PROFF – Professionalisation of VET teachers for the future - Europa

More documents

Recommendations

Info

Just as programmes differ in scope and duration, so they differed in their choice of subjectmaterial. TOKE has a stronger focus on theory, (pedagogy, legislation) than Telkkä or HEP.Telkkä adopted a practical, hands-on approach based on on-the-job learning (OJL) in acompany environment (during which participants helped to train workplace instructors). InHEP, too, the choice of teaching topics is down-to-earth.The case studies provided several innovative training strategies.The Finnish Telkkä programme, for example, is based on close cooperation between teachersand instructors in industry. This enables instructors to develop their pedagogical skills bycooperating with teachers while teachers benefit from instructors’ up-to-date knowledge ofrecent technologies and working practices.The Dutch ‘dual trajecten bve’ programme adopts a similar dualistic approach placing keyimportance on the concept of learning-by-doing. There is a strong emphasis on teachingtrainees how to produce ICT-based teaching tools and materials. The programme providestrainees with a four-year ‘training route’ which is personalised to provide the specificprofessional competences required by ROC personnel with different job profiles. Theprogramme – which is more demand-oriented than usual in this kind of programme – has anin-built progression, which gives access to further education and to ‘ordinary’ teacher trainingprogrammes.The Finnish META programme provides a new collegial model for pedagogical innovationand development. Training is based on interaction between different groups and activities, i.e.collegial groups established within the same institution, interinstitutional networks builtaround a certain theme and training camps arranged two to three times per year.The Finnish Tukeva programme combines academic tradition and practical experience. Modesof delivery change from one subproject to another. Most programmes used ICT but indifferent ways. Some course components (e.g. some modules on pedagogical techniques) aredelivered using e-learning only. Others adopt a blended approach.Often, participants formed study circles, which support experience sharing and cooperation. Itis useful for single participants to share the workload with a colleague. Many assignmentsinvolve extensive sharing and teamwork.The curricula for Tukeva – equivalent to other study programmes organised by universities,polytechnics and vocational teacher education colleges – were designed using a top-downapproach. The selection of course materials is, on the other hand, entirely bottom-up. Often,participants select themes and cases from their own working environment.Common to all these approaches is interaction between practice and theory, the strongemphasis on cooperation and interaction among participants and using ICT to support thisinteraction. A recent development, observed in the Finnish META and Telkkä projects, isbottom-across networking: lively cooperation between teachers and instructors belonging to28
different institutions – a major step forward over more traditional models of cooperationwhich mainly involve principals and heads of department.3.6. AccreditationCompetence and accreditation are complementary. Competences describe an individual’sability to perform well-defined professional tasks. Accreditation is the process ofattributing/providing formal evidence of value to competences, irrespective of the way thesecompetences have been gained. Certification of competences is the process of issuingcertificates or diplomas, which formally recognise the achievements of an individual (Brugia,2002). The Eurydice network defines a certificate of qualification/diploma/degree as theofficial proof of a qualification acquired by a pupil or student after passing an examination orby completing a course of training (de Blignières-Légeraud, 2002). The prime purpose ofaccreditation is to meet formal requirements on teacher qualifications imposed by clients,government regulations and work organisation (Jarkko, 1996).In most European countries, accrediting teachers is regulated by ministerial authority. Mostlythey require both a university degree (or in some instances, a nationally recognised vocationalqualification) and a specific qualification as a teacher. In addition VET teachers nearly alwaysrequire practical work experience.Teachers contrast with workplace trainers and instructors. While national regulations impose(varying) requirements on staff involved in initial vocational training, there is no formaldefinition of the qualifications or formal training required to take part in continuing training.Accreditation of teacher competences is key for all PROFF case studies – particularly whenthe target population includes teachers and trainers already working but who do not have thequalifications required (or soon to be required) by law. Often accreditation may be requiredfor teachers to continue their careers. Accreditation may also make it easier for programmemanagers to gain state or European funding.Five programmes studied provide formal accreditation to their students.The ‘dual trajecten bve’ programme (the Netherlands) allows participants gradually toimprove their skills until they earn a formal teaching qualification. The course has receivedofficial national recognition. Credits are certified by Fontys teacher training institutes.Participants can develop their competences and qualifications gradually up to teacher level.Participating in the course thus provides a significant boost to trainees’ careers.Other programmes which offer formal accreditation to students include ‘vocational pedagogyin enterprises’ (Norway), ‘continuing education of teachers within the scope of schoollibraries’ (Portugal), and EUD-IT (Denmark). Most other projects (e.g. the Italian HEPprogramme) give credit which participants can use to pursue their studies in further or highereducation. In this way the teaching provided becomes a component in a long-term programme29
Page 3 and 4: PROFF - Professionalisation of VETt
Page 5: The European Centre for the Develop
Page 9 and 10: Table of contentsForeword .........
Page 11 and 12: Executive summaryThis report descri
Page 13: The report ends by summarising the
Page 16 and 17: Pedagogical and vocational skills;
Page 18 and 19: The responses to these challenges w
Page 20 and 21: not have the skills the labour mark
Page 22 and 23: • transferability: the potential
Page 24 and 25: Portugal, a government initiative t
Page 26 and 27: ‘continuing education of teachers
Page 28 and 29: of teaching staff at ROCs, and a ne
Page 30 and 31: new set of competences. The new app
Page 32 and 33: education and to foster creative, e
Page 36 and 37: of continuous learning. Individuals
Page 38 and 39: 3.8.2. Material outcomesOn material
Page 40 and 41: 4. Conclusions and recommendations4
Page 42 and 43: adequate training not only for teac
Page 44 and 45: (c) Training policy for VET personn
Page 47: List of terms and abbreviationsESFE
Page 50 and 51: Theme Target group, scope Outcome A
Page 52 and 53: Theme Target group, scope Outcome A
Page 54 and 55: as their ability to cooperate in te
Page 56 and 57: 4. Telkkä, development of educatio
Page 58 and 59: • familiarise teachers with pract
Page 60 and 61: with different skills and organisat
Page 62 and 63: 10. Continuing education of teacher
Page 65 and 66: BibliographyAmmatilinen opettaja ty
Page 67 and 68: Cedefop (European Centre for the De

PROFF – Professionalisation of VET teachers for the future - Europa

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?