By completing the following checklist, readers of this Toolkit can revisit the key elements involved in preparing quality training places and also carry out a rapid assessment of the functioning of related systems. It will help readers to identify those elements that could be improved and to assess whether additional measures are needed.

Preparing quality training places Yes No Needs improvement Remarks
Are companies aware of the financial and non-financial benefits of providing apprenticeship programmes?        
Has a cost–benefit analysis of apprenticeship programmes for enterprises been carried out?        
Are there support services in place for those employers who are implementing apprenticeships?        
Is there a written apprenticeship agreement that clearly specifies the roles and responsibilities of the various stakeholders, as well as the terms and conditions of apprenticeships?        
Is there a competent body that is responsible for the registration of apprenticeship agreements?        
Are workers’ and employers’ organizations involved in the preparation of apprenticeship training places?        
Is an employers’ organization (or several employers’ organizations) involved in supporting individual employers in preparing apprenticeship training?        
Is there a regular exchange between TVET providers and training employers when preparing apprenticeship training places?        
Do TVET providers collaborate closely with their partner employers in preparing apprenticeship training?        
Are TVET providers capable of providing good quality off-the-job learning opportunities?        
Are TVET providers equipped with sufficient resources to continuously improve their teaching and adapt it to the needs of the labour market?        
Is there a mechanism that allows teachers and trainers at TVET providers to gain knowledge concerning the on-the-job training component?        
Is there any in-service training programme for teachers and trainers at TVET providers to familiarize them with new and effective teaching methods?        
Are there enough motivated and well-qualified teachers and trainers at the TVET providers to deliver the off-the-job learning component?        
Are training enterprises equipped with training facilities that enable them to provide work process-oriented training?        
Do training enterprises have sufficient numbers of qualified and motivated in-CTs to ensure adequate supervision and effective training for apprentices?        
Is there a training programme for in-CTs in place that ensures they are capable of delivering quality on-the-job training?        
Are there enough well-qualified staff or specialists at the training enterprises who are interested in obtaining an in-CT qualification for delivering on-the-job training?        

The questions to which readers have answered “No” or “Needs improvement” point to gaps where measures to improve or strengthen the preparation for apprenticeship training places in their contexts should be considered. It is important to keep in mind that the involvement of social partners, including workers’ and employers’ organizations, in the design, development and implementation of apprenticeships is a key factor for the success and sustainability of apprenticeship programmes.