PROFF – Professionalisation of VET teachers for the future - Europa

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• familiarise teachers with practices in the businesses/workplaces.The programme consists of four modules:(a) on-the-job learning: legislation and regulations, practical arrangements and qualitycontrol, pedagogy in on-the-job learning, assessment in on-the-job learning;(b) two-month on-the-job learning period: practices and networking;(c) skills demonstrations and assessment: developing a common evaluation model;(d) work-related research: latest research in organisations and their development.The modules also work as independent study programmes.The teaching materials and resources developed during the programme include:• resources and materials on on-the-job learning as well as skills demonstrations;• evaluating the above materials;• data and analyses of the assessment and evaluation practices in the participants’ owninstitutions;• inventory and analysis of on-the-job learning places.6. Tukeva (to research, develop and train), FinlandFinnish vocational adult education centres provide initial and continuing vocational trainingand education for employed and unemployed persons, including apprenticeship training. Thetraining services are funded by the labour and education authorities and by the private sector.At these centres there are many teachers who have been in the profession for years but wholack pedagogical qualifications.Tukeva, created in 1998, is based on experiences from previous training programmes. Themain principles of the project originate from working life. The studies have been built up byuniversities, polytechnics and vocational teacher education colleges and are defined andassessed as other higher education studies.Tukeva’s aim is to:• raise the level of teachers’ qualifications;• develop teachers’ own organisations and raise the status of vocational adult educationcentres;• improve their competitive position on the market;• develop new models and materials, methods and contents, learning environments,blended learning solutions and disseminate these new models;• increase cooperation between participants and organisations through networks;52
• improve vocational teachers’ access to continuing education;• gain an insight – through research which is a part of the project – into the traditional andnew dimensions of teachers’ work, the impact of the project on the individual,organisation and society.The programme included university level studies in pedagogy, business, economics andtechnology; VET pedagogy; polytechnic level studies in different departments; research anddevelopment projects.During the programme new e-learning programmes and materials were developed as well asMetodix, a web-based environment for scientific research, methods and learning.Tukeva has resulted in nation- and sector-wide networks. There is cooperation betweeneducational authorities, educational organisations from secondary level to adult education topolytechnics and universities, labour unions, private companies.7. HEP, ‘higher education pathways for vocational training and labour policymanagement’, ItalyThe aim of HEP is to update the vocational skills of managers in VET and labour policies,and to promote the integration of VET and labour systems by developing a network-basedculture among the actors in local systems.The Institute for the development of workers’ vocational training (ISFOL) in Italy,cooperating with some universities, has built up a programme to develop nationally validtraining to ensure certifiable skill standards, provide for the lack of training in Italy and, aboveall, to support the reforms taking place in VET and labour policies.The skills and competences were developed in six macro policy fields closely connected to thesocio-economic environment, the service-distribution process, and the interaction betweeninstitutional and non-institutional actors and local stakeholders:• managing relations and partnerships;• planning and programming;• managing structures and organisational processes;• managing human resources;• managing economic and financial resources;• evaluating results and controlling quality.Experimentation of institutional partnerships was successful. The close cooperation betweenregional authorities, universities, ISFOL, trainees’ own organisations and other stakeholdersproved to be fundamental for the success of the training pathway. Also the ‘mix’ of trainees53
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 54 and 55: as their ability to cooperate in te
Page 56 and 57: 4. Telkkä, development of educatio
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
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PROFF – Professionalisation of VET teachers for the future - Europa

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