PROFF – Professionalisation of VET teachers for the future - Europa

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of continuous learning. Individuals acquire the ability to plan their own individual learningpaths. There are, so to speak, no ‘dead ends’.An alternative approach is to allow teachers and trainers to participate in large-scale trainingprogrammes leading to an academic degree, or a certificate. This is the approach taken by theFinnish Tukeva programme, which specifically targets teachers and other educationalpersonnel already working in vocational education centres. Participants who finish their studyprogrammes receive formal accreditation from universities, polytechnics and/or vocationalteacher education colleges. Given that Finnish teachers’ salaries are based on their educationalqualifications, certification can lead to a considerable salary rise. In some cases thequalification makes it possible to take a new job.Tukeva is a large project, which provides several different routes towards a formalqualification. These include: (a) pedagogical vocational teacher studies at vocational teachereducation colleges; (b) university level studies in pedagogy, business and economics andtechnology; (c) polytechnic level studies in different departments; (d) research anddevelopment projects. Some participants in the programme study for academic degrees (atbachelor’s, master’s and postgraduate levels).The study programmes proposed by Tukeva developed participants’ skills, knowledge andmotivation to respond adequately to the challenges of teaching in a VET environment.Participants were able to:• take part in theoretical studies;• integrate these studies with practical activity at grass-roots level;• familiarise themselves with new kinds of learning environment and learningmethodology;• modify their own classroom practice;• learn to make effective use of ICT;• attain a formal academic degree.Key benefits reported by programme managers include not only improvements in participants’self-esteem but also spreading new ideas to colleagues and superiors.3.7. Funding for in-service trainingPROFF did not any detect any uniform transnational trend in funding in-service training indifferent Member States. The main findings are summarised below.• National ministries of education are the most common source of financing. Allprogrammes except the Norwegian and the Portuguese received at least some fundingfrom this source.30
• A second important source is the European Commission, through the European SocialFund (ESF) and (on a smaller scale) through the Leonardo da Vinci programme.European funding is important in all Portuguese, several Finnish programmes and in oneDanish case. The preponderant role of European finance for these programmes is a causefor concern. There is a significant risk that, in the near future, the inevitable diversion ofEU (and particularly ESF) funds to the new Member States will lead to financialdifficulties for EU-dependent teacher-training programmes.• In Finland and Italy significant funding is provided by local and regional government.• In Denmark, Finland and the Netherlands, vocational training institutions providecofunding for teacher and trainer training as part of their regular personnel developmentprogrammes.• In Italy, the Netherlands and Portugal there are no tuition fees for teachers and trainerswho take part in programmes. Some Danish and Finnish programmes, on the other hand,charge tuition fees. In Norway, tuition fees from participants cover the whole cost ofteacher training.• Equality is important in all teacher training programmes. Individual teachers participatingin these programmes find themselves in different positions. Some teachers can study andupdate their skills during working hours, but others train off-the-job. In different casesemployers provide different degrees of support, e.g. by paying for travel andaccommodation expenses and study materials. As we have seen, some programmesrequire participants to pay tuition fees.3.8. Impact3.8.1. Limitations of evaluationIt is not yet possible to evaluate the medium- and long-term impact of the programmesdescribed in the case studies. At the time of writing, many programmes were still in progress.Often formal evaluation of outcomes is weak or absent: an unfortunate yet common failure.Given these limitations we are forced to base our analysis on three useful – but incomplete –sources of information, namely:• material outcomes of projects (volumes of new learning materials, software tools, etc.);• non-material outcomes, reported by programme managers to PROFF interviewers (selfevaluation);• feedback from programme participants, collected by programme organisers or by PROFFcoordinators.31
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 34 and 35: Just as programmes differ in scope
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

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