PROFF – Professionalisation of VET teachers for the future - Europa

3. Analysis of the case studies3.1. IntroductionIn this chapter we analyse the results of the 10 case studies selected for analysis. We begin bybriefly examining the background to the study: that is the way in which reform is changingnational systems for vocational education and training and the new requirements this placeson teacher and trainer training (Section 3.2.). In Section 3.3. we examine how these reformshave changed the target groups for VET. In the following section (Section 3.4.) we examinethe mix of skills and qualifications required by VET teachers, trainers and managers. Section3.5. looks at some of the strategies being used to provide them while the following sectionexamines ‘modes of delivery’: the ways in which teachers and trainers are actually taught. InSection 3.6. we examine the crucial issue of accreditation for teacher and trainer training.Section 3.7. looks briefly at the question of funding for in-service training. Finally, Section3.8. examines the impact of the programmes studied in the case studies.3.2. VET reform and new demands on teacher and trainertrainingThe programmes examined in the case studies were planned and carried out during a period oflarge-scale reform in national VET systems. As a result of these reforms, modern EuropeanVET places a new emphasis on adult, lifelong learning. Courses have become more modular.It has become easier for students to obtain credit for previous learning (both formal andinformal).Often (especially in the Danish, Finnish and Norwegian case studies), these changes have hada major impact on the way teaching is organised, requiring teachers and trainers to acquirethese new competences. In Finland, for example, traditional VET was school-based. A keygoal of VET reform has been to improve the interaction between school and working life.This implies increased focus on on-the-job learning, i.e. inclusion of six months of on-the-joblearning and skills demonstrations in VET programmes. In Denmark, reforms in the late1990s led to the introduction of new teaching methods with teachers being required to act astutors for trainees, counselling them in their educational choices. Norway too has restructuredVET programmes for school leavers. In the new system, trainees have to spend two years atschool followed by two years of apprenticeship. The new apprenticeship system hasstrengthened the need to ensure the quality of workplace training and to guarantee theteaching skills of workplace instructors and in-company trainers. In Italy, a series of reformshave created pressure for better coordination and integration between institutions offeringvocational training, placing new requirements on the skills of middle management. In17