Teachers and Trainers in Vocational Education and Training

Transcription

1 TTnet Annual Conference Cedefop, Thessaloniki, 7-8 December 2006 Peter Baur DG Education and Culture European Commission

2 Background and context Current and future activities Some questions 2

3 Mid-term review of the Lisbon strategy Focus on growth and jobs Realisation of a knowledge society, based upon human capital, education and training, research and innovation policies, is key to boost our growth potential and prepare the future Two guidelines for education and training: expand and improve investment in human capital, and adapt education and training systems to new competence requirements LLL is a sine qua non for achieving the Lisbon goals (European Council 2005) well educated and skilled workforce is the prerequisite for competitiveness, growth and jobs education and training also key for social inclusion 3

4 Benchmarks Progress against the 5 benchmarks (EU average) 100 MST graduates benchmarks = Lifelong learning participation Progress required Early school leavers Upper-secondary completion 0-10 Low achievers in reading Year 4

5 2010 (Joint interim report, 2004) The success of the reforms undertaken hinges directly on the motivation and the quality of education and training staff. Member States should therefore, where necessary, and in accordance with national legislation and practices, implement measures to make the teacher/trainer profession more attractive. 5

6 The professional development of vocational teachers and trainers remains a real challenge for most countries. (2006 draft joint progress report) Why - what to do? 6

7 Helsinki Communiqué Investment in human capital and skills needed VET constitutes a major part of LLL Twin challenge: engaging youth and those in working life Delivering a skills base relevant to working life Contributing to competitiveness and social cohesion 7

8 Helsinki Communiqué Focus on the following priority areas: Improving the image, status, attractiveness and quality of VET Further development, testing and implementation of common tools; A more systematic approach to strengthen mutual learning; special attention to improving scope, precision and reliability of VET statistics; Active involvement of all stakeholders 8

9 II. Current and Future Activities 9

10 European Principles for teacher qualifications and competences; Testing Conference June Well-qualified profession Lifelong learning context Mobile profession Partnerships Recommendation planned for

11 Establishment of a focus group on VET teachers and trainers (sub-group of teachers and trainers cluster) Peer Learning Activities: Challenges for Teachers and Trainers in VET: Enhancing discourse between teachers and worklife, Finland, 9-13 October 2006, organised in the framework of Cedefop s study visit programme. Partnership between schools and companies the role of VET teachers and trainers (Austria 5-8 March 2007) Two additional PLAs foreseen for 2007 topics and host countries to be defined 11

12 PLA on Partnership between schools and companies Topics to be covered and to looked at from different angles the professional cooperation between teachers in schools and trainers in companies; the link between system and provider level learning culture in companies: the role of Social Partners work based learning as a distinctive pedagogic approach. what are the competencies needed by teachers and trainers respectively and how are they developed? 12

13 2 studies on trainers in VET Trainer, tutor, and others in enterprises who integrate training and education functions in to their jobs with varying degrees (from incidental to full-time teaching of trainees and apprentices) (lot1) Instructors and trainers working in labour market training institutions supported by governments and public authorities, often with a strong focus on social inclusion and basic occupational competences; Instructors and trainers working in employers organisations, such as chambers of commerce, sectoral training institutions or privately-run training companies and providers that focus on upgrading of technical competences, training in communication skills, etc. (lot 2) 13

14 Lot 1: Seven key themes (questions) in ToR Situation of the labour market: ways of recruitment and competence standards for trainers Forms and contents of work Recognition of work Evaluation and quality assurance Professional development Attractiveness of the job Trends (increasing/decreasing importance of training/trainers) 14

15 Lot 2: Six key themes (questions) in ToR Training market Recruitment Status (empoyed; free-lance; ) Evaluation and quality assurance Professional development Attractiveness of the profession 15

16 Expected results: - Get a better/good understanding of qualification and recruitment of trainers the work of trainers and their working environments of policies and practicies related to training of trainers and their implications and effectiveness of possible professional development pathways 16

17 Statistical study on teachers and trainers and their professional and geographical mobility Substantial number of teachers active in other professions 17

18 Cooperation with a number of actors Cedefop (TTnet), ETF EUROSTAT, CRELL; OECD 18

19 Instruments to support implementation Lifelong Learning Programme Structural funds, in particular social funds 7th Framework Programme for Research 19

20 Integrated LL Programme Priority areas for call 2007: To improve the quality and attractiveness of vocational education and training by implementing the priorities of the Copenhagen process at national level and to promote recognition of non-formal and informal learning. To improve the quality of education and training staff, in particular of teachers and trainers. 20

21 Integrated LL Programme Leonardo da Vinci: Teachers and trainers a priority under call 2007 : Qualifications and professional development of VET teachers and trainers in different learning environments; Criteria and methods for identifying the learning needs of VET teachers and trainers; Continuous adaptation of education and training curricula for VET teachers and trainers; New skills and competences for VET teachers, trainers and other learning facilitators essential in a lifelong learning context; New forms of cooperation and exchange between VET teachers working in schools and VET trainers working in companies and/or organisations providing training; Innovative training offers for VET teachers and trainers 21

22 Call for tender planned for 2007: Organisation of six (6) 2-days seminars/workshops on key issues concerning teachers and trainers in VET with relevant stakeholders. The contractor will be required to prepare the seminars/workshops (relevant input papers), to identify in close cooperation with the European Commission the respective participants, to organise and animate the workshops and to produce a report per workshop/seminar. These workshops will build on and complement the two studies contracted in

23 III. Some questions 23

24 For reflection and discussion: (Adaptation of Helsinki Communiqué to teachers and trainers in VET): Improving the image, status, attractiveness and quality of teachers and trainers in VET Further development, testing and implementation of common tools; A more systematic approach to strengthen mutual learning; special attention to improving scope, precision and reliability of VET statistics; Active involvement of all stakeholders 24

25 For reflection and discussion (2): Demographic developments impact on VET teachers and trainers What are the hot topics / main issues / trends in the Member States concerning teachers and trainers in VET How to organise a better cooperation and closer links between companies and VET schools focus on VET teachers and trainers? What are the implications of EQF / ECVET on VET teachers and trainers? What implies the focus on learning outcomes for VET teachers and trainers? Strengthening European dimension of VET teachers and trainers Mobility of teachers and trainers in VET 25

26 Thank you very much! 26