Training apprentices

Apprentice training can take place in three different locations:

With a training provider: apprentices acquire practical professional knowledge and skills while participating fully in the production process.
At a vocational college: apprentices receive vocational teaching and learn the basic theories necessary for their profession. The vocational college also promotes the development of professional, methodological and social skills.
At inter-company training courses: inter-company training courses complement the training provided within the company and at a vocational college. Apprentices acquire basic practical skills and skills specific to the sector.

The Order on Training and the training plan for each profession define the knowledge and skills that apprentices need to acquire at these three training locations. Many sectors and professional associations also offer literature specific to the sector and profession.

Possible overlap between practical work within the company, inter-company training courses and the subjects taught at a vocational college should be taken into consideration. A judicious transposition in practice can be assured with good coordination between theoretical and practical content.

Integrating trainees into the company

The manner in which a trainee starting out in a company or a new department is welcomed is crucial for both parties. The first contact between apprentice and trainer is hugely important and has an impact on how the first day's training goes. Good preparation is vital so that the first day at work is a success. The company prepares the workspace, provides up-to-date equipment (computer, machinery, instruments, tools, etc.) and draws up a training program.

The dual role of trainers

Trainers should be aware that their role is twofold. First, they introduce the trainee into day-to-day life on the team by processing orders and dealing with customer requests. Second, trainers help apprentices progress through their training: they establish the knowledge acquired, define the training objectives, plan, assess and measure progress made. This remit depends on the conditions prior to the preliminary vocational training program. Balancing this dual role is both exciting and demanding.

Source: Manual for in-house training, Éditions CSFO