PROFF – Professionalisation of VET teachers for the future - Europa

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with different skills and organisational roles and different work backgrounds made it possiblefor them to make continuous comparisons on various subjects and thus develop a networkbasedculture.8. Dual trajecten bve, the NetherlandsIn 1997, the teacher training college of Fontys teacher training institutes was approached byseveral institutes for vocational training and adult education (ROCs) with a request tocooperate with them in setting up a teacher education programme. During the firstdevelopment phase, three problem areas arose.The first was the collective labour agreements in VET and adult education which allow forfunction differentiation. In these agreements teacher training colleges with ‘traditional’teacher education are not sufficiently considered. They educate their students as second-gradeteachers and there are no possibilities to anticipate the new functions mentioned in thecollective ROC labour agreement.Further, ROCs fear a large exodus of their teaching staff in the coming 10 years, mainly due toretirement. Finally, it was felt that educational innovation would be encouraged if ROCsstarted educating whole groups of teachers and trainers together.The programme has a dual approach; it is not only about teacher training, but about a systemof training for different jobs for the differentiated job profiles at ROCs, i.e. educationalassistants, trainers, coaches and teachers. Educational assistants, trainers, coaches and teachersall coach, train or teach students on different levels and with different tasks. For instance aneducational assistant works in an open learning centre, a trainer in practical instruction, acoach in learning at the workplace and a teacher in theoretical instruction. However, theirtheoretical background and experience from the world of work is mostly different.The 13 different ROCs and a teacher training college cooperated in developing andimplementing the programme and the evaluations. The ROCs as well as the teacher trainingcollege are both responsible for the quality and organisation of the dual course.The ideology underlying the programme, its content and methodology are innovative. It is adual route for educational staff with emphasis on learning at the workplace, i.e. integratingworking and learning. It is competence-based instead of curriculum-orientated and itemphasises learning-by-doing. Teachers can develop their competences in a dual way oflearning, coached by the coach from the institute for teacher training as well as by the coach inthe workplace at the ROC. For every level (educational assistant, trainer, coach, and teacher)sets of competences were developed:54
Educational assistants Trainers Coaches Teacherseducational developmentseducational developmentsand reform 1educational developmentsand reform 2developing training andteachingcoaching and instruction instruction and coaching coaching and tutoring management andleadershipmanagement of thelearning environmentmanagement of thelearning processcommunication andleadershipsupervising in educationalenvironmentsgeneral professionalcompetences 1general professionalcompetences 2development ofcompetencesvocational pedagogyvocational competencesassessments and workbasedcoachingvocational competences9. Vocational pedagogy in enterprises, NorwayAkershus University College, Faculty of vocational and technical teachers and trainers,organises a study programme called ‘vocational pedagogy in enterprises’.The target group is persons with training/teaching and tutoring functions in enterprises andcompanies. The programme has no formal educational requirements for applicants.The programme was established in 1992 as cooperation between PIL (ProsessundustriensLandsforening – Association of Norwegian process industries) and Statens YrkespedagogiskeHøgskole, (now part of Akershus University College, Faculty of education of vocational andtechnical teachers and trainers.) The background for the initiative was a need from PIL tostrengthen pedagogical competence in enterprises – not least with the forthcoming Reform94(comprehensive reform in upper secondary education – including all initial vocational trainingin Norway). Since the reform, the main track for vocational education and training in Norwayis two years at school and two years in companies. This means companies have moreformalised responsibilities and obligations for training in its last two years. This initiative waslater taken over by the college – and developed further outside PIL.The programme is organised as an ‘open’ offer, having a heterogeneous group of participantsfrom several companies and sectors of society. It is also delivered to specific target groups orenterprises/companies.The programme is founded on adult education principles: experiential learning,theory/practice integration, participants’ orientation, collaborative learning as well asindividually designed study processes.The focus is on building on the experience and insight of students and on connecting learningactivities directly to participants’ work in their own enterprises. Theory and methods arelearned as a part of, or parallel to, practical tasks, adopting a holistic approach.55
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 58 and 59: • familiarise teachers with pract
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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