PROFF – Professionalisation of VET teachers for the future - Europa

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adequate training not only for teachers but also for other personnel. Especially important istraining for ‘middle managers’ who do not always have the skills effectively to managehuman resources and motivate teachers for change.Teachers themselves are taking on a much broader role than in the past. The programmesstudied by PROFF place great emphasis on teachers’ managerial, administrative,teamworking, interdisciplinary and communication skills, areas which received little attentionin traditional teacher training.4.1.5. AccreditationThe case studies show that in many training institutions throughout Europe, large numbers ofteachers and trainers lack the formal qualifications called for by VET reform. For workplaceinstructors, existing legislation usually provides no clear definition of the qualificationsrequired. In many cases most instructors have never received any formal pedagogical training.In these circumstances, key for teacher training programmes is how to provide teachers withthe formal accreditation they need to pursue their careers. This requires careful planning ofteachers’ careers, providing them with flexible learning/training pathways allowing them toachieve the required competences and professional qualifications. The case studies look atpossible strategies for achieving this goal.The Finnish Tukeva programme, described earlier in this report, provides an example of alarge-scale training programme leading to a formal university qualification. Otherprogrammes studied by PROFF offer alternative solutions including formal accreditation byinstitutions running the programmes and/or granting credits recognised by institutions offurther and advanced education.4.1.6. Overcoming teacher resistanceThe case studies show many changes called for by VET reform did not originate from withinnational VET systems but were imposed from the outside, responding to pressures fromindustry and political decision-makers. For teachers in the profession for a considerable timeand used to working autonomously, these changes represent a major upheaval. In the past,they were used to working independently, identifying themselves with the ‘subject’ theytaught. In the new setting created by the reforms they have to change their practices. Thismeans there are barriers to be overcome.The Danish ‘reform competence project’ has identified some of these obstacles. First of all,change takes time. This may seem obvious, but it is not obvious when reforms have to becarried out in line with an externally determined timetable. Often reform planning has not paidenough attention to the need to retrain teachers. The situation is made worse when middlemanagers lack the competences or qualifications to manage human resources and help changeteacher practices.36
To overcome resistance, many projects adopted a bottom-up approach to curricula designinvolving teachers and trainers in planning and implementing their own training.4.1.7. Challenges for teacher trainingDespite the excellent results of the case studies, several challenges remain. Even whenteachers are enthusiastic about innovative teacher training programmes, these programmesplace a burden on their time. Where time and human resources are scarce teachers givepriority to their short-term work priorities rather than to long-term training goals. Thistendency is strengthened when teachers feel management is not fully committed toprogrammes and when it does not provide enough time for teacher participation (includingindependent ‘home’ work and taking part in formal training sessions).An additional issue is finance. Different countries adopt different models for funding teacherand trainer training. Some are funded by the EU, a model which is likely to proveunsustainable as Europe shifts its resources towards the new Member States. In some cases,funding is provided by central, regional and local government. In others a large proportion offunding comes from participants’ own institutions or from participants themselves (e.g. theNorwegian case). The case studies give no indication of which of these models is mosteffective. It is none the less clear, at least in some cases, lack of sufficient financial resourcesprevents teachers and trainers from receiving the continual training they require.A further cause for concern is teacher wellbeing. Facing an ageing and overburdened teacherpopulation, it is essential that employers and policy-makers realise the importance ofmeasures to increase the wellbeing of the teaching force. Two case studies address this issuethrough measures designed to promote a new, more ‘collegial’ style of work – possibly theonly ‘survival’ strategy available until it becomes possible to introduce more radicalimprovements in teachers’ working conditions.4.2. RecommendationsBased on the findings of the case studies it is possible to make several recommendations forpolicy-makers and VET practitioners.4.2.1. Recommendations for policy-makers(a) It is important VET reform should provide enough financial resources for effectiveteacher and trainer training. This is especially important where training staff lack theformal teaching qualifications needed to develop their careers.(b) Policy-makers should pay attention to changing and expanding teachers’ roles. Industryand the unions should be more closely involved in defining teachers’ future roles.National policy should allow for local variations in teachers’ roles, tasks and salaries.37
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 40 and 41: 4. Conclusions and recommendations4
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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