Transcript Key competences of VET teachers

KEY COMPETENCES OF VET
TEACHERS - PROJECT RESULTS
Tatiana Babrauskiene, FLESTU-LETU
ETUI-ETUCE Training Seminar
VET in Lifelong Learning – the role of teachers’ union
Vilnius, March 29-31, 2011
TRANSFORMING VET TEACHING
Vocational teachers and trainers are essential to
supporting skills development in the workforce…
In many countries vocational teachers have a low
professional status which is accompanied by a
fragmentation of the profession through the
variety of existing profiles and multiple ways of
teacher training and recruitment. In addition
their skills and competencies are not updated
and their salaries are sometimes too low and the
workload too big.
FROM THE GOOD TO THE BEST
LDV - PARTNERSHIP - PROJECT
LLP-LDV-PRT-2009-LT-0092
The professionalization of teachers
and trainers is a key objective of
European cooperation in the area of
education and training.
QUESTIONNAIRE
Competence Profile of
Teachers/Trainers in Vocational
Education Training – VET - in
Europe
ARE WE DIFFERENT?
English:
Teacher
Trainer
Lithuanian: Mokytojas
Italian:
Finnish:
German:
Mokytojas
Treneris - Sport
Insegnante Formatore – AIF
(= Associazione
Italiana Formatori)
Opettaja
Opettaja – Kouluttaja
(Adult ED
- Valmentaja
(Coach-Sport)
Lehrer
Ausbilder (practice in
(theory at an enterprise)
school)
Similarities and differences between VET
teachers and trainers – divergence or
convergence?
In response to the evolving of the VET system clearer professional profiles of VET teachers
should be developed and stronger focus to increasing VET teachers’ own skills and
competences given.
WHAT’S NEW AND CHALLENGING FOR VET
TEACHERS?
Competence requirements to VET teachers are
changing. Curriculum development and designs in the
process of being decentralised, and teachers are
becoming more directly involved in curriculum planning,
often in cooperation with enterprises.
 The requirements to skills and competences of trainees
are also developing and the pace of change is increasing.
 Teachers should increasingly orient themselves towards
working in self-reflective development teams, building
among other things on well-developed relations with
relevant networks of enterprises. Another challenge is
the necessity to co-operate with employers and local
stakeholders.
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THE COMPETENCES IDENTIFIED ON THE BASIS
OF THE TASK PROFILES OF IVET TEACHERS
ARE:
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Administration: knowledge and understanding of QA
systems, ability to record individual student progress;
Pedagogy: ability to use a wide range of teaching
strategies, ability to use learning theories, ability to
use reflective practice to improve teaching skills, ICT;
Development: ability to evaluate through feedback
and reflection, ability to update subject-specific
knowledge;
Quality Assurance: ability to produce accurate
records, ability to contribute to quality cycles, ability
to reflect on evaluate professional performance;
Networking: ability to liaise with external bodies such
as schools, employers, careers services etc.
CHALLENGES
The school world and the VET education system
cannot alone bear the responsibility for the
provision of vocational education and training.
 VET teachers need a strong support of systematic
and ongoing professional development.
 Policy makers should take more responsibility for
ongoing and non stopping reforms.
 Teachers’ trade unions need to play a major role
in supporting the professional development of
teachers and trainers, and be involved in policy
formation in this area at all levels.
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SOME RECOMMENDATIONS
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A deep and active involvement of the SP in the
development and provision of VET is very important;
good partnerships between SP and VET schools are
to be developed and maintained;
the SP should be encouraged to take upon themselves
an important role in the on going developments of
VET;
the SP should strengthen their capacities for
contributing actively to VET development. At the
system level, this may mean the participation in the
projects, the establishment of networks, methods and
tools which can provide information on, possibly
emerging, skills needs and competence requirements
in specific segments of the labour market, and
channel this information into the policy making
process.