of carrying out work-based learning or apprenticeships – a graphical summary.

Organisational supervisors’ satisfaction with the organisation of apprenticeships in VET

Contact

SA Innove ( www.innove.ee) is responsible for the development of work-based learning. The contact person for questions concerning work-based learning is Piret Lilover (Project Unit PRÕM, Project Development Manager, 735 0653, piret.lilover@innove.ee).

The Ministry of Education and Research is responsible for legislation on work-based learning. The contact person for questions concerning work-based learning is Karin Ruul (Vocational Education Department, Chief Expert, 735 4099, karin.ruul@hm.ee).

The Confederation of Estonian Employers contributes to the popularisation of workplace-based learning and awareness raising. Contact person for workplace-based learning is Anneli Entson (Education Advisor, 699 9303, 516 9802, anneli.entson@employers.ee).

Check out our latest Traineeships and Apprenticeships newsletter here.

Why an apprenticeship for a company?

What about work-based learning in Estonia?

Implementing work-based learning – experiences from Slovakia

Apprenticeships create a much-needed next generation of professionals

A casual employee can become an educated and motivated worker.

Job-based learning or apprenticeship reception during the summer months

Apprenticeship and installation of window-doors

Work-based learning in Ida-Viru County Vocational Education Centre

Guidance material for workplace supervisors coming soon

Employers’ survey 2017: young people value apprenticeships and traineeships

Järvamaa hospital is proud of its certified nurses

Apprenticeships and the construction sector: how to overcome obstacles?

Austrian experience: apprenticeships need to be developed on a continuous basis

German entrepreneurs in Estonia: more apprentices!

Survey of employers: Young people want to increase the share of apprenticeships in their studies

Survey of employers: More and more companies interested in offering apprenticeships

Do apprenticeships require a separate curriculum?

Apprenticeships can build on an existing curriculum. It is necessary to draw up a new implementation plan for the existing curriculum, indicating which learning outcomes are to be achieved in the company and which in the institution, and the extent of the apprenticeship for each module.

If schools don’t have a suitable curriculum, can a new curriculum be designed?

Yes, the company and the institution can work together to design a new curriculum. The principles for curriculum development are set out in the Vocational Education and Training Standard. See also https://www.riigiteataja.ee/akt/128082013013

How long is the curriculum usually?

The apprenticeship can last from 3 months to 3 years.

Are the study allowance, travel allowance, school meals extended to an apprentice already working in the company?

Yes, for students already in work-based learning who are in employment, the benefits are extended under the same conditions as for other students in full-time education.

Are there any age limits for participating in work-based learning?

There is no age limit for apprenticeships. Apprenticeships are open to all applicants who meet the admission conditions set out in the legislation and the curriculum (e.g. educational requirements).

Does the company receive information from the school on the student’s progress and attendance? Is it allowed to share such information between parties?

Yes, it is allowed. The terms and conditions of the exchange of information during the learning process must be laid down in a tripartite traineeship agreement.

Can NGOs also participate in work-based learning?

Yes, if the learner can achieve the necessary learning outcomes in the institution.

Does an apprentice have to be paid?

Yes, according to § 6 (1) of the Procedure for the implementation of work-based learning, the apprenticeship training centre must pay the student a fee for the performance of work tasks during the study period at the apprenticeship training centre in accordance with the apprenticeship contract, and the fee must not be less than the minimum wage established by the Government of the Republic. (In 2016, the minimum hourly rate is EUR 2.54 and the minimum monthly rate for full-time work is EUR 430; in 2017, the minimum hourly rate is EUR 2.78 and the minimum monthly rate for full-time work is EUR 470.).)

If a learner is paid on an hourly basis, is it intended that the learner should be paid at least 1 month’s minimum wage in total? Or do they mean the minimum hourly rate (€2.54)?

Apprentices may be paid at either the minimum monthly wage or the minimum hourly rate. The minimum rate is calculated on the basis of the workload; the pupil does not have to receive the full-time minimum rate if he or she does not work full-time.

Apprentices are paid on an hourly basis and some months the hours worked are so few that the minimum social tax threshold is not met. Does the company still have to pay social tax on the amount of the minimum wage?

According to § 2(2) of the Social Tax Act, social tax is payable on the minimum monthly wage for employees and officials. Therefore, if the apprentice has an employment contract, the remuneration paid under it is wages and the normal social tax rules apply (including the minimum remuneration on which social tax is payable). If there is no employment contract with the apprentice, the obligation to pay social tax on the minimum monthly salary does not apply and social tax is paid on the salary paid under the apprenticeship contract.

Could a student’s remuneration during the period of study also be considered as a scholarship?

