Tools: Preparing staff to train and mentor apprentices

Tools for in-CTs

In-company trainer standards, ASEAN countries

This tool defines the competencies that a qualified in-CT should have and provides an example of a training programme with a set of four modules corresponding to the four main fields of activity of an in-CT. The modules cover topics related to:

  • analysing work tasks and defining learning requirements
  • planning and preparing training
  • conducting training
  • evaluation and further development of training.

Guide for in-company trainers – examples from Brazil, Egypt, Ghana, Kosovo, Mexico, Pakistan, Saudi Arabia and Thailand

This guide is directed towards practitioners and decision-makers who are concerned with training of teaching and training staff in the field of development cooperation. It presents the key requirements for the skills development of in-CTs and lists success factors. The eight country examples serve as a guide to the requirements for training in-company training staff.


Guidance on how to train trainers, Austria

This guideline for the training of trainers in initial vocational education and training (IVET) is structured in three parts, which relate to legal issues and recruitment, company practice on “How to train successfully” and tips for master trainers.


Training course for in-company trainers, United States

This tool provides an example of training for in-CTs from the United States. It describes the roles and qualities of a mentor and provides a detailed description of the steps involved in apprentice training and mentoring processes.


Tools for teachers of TVET providers

Qualification and training of TVET teachers and trainers, Switzerland

TVET school teachers are largely recruited from the pool of professionals active within a certain sector and, in most cases, they work as teachers on a part-time basis. They remain active in their sector of origin and therefore keep up to date with current professional practices. They can obtain the mandatory teaching qualifications gradually, while working as a teacher in a TVET school. Similarly, trainers/instructors in companies are required to complete a short course to prepare them for their new role as coaches of apprentices. Teachers and trainers, as well as examiners, acquire their additional qualifications either directly at the Swiss Federal Institute for TVET ( or at the regional level in equivalent, recognized courses.

Source: General information for teachers and trainers (in French):

Legal provisions for teachers and trainers:

Example of module descriptions of VET teachers’ qualification for professional theory (in French):

SFIVET’s Guide for teachers in vocational training – Situation-based didactics:

Training curriculm for in-company trainers: (in French, German and Italian).

Publication on vocational teachers and trainers in a changing world, ILO

This publication presents an analytical framework for assessing TVET teacher training systems. It takes a holistic approach, providing a conceptual framework that government agencies and TVET providers can use to examine the internal efficiency and coherence of their teacher preparation programmes, as well as to assess the dynamic capability of the system to anticipate and respond to the needs of both employers and apprentices. The framework responds to the current imperative for high-quality TVET teacher training systems that are effective, efficient, equitable and innovative.


Tools for knowledge-sharing and support services

Networking portal for practitioners, South Africa

The Skills Universe website is a social networking site, primarily aimed at skills development professionals and thought leaders in the training sector. It creates a space for information sharing, debate and partnership building.


Apprenticeship Support Services, EAfA

The EAfA’s Apprenticeship Support Services contribute to strengthening the European apprenticeship community and support EU Member States in improving their apprenticeship schemes. They provide support in three areas: knowledge-sharing, networking and benchlearning.


Guidance on how to support apprentices in the workplace, United Kingdom

This guide aims to help employers to provide effective support for apprentices aged 16 to 24 years old. It outlines steps that employers can take to make their recruitment practices accessible for young people and provides a range of examples of on-the-job assistance for young apprentices, including support in developing work-appropriate behaviour and life skills and social enrichment activities. It also provides information on sources of additional funding that employers can access to support young apprentices.

Source: system/uploads/attachment_data/file/755071/L_W_Supporting_young_apprentice_guide_V7_HR.pdf.

In-company Training Tools Manual, GIZ Egypt

In Egypt, the Quality Pioneers Initiative (QPI) was launched in early 2018 with the support of the GIZ’s project “Enhancement of the Egyptian Dual System (EEDS)”. It aims to provide tools and criteria to enhance the quality and outcomes of training within companies participating in the Egyptian Dual System.

One of the main outputs of the QPI is the development of an interactive and user-friendly manual including 7 tools targeted at in-company trainers, HR personnel and all persons responsible for the management, organization and implementation of in-company training. Each of the following 7 tools provides details about the processes, roles, templates and best practices:

  1. Mission statement for in-company training: (at company management level) answer the questions of why and how to provide training in the dual system
  2. Company training plan: identify work location, rotation plans, training aims, tasks, training and evaluation methods
  3. Starter tool-kit provide guidance on the preparation for training in the company, including selecting prospective apprentices and structuring the first day/period of the training to ensure a successful start of the apprenticeship
  4. Competence of in-company trainers: outline the requirements for a competence- based in-company trainer and training methods
  5. Report book: serve as a didactical instrument which is applicable with the complex task approach, Plan-Do-Check-Act (P-D-C-A)
  6. Learning success controls (Apprentices’ Evaluation): provide criteria for the technical evaluation of trainees based on time, accuracy, use of material, application of health and safety regulations, the application of a complex task with teamwork and interdisciplinary elements
  7. Health and safety: ensure the safety and well-being of apprentices, including Occupational Safety and Health (OSH) checks and the provision of continuous OSH trainings and simulations