APL planning isn't about finding placements the week before the internship starts. It's about building a system that works term after term, with clear processes for partnerships, placement, follow-up and evaluation.
Workplace-based learning (APL) is the part of upper secondary vocational education where the student learns the profession at a workplace. The school is responsible for ensuring that each APL period provides genuine learning, and that requires planning that begins long before the students leave the classroom.
Why annual planning is necessary#
Schools that plan APL ad hoc end up with the same problems every term:
- Placements are missing at the last minute
- Supervisors don't know what's expected
- Follow-up becomes random
- Evaluation is forgotten
Annual planning solves these problems by building predictability. Everyone knows what should happen and when.
The four phases of annual planning#
Phase 1: Partnerships and placement banking (August–September)#
Start the academic year by inventorying and renewing workplace contacts.
Activities:
- Contact companies that accepted students previously
- Evaluate the quality of last year's placements (documentation from the previous year)
- Identify gaps: which programs lack placements?
- Start seeking new partners in shortage sectors
- Invite supervisors to an introductory day or digital briefing
Result: An updated database with approved workplaces, contact persons and capacity per period.
Phase 2: Matching and preparation (October–November)#
Match students with workplaces based on:
- Course objectives and program requirements
- The student's interests and strengths
- The workplace's capacity and supervisor competence
- Geographic accessibility
Activities:
- Prepare students: workplace culture, expectations, logbook writing
- Send internship plans to workplaces
- Inform supervisors about course objectives and assessment criteria
- Ensure insurance and agreements are in place
Result: Every student has an approved placement with a designated supervisor and a clear plan.
Phase 3: Implementation and follow-up (the APL period)#
During the APL period, the school's task is to ensure quality – not just that students show up.
Activities:
- Initial check-in with student and supervisor (weeks 1–2)
- Midpoint follow-up (written or verbal)
- Ongoing contact as needed
- Problem resolution: placement changes, conflicts, absence
- Final evaluation with the supervisor's assessment
Tools: A digital internship platform like Prakto can make follow-up scalable through daily check-ins, structured evaluations and documentation of all contacts.
Result: Documented follow-up per student with the supervisor's assessment.
Phase 4: Evaluation and improvement (after the APL period)#
The phase most schools skip – and the one that makes the biggest difference.
Activities:
- Collect feedback from students (anonymously if possible)
- Collect feedback from supervisors
- Identify workplaces that didn't work and why
- Update the partner database
- Document improvement actions for the next period
Result: A learning loop that makes each APL period better than the previous one.
Annual calendar for APL planning#
| Month | Activity |
|---|---|
| August | Inventory placements, contact partners |
| September | Renew agreements, recruit new workplaces |
| October | Match students, prepare supervisors |
| November | Finalize placements, send internship plans |
| December | APL period 1 (depending on program) |
| January | Follow-up period 1, evaluation |
| February | Prepare period 2, adjust based on evaluation |
| March–April | APL period 2 |
| May | Evaluation period 2 |
| June | Annual summary, plan for next academic year |
The calendar varies by school and program, but the principle is the same: plan forward, not backward.
Common problems and solutions#
"We can't find enough placements"#
- Broaden the search area geographically
- Contact industry organizations in the municipality
- Offer workplaces supervisor support and feedback on their contribution
- Build long-term partnerships instead of starting over each year
"Supervisors don't know what's expected"#
- Give each supervisor a brief introduction (30 minutes is enough)
- Send a clear internship plan with course objectives and expectations
- Offer supervisor training if resources allow
"We can't follow up all students"#
- Prioritize high-risk placements (new workplaces, students with support needs)
- Use digital tools to scale the follow-up
- Delegate partial follow-ups to APL supervisors at the school
"Evaluation never happens"#
- Schedule it as part of the APL period, not an add-on
- Use simple forms (digital or paper)
- Make evaluation mandatory, not optional
Roles and responsibilities#
| Role | Responsibility |
|---|---|
| APL coordinator | Placement banking, matching, workplace contacts |
| Teacher/mentor | Follow-up, pedagogical connection to course objectives |
| Supervisor (workplace) | Daily guidance, feedback, assessment |
| Student | Attendance, logbook, active learning |
| Principal | Resource allocation, quality assurance |
FAQ about APL planning#
How early should the school start planning APL?#
At least two months before the APL period. Ideally, planning begins at the start of the academic year.
How many APL placements does a school need per program?#
It depends on the program and cohort size. Assume each student needs a placement and have at least 10–15 percent reserve placements.
What do you do if a workplace cancels mid-period?#
Have reserve placements ready. Contact the workplace to understand the reason. Document and factor it into future placement banking.
Can schools share APL placements between programs?#
Yes, but it requires clear agreements and that the workplace can offer relevant tasks for both programs.
Conclusion#
APL planning is not a one-time project. It's an annual process that improves with each iteration. Schools that invest time in partnerships, preparation and evaluation get APL periods that actually provide the learning the education demands.
Related reading: When the Internship Isn’t Working, Upper Secondary Thesis and Internship and Inclusion at the Internship Workplace.
Sources#
- Skolverket – Workplace-based learning (apl): skolverket.se/regler-och-ansvar/ansvar-i-skolfragor/arbetsplatsforlagt-larande-apl – official rules on APL: at least 15 weeks on vocational programs, 22 weeks in adapted upper-secondary school, and the responsibilities of the principal organizer.