There is currently no basis for treating the fee paid to the apprentice as a scholarship. In essence, it is a payment for the performance of work/service.

Does the apprentice have to be registered as a worker?

Yes, the employer must enter the apprentice in the employment register.All employment of a natural person that gives rise to tax liability in Estonia must be registered. Also on the basis of a contract under the law of obligations.

Who is a suitable workplace supervisor?

Supervisors are appointed on the basis of professional and pedagogical competence. A supervisor is a “master of the subject” who is able to provide guidance, assessment and feedback.

Can a supervisor at the workplace receive training?

Yes, the VET/PET institution with which the work-based learning is carried out ensures that the instructors are trained to supervise the students according to the specificities of the work-based learning.

What needs to be taken into account when planning on-the-job supervisor training?

The training of on-the-job supervisors is carried out by the VET institution, which must take into account the following when planning the content of the training.

The extent to which educational work is involved in guidance (whether students’ general competences are high or low, whether students have good learning and self-management competences.
What is the tutor’s prior knowledge and skills related to tutoring.
Whether the tutor will tutor one student or several at the same time (one tutor can have up to four students at the same time).
Either the supervision of the student is predominantly carried out by a single person, or it involves several staff members of the placement and the responsible supervisor is also responsible for coordinating the activities of other staff members involved in the supervision.

If the school is the initiator of the apprenticeship, how and if so, how can the employer have a say in the choice of apprentices?

When a place of study is opened and potential students are invited to apply, the VET/PET institution organises information activities and conducts the admission process. Where possible, the employer is involved in the selection process (recommended).

Finland

The study trip to Finland focused on learning about the metal sector. Vocational training is popular in Finland. More than 40% of students go on to vocational school after completing their basic education. Public opinion is also very favourable towards VET: nine out of ten Finns think that VET offers quality, work-oriented learning.

Apprenticeships are available throughout the year and can be tailored very flexibly to individual needs. There are no loopholes – after VET you can continue your education in higher education.

The first and second years are spent at school, the third year is an apprenticeship contract. There is no longer a school holiday and the apprenticeship can be completed or an apprenticeship contract can be signed, e.g. in the summer for 2-3 months. There is then an exam. However, the apprentice may, if the parties so wish, continue as an apprentice in the same company, or go to the next one.

Germany

Germany has a long history of enterprise-based dual learning, with 70% of learning taking place in the workplace and 30% in vocational schools. Practically one in five companies participates in this form of learning. The highest numbers of apprentices are in industry and commerce, with the most popular specialisations being motor mechanic and industrial mechanic.

Companies bear the cost of on-the-job training and pay the apprentice a fee set by collective agreement, which increases with each year of training. On average, an apprentice’s pay is 1/3 of the wage of a skilled entry-level worker.

Young people consider vocational education and training a good choice mainly because they hope to find a job (46%), are recommended by family members and friends (40%) or have an interest in the subjects they teach (39%).

Spain

In Spain, since 2015, efforts have been underway to strengthen the system of dual training in vocational education. Emphasis is placed on the quality of education, training of vocational teachers and on-the-job trainers. The issue of youth employment is of great importance in Spain.

In Madrid, work-based learning takes place over two years, with the first year spent at school and the second in a company. The company is aware of the learner’s arrival after one year and waits for the learner. In some cases, however, the learner does not arrive at the company because he/she drops out of school early.

In the second year, the learning takes place in the company, with 1x weekly communication with the school to see how things have gone etc. At the end of the second year, the learner goes back to school for a while to prepare for the exams. If the student passes the exam, the employer may offer him/her a job.

Work-based learning in Madrid is only for young people, i.e. it is not for adults with previous work experience. They are offered a variety of training courses.

After the study visits, a wrap-up seminar was held, where the participants and others interested in apprenticeships were able to share their experiences and reflect on how to take apprenticeships forward in Estonia. Different ways of popularising learning, making it more effective and developing it in a more meaningful way were discussed.

The proposals developed by the groups at the workshop can be read here.
Pictures of the seminar can be seen here.

Denmark

The study trip to Denmark focused on the security business sector. In 2015, Denmark reformed its vocational education and training system in order to increase the popularity of vocational education and training, with a focus on work-based learning. In order to increase the supply of apprenticeships, the government and the social partners agreed that companies would receive a fee for the training of apprentices (while those who do not train themselves would pay a fee to the work-based learning fund, based on the number of employees). At the same time, vocational schools were given the obligation to place apprentices. A strong emphasis is placed on training of trainers.

It is possible to learn to be a security officer by completing either a 4-week paid training course or a 20-week course, where the learner receives a grant from the state.