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apprenticeship. Financial incentives are quite important in order to promote this
type of apprenticeship especially if connected to companies’ performance or

incentives addressed to sustain SMEs. Despite these supports just mentioned,
there are other tools that can help companies to apply this type of apprenticeship,

such as toolkits to be used that explains models and methods for training in
company, systematic support in the practice of implementation of the

apprenticeship contracts and the tutors training (cedefop).

Sweden

An overview of Swedish vocational education shows that Sweden deviates greatly

from the development patterns in the countries that have been discussed
Previously.

Apprenticeship training has had a subordinate importance. However, political
attempts have been made to organize apprenticeship education as a central

element of the regular education system.

If apprenticeship training in the upper secondary school can be combined with
employment relationships in the future, further steps can be taken in a direction

reminiscent of the conditions in other countries. Only then will we receive
apprenticeship training and education that corresponds to the conditions in most
of the apprentice countries within the EU, i.e. an apprenticeship course which is

regarded as completed education at upper secondary level.

There is a political ambition, but the situation is complicated and the social parties
have not yet reached a consensus how to develop apprenticeship education in
Sweden. It will take time until Sweden gets an apprenticeship education system

with larger participant volumes.

Today few employment relationships exist as, for example, they do in Germany.
Instead employers can receive state grants to receive apprentices from upper

secondary school and adult education, as well as learners with apprenticeship-like
approaches. It is the school which applies for the grant and the employer who

decides how to use it.

DELTA (2017-1-UK01-KA202-036810) IO3