PROFF – Professionalisation of VET teachers for the future - Europa

More documents

Recommendations

Info

4. Conclusions and recommendations4.1. VET reform and the impact on teachersThe PROFF project has identified and described cases of good practice in teacher and trainertraining in six European countries. A review of these cases shows many similarities but alsodifferences.Perhaps the most important result of PROFF is that the reform of European VET systems isleading to major changes in the way in which VET teaching is organised. This has led todiversifying and expanding teachers’ roles, forcing them to adopt new teaching practices andplacing new requirements on their professional skills. These changes have placed teachersunder great pressure. Some teachers have found, with their existing qualifications, they are nolonger formerly qualified to teach. Everywhere, the average age of teachers and trainers isincreasing, and in some countries has already produced a shortage of teachers. As a result, atleast one of the programmes examined by PROFF (‘dual trajecten bve’) was deliberatelydesigned to counter the risk of an exodus from VET teaching. There can be little doubt thateverywhere in Europe there is an urgent need to increase the attractiveness of the VET teacherprofession. To meet this need, it is necessary to create new entry routes into the teachingprofession and to improve the retention of current staff.The situation just described calls for changes in the way teachers and trainers are trained, bothat the beginning of their careers and once they are already in service. In many cases, however,VET reform has not adequately addressed this issue.The programmes studied by PROFF identify and respond to specific issues in training VETteachers and trainers. They have successfully identified the skills required by VET teachersand trainers and have developed innovative strategies for teaching these skills. The managersresponsible for implementing the programmes believe they have achieved extremely usefulresults. To a large extent this (necessarily one-sided) judgement is backed up by feedbackfrom participants. It thus appears that many strategies studied in PROFF are genuine ‘bestpractices’ which, with suitable adaptations, could be applied elsewhere. The case studiesprovide useful insight into how best to apply the strategies. Key findings are summarisedbelow.4.1.1. ‘Pedagogical update’Introducing new educational theories and pedagogical principles in teaching is a dominanttheme in all the case studies.VET reform (with larger-scale changes in industry and the increasing role of ICT) has createda need for new student-orientated teaching methods in which the teacher becomes a facilitator34
and a coach. This makes it necessary to update teachers’ pedagogical skills. These include notonly teaching but curricula design, counselling students on educational choices andcooperating effectively with other teachers and with workplace instructors. This is especiallyimportant for workplace instructors who may have a strong background in their own job butwho have never received formal teacher training.A key theme in the case studies is integrating theory and practice, often via a dual approachwhich combines theoretical classwork with on-the-job learning, in a company environment.This prepares teachers for programmes in which their own students participate in on-the-joblearning, easing the transition from school to the workplace. Bottom-across cooperationbetween teachers and managers in industry – initiated during teachers’ own training – canlater be useful in guiding and providing support for their students.4.1.2. ‘Vocational update’In a world of rapidly changing technologies and business practices, it is essential VETteachers and trainers keep abreast of new developments in the areas they teach, providingVET students and trainees with the up-to-date vocational skills required by the labour market.The case studies show that national VET systems are well aware of this need – whichprogrammes attempt to satisfy by creating permanent networks with industry and by providingon-the-job learning opportunities for their staff. The programmes in the Finnish case studiesare exemplary in this respect. In the on-the-job learning strategies adopted by theseprogrammes, workplace instructors bring teachers up to date with recent developments intechnology and working practices, while themselves becoming familiar with new techniquesof teaching. Feedback from participants suggests this practice is both effective and wellreceived.4.1.3. Professional wellbeingThe professional wellbeing of teachers is a growing cause for concern. In the two cases onincreasing teachers’ professional wellbeing, one of the main motivators was to reduce theworkload of teaching staff. The common strategy to promote cooperation and sharing amongcolleagues appears to be the only ‘survival’ strategy available until teachers’ workingconditions change drastically. However, overcoming the barriers of tradition and mindsets,and to introducing permanent changes in working cultures will require much effort and work.Faced with an ageing and burdened teacher population, employers and policy-makers mustrealise the importance of measures to increase the wellbeing of the teaching force.4.1.4. Target groups and teacher rolesThe case studies show that in modern VET environments students acquiring new skillsrequires an organised team effort by VET personnel. It is important, therefore, to provide35
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 36 and 37: of continuous learning. Individuals
Page 38 and 39: 3.8.2. Material outcomesOn material
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?