The issue of integration of refugees into the labour market has become increasingly important in Switzerland in recent years, particularly since the arrival of large numbers of refugees in Europe in 2015 and 2016. Previously, Swiss integration policies were characterised by federalism, leaving each canton to manage its own objectives and resources in this area. In 2019, the country adopted the Swiss Integration Agenda, which is now binding on all cantons. It emphasises rapid language acquisition and preparation for the labour market (Schweizerische Eidgenossenschaft, 2018). A pre-apprenticeship integration programme (PAI) has been introduced, and adopted by 18 cantons, with the aim of preparing refugees for dual vocational education and training leading to a Swiss VET certificate. The aim of the PAI is two-fold: to give refugees easier access to training and jobs and to provide the labour market with skilled workers in sectors that are short of new recruits. Among the various players who collaborate in the PAI, in-company trainers play a key role, as they decide who gets access to in-company training by offering an apprenticeship contract. Guidance in companies has a major influence on the learning of work-related skills and thus on the development of apprentices' professional skills (Stalder et al., 2021; Stalder et al., 2024). The literature on workplace learning highlights the importance of workplace learning support for the success of VET (Billett, 2001; Swager et al., 2015). Thus, it is important to generate knowledge about the forms of guidance by trainers. This paper is based on preliminary results of a study on support for refugee apprentices in the workplace and its link with the development of their agency in four Swiss cantons. It is based on ongoing qualitative interviews (totaling 40) with in-company trainers who provide guidance to PAI apprentices in various professions. A first interview shows the importance of providing support tailored to the skills, life history and current living conditions of refugee apprentices. It points out that this support is based on a relationship depending on both the trainer and the apprentice. The trainer must be prepared to sometimes rethink the way in which he or she conceives the relationship and look for new solutions. Refugee apprentices also bring with them very different levels of prior skills, requiring individual adaptation of the responsibilities and tasks assigned. With the ongoing data collection and analysis, more detailed insights will be presented at the conference.

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