Teachers, in-company trainers crucial for quality VET
Policymakers and social partners from Turkey, Algeria, Belarus, Kazakhstan, and the Occupied Palestinian Territory met on 12 and 13 December in Turin to discuss the roles, functions and tasks of VET teachers and in-company trainers. They reflected on the different concepts of teacher and trainer competences in their countries, competence requirements and ways for their development.
The participants agreed to set up an exchange and learning platform, which will allow for further reflection on international experience to develop policies and implementation strategies.
Read more detailed report from this conference.
Anastasia Fetsi, head of the Thematic Expertise Department, ETF: ‘I am very happy about the focus of this project. By launching this creative learning and exchange platform for policy makers and social partners the ETF has reacted to the needs of partner countries. The support to mutual learning about policies and practices across countries in the area of professionalization of VET staff in work-process integrated learning arrangements was outlined in the Torino Process country analysis of 2010’.
Olga Dekhtiarenko, the Republican Institute for Vocational Education (RIPO), Department for International Cooperation, Belarus: ‘In Belarus there is an urgent need to enhance the quality of VET teachers and in-company trainers, and to create cooperation structures and conditions to support both groups in providing work-based learning experience within initial and continuous VET’.
Ahmad Othman, the Ministry of Education and Higher Education, Testing Department, Occupied Palestinian Territory: ‘We need to increase the recognition and attractiveness of the VET teacher/trainer profession and build up new education programmes. […] There are specific skills and competences needed in the light of new roles and tasks of VET staff compared to general education.’
Adlan Utemisov, chief expert of Republican scientific-methodical Centre of Technical and Vvocational Education, Ministry of Education and Science of the Republic to Kazakhstan: ‘Efficient integration of theory, practice and work based learning, the integration of company needs, requirements and perspectives into learning is the basis for good VET […] The Republic of Kazakhstan is very interested in the exchange of good practices with other countries.’
Yücel Yüksel, General Directorate for TVET, Ministry of National Education, Turkey underlined the long experience his country has in implementing the apprenticeship system and the specific interest of the government and social partners to integrate VET and vocational learning into work processes.
Dagmar Ouzoun, coordinator of the component on VET teachers and in-company trainers under the ETF ILP Learn Project, stressed the key role VET teachers and trainers have to enhance the performance level of high quality VET. ‘Both groups are confronted with increasing demands: efficiency and effectiveness, quality assurance, support of learners with very heterogeneous background and abilities. The complex interplay between people, technology, organisational set up, and management within enterprises condition the roles of VET teachers and trainers and other VET professionals in managing and mediating this interplay. This is related to different areas of responsibilities of VET staff.
It is expected that in 2012 the Focus group of policymakers and social partners will assume
- a steering function and propose the selection of concrete thematic issues for partner country representatives’ cooperative work, prepare common activities where other interested ETF partner countries representatives can be involved;
- an advisory function and comment on papers and reports, informing about national and international developments in the area of VET teachers and trainers;
- a development function by providing inputs for drafting key messages, recommendations, reports, brochures, tools and methodologies.
In 2012 the ETF will produce a position paper on teachers and trainers in VET and a paper on competence development in work-based learning.
Helmut Zelloth, team leader of the ILP Learn Project is convinced that the successful integration of the three project components on learning context matters ‘policy analysis, policy formulation and policy implementation’ will lead to a comprehensive approach in supporting ETF partner countries in VET teacher/trainer policy reform processes.