At Cedefop’s 5th Policy Learning Forum, government and social partner representatives from across the EU and Iceland discussed how multistakeholder dialogue shapes apprenticeships, including:
- national processes and platforms for multistakeholder dialogue;
- how social dialogue helps inform decisions on programmes, qualifications, and training;
- how apprentice remuneration, and other learning and working conditions are based on social dialogue;
- challenges and benefits of engaging in social dialogue and multistakeholder collaboration in apprenticeships.
While a relevant, responsive, and agile apprenticeship programme is crucial to building a workforce fit for today and tomorrow’s workplaces, European countries vary widely in how they use social dialogue to shape apprenticeships. In some countries, key actors have well-defined roles and responsibilities in both designing and implementing programs, while in others, social dialogue is limited to occasional advisory roles.
In Ireland, for example, strong stakeholder involvement in social dialogue has driven a transformation of the apprenticeship system. Over the past decade, apprenticeship programs grew from 27 to 75, with the number of apprentices and participating employers tripling. New programs now cover sectors like tech, biopharma, hospitality, insurance, and finance. This success stems from the establishment of the National Apprenticeship Office and the National Apprenticeship Alliance, whose collaboration ensures quality apprenticeships developed with input from all stakeholders.
In the Netherlands, social partners and VET schools are integral to the Board of SBB (the Foundation for Cooperation on VET and the Labour Market). SBB gathers labor market intelligence to guide the development of new qualifications and updates to existing ones. It also serves as a platform for social partners to agree on standards for workplace training and qualifications. Based on these agreements, SBB accredits apprenticeship employers, monitors training quality, and supports the skills development of in-company trainers.
In Malta, social dialogue is driving the creation of apprenticeship programmes that bridge the gap between classroom learning and industry needs. For example, apprenticeships allow learners to engage with cutting-edge technology in real-world work environments while reinforcing the culture of lifelong learning.
As the world of work rapidly evolves, the need for apprenticeship programs that are flexible, relevant, and future-proof becomes increasingly urgent.
Insights from Cedefop’s 5th Policy Learning Forum highlight the critical role of social dialogue in developing apprenticeship systems. As EU Member States refine their approaches, multistakeholder collaboration will be crucial to equip learners with immediate job-ready skills but also foster lifelong learning, addressing workforce needs and ensuring the continued success of apprenticeships across Europe.
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