PROFF – Professionalisation of VET teachers for the future - Europa

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as their ability to cooperate in teams. Teaching materials, tools and resources were developedin connection with the education programme. For more information see http://www.eud-it.dk.2. Reform competence project, DenmarkIn 2001, the Danish VET programmes were substantially changed in structure, content,pedagogical principles and teacher roles. The basic courses were reduced from 83 to 7 basicVET courses. VET colleges were asked to reorganise their VET programmes and turn theminto flexible modularised courses where individual trainees could try out various trades beforefinally deciding on an area of specialisation. The reform also introduced several new conceptssuch as individual educational plans, student portfolios and tutoring functions for teachers.The aim of the project is to support the ongoing competence development of teachers andmiddle management at vocational schools in implementing the reform.It consists of various development projects initiated locally. The schools and actors involvedinfluence the projects starting with specific problems or challenges at the school inimplementing the reform and the teachers’ and middle management’s need of competencedevelopment.Teachers develop their ability to:• guide students;• use the electronic education plan (Elevplan);• reflect on their own practice;• change their own practice;• differentiate teaching according to the needs of individual students;• work in teams.Middle management develop their ability to:• motivate teachers;• plan teaching according to the 2000 Reform;• identify competence needs of teachers;• initiate competence development of teachers.For information on materials and resources developed see http://www.delod.dk/kompudvikling/Startside.htm.48
3. META, FinlandThe META project aims at raising quality in VET by moving ‘from individuality to a cultureof collegiality’. The programme also aims at increasing the professional wellbeing of teachersand thus combat the threat of teacher shortage.Specifically, the programme strives to renew operation modes, develop a permanent culture ofcollegiality, pool people, skills and equipment, raise the quality of learning, teaching andmanagement through long-term collegiality and emphasise learning in one’s own job.Structure of the project:COLLEGIAL GROUPSNETWORKSTRAINING CAMPSCollegial groups are teams of two to four personsgenerally within the same institution. Theformation is voluntary, based on individuals’ ownchoices. The aim is to support members indeveloping and renewing their teaching.Networks are open projects built around a certaintheme (e.g. special education needs,internationalisation, development of curricula,e-learning, etc.). All members should activelyparticipate in the work of the network, i.e. beprepared to receive and deliver ideas, knowledge,experiences and skills.Training camps are arranged two to three timesper year and as forums for presenting new ideas,innovation and current issues as well as forsharing models and ideas developed in thecollegial groups.The aim is to develop the ‘deeper’ qualities in teaching: attitude to teaching, concept oflearning, tutoring and counselling students. Also understanding the role of the teacher as awider concept (e.g. tutoring and coteaching) as well as dealing with new learningenvironments. Expected results are increased attraction of vocational upper secondaryeducation, decrease in drop-out rates, cooperation and utilisation of regional expertise,cooperation in purchasing costly equipment and increased attraction of the VET teacherprofession.49
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 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 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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