Roles and responsibilities


Many stakeholders are directly or indirectly involved in the design and implementation of Quality Apprenticeship systems and programmes. This broad involvement forges a common understanding and a collective spirit that holds the system together. Indeed, it is precisely this intense and sustained collaboration between these stakeholders that makes Quality Apprenticeship systems successful. Clearly, the reverse is true, when the different stakeholders are unable to work together; this situation is to be avoided at all costs.

The aim of this chapter is to present the key stakeholders involved in Quality Apprenticeships and to describe their roles and responsibilities. It will clarify how stakeholders may be involved and explain how the individual parts of the entire system interact. It is important to note that the descriptions of roles and responsibilities in this chapter are indicative, and thus should not be treated as a rigid model. Institutional settings differ from country to country, and the roles and responsibilities of the key stakeholders also vary. This chapter focuses on the following key stakeholders (figure 5):

  • Young people and apprentices
  • Enterprises and employers
  • Workers’ representatives in enterprises
  • In-company trainers/supervisors/mentors
  • TVET institutions offering Quality Apprenticeship courses
  • TVET teachers and trainers
  • Local/sectoral coordination support services
  • Employers’ associations
  • Trade unions
  • Ministries and public administrations in charge of education and employment

Figure 1: Key stakeholders directly involved in Quality Apprenticeships