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Table of Contents
Intro
Foreword
Acronyms and abbreviations
Executive summary
1 Key insights on preparing vocational teachers and trainers
1.1. Skill requirements for teaching and training in VET
1.1.1. VET teachers need a sophisticated mix of knowledge and skills
1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace
1.1.3. Shortages of teachers and trainers in VET are common
1.2. Strategies to ensure that VET teachers and trainers are well-prepared
1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality
1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms
1.3. Balancing quality and flexibility: Lessons learnt from the five case studies
1.3.1. Entry requirements for VET teachers
Setting clear entry requirements that contribute to the quality of teaching
Allowing for some flexibility without compromising on quality
1.3.2. Entry requirements for in-company trainers
Entry requirements for trainers are mostly related to vocational qualifications &
experience
Setting guidelines on skills of in-company trainers can foster training quality
1.3.3. Initial training and preparation for VET teachers
Flexibility is key in ITET for VET teachers
Financial support schemes increase the accessibility of ITET
Balancing the autonomy of ITET providers with quality assurance mechanisms
Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training
1.3.4. Initial preparation for in-company trainers
Providing accessible and flexible training options
Providing relevant and high-quality training
References
Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada
2.1. A snapshot of vocational education and training in Canada
2.1.1. The structure of the Canadian VET system
Work-based learning and school-based learning
VET teachers and trainers
2.1.2. Governance of the Canadian VET system
2.2. Entry requirements for teachers and trainers in VET in Canada
2.2.1. Qualification, experience and skill requirements for teachers in VET
2.2.2. Qualification, experience and skill requirements for in-company trainers
2.3. Initial preparation for teachers and trainers in VET in Canada
2.3.1. Initial teacher education and training
Teacher training providers and programmes
Target competences, content and curriculum
The design and delivery of teacher education and training
Financing of teacher education and training
Quality assurance in initial teacher education and training
2.3.2. Preparation for in-company trainers
Training providers to prepare in-company trainers
The content and delivery of training for in-company trainers
References
Notes
3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark
3.1. A snapshot of vocational education and training in Denmark
3.1.1. The structure of the Danish VET system
Work-based learning and school-based learning
VET teachers and trainers
3.1.2. Governance of VET in Denmark
3.2. Entry requirements for teachers and trainers in VET in Denmark
3.2.1. Qualification, experience and skill requirements for teachers in VET
3.2.2. Qualification, experience and skill requirements for in-company trainers
3.3. Initial preparation for teachers and trainers in VET in Denmark
3.3.1. Initial teacher education and training in VET
VET teacher training providers.
The content of VET teacher training
The delivery of initial teacher education and training
Financing initial teacher education and training
Quality assuring initial teacher education and training
3.3.2. Preparation for in-company trainers
The content of training for in-company trainers
Financing training for in-company trainers
Quality assurance of training for in-company trainers
References
Notes
4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany
4.1. A snapshot of vocational education and training in Germany
4.1.1. The structure of the German VET system
Work-based and school-based learning
VET teachers and trainers
Governance of the VET system in Germany
4.2. Entry requirements for teachers and trainers in VET in Germany
4.2.1. Qualification, experience and skill requirements for teachers in VET
Regular VET teacher qualifications
VET teachers as 'side-entrants'
4.2.2. Qualification, experience and skill requirements for in-company trainers
General regulations and practice
Exceptions
4.3. Initial preparation for teachers and trainers in VET in Germany
4.3.1. Initial teacher education and training in VET
Teacher training providers, duration and entry requirements
The content of initial teacher education and training
Phase 1: Teacher training at university and other educational institutions
Phase 2: Preparatory service
Financing initial teacher education and training
Phase 1: University studies
Phase 2: Preparatory service
Quality assurance in initial teacher education and training
4.3.2. Preparation for in-company trainers
Training providers
The content of training for in-company trainers
The delivery of training for in-company trainers
Financing training for in-company trainers.
Quality assurance of training for in-company trainers
References
Notes
5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands
5.1. A snapshot of vocational education and training in the Netherlands
5.1.1. The structure of the Dutch VET system
Work-based learning and school-based learning
VET teachers and trainers
5.1.2. Governance and financing of the Dutch VET system
5.2. Entry requirements for teachers and trainers in VET in the Netherlands
5.2.1. Qualification, experience and skill requirements for teachers in VET
Regular teacher qualifications for secondary education
Qualification requirements for 'lateral entry' in MBO
Qualification requirements for instructors in MBO
Qualification requirements to teach in HBO programmes
5.2.2. Qualification, experience and skill requirements for in-company trainers
5.3. Initial preparation for teachers and trainers in VET in the Netherlands
5.3.1. Initial education and training for VET teachers and instructors
MBO teacher and instructor training providers, target competences, content and curriculum
The delivery of MBO teacher and instructor education and training
Financing of teacher education and training
Quality assurance in MBO teacher education and training
ITET to become HBO teacher
5.3.2. Preparation for in-company trainers
References
Notes
6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway
6.1. A snapshot of vocational education and training in Norway
6.1.1. The structure of the Norwegian VET system
Work-based learning
VET teachers and trainers
6.1.2. Governance
6.2. Entry requirements for teachers and trainers in VET in Norway
6.2.1. Qualification, experience and skill requirements for teachers in VET.
General regulations and practice
Exceptions
6.2.2. Qualification, experience and skill requirements for in-company trainers
6.3. Initial preparation for teachers and trainers in VET in Norway
6.3.1. Initial teacher education and training
Teacher training providers, duration, entry requirements
Target competences, content and curriculum
The delivery of teacher education and training
Financing of teacher education and training
Quality assurance in initial teacher education and training
6.3.2. Preparation for in-company trainers
References
Notes
Annex A. Simplified ISCED mappings
References
Blank Page.
Foreword
Acronyms and abbreviations
Executive summary
1 Key insights on preparing vocational teachers and trainers
1.1. Skill requirements for teaching and training in VET
1.1.1. VET teachers need a sophisticated mix of knowledge and skills
1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace
1.1.3. Shortages of teachers and trainers in VET are common
1.2. Strategies to ensure that VET teachers and trainers are well-prepared
1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality
1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms
1.3. Balancing quality and flexibility: Lessons learnt from the five case studies
1.3.1. Entry requirements for VET teachers
Setting clear entry requirements that contribute to the quality of teaching
Allowing for some flexibility without compromising on quality
1.3.2. Entry requirements for in-company trainers
Entry requirements for trainers are mostly related to vocational qualifications &
experience
Setting guidelines on skills of in-company trainers can foster training quality
1.3.3. Initial training and preparation for VET teachers
Flexibility is key in ITET for VET teachers
Financial support schemes increase the accessibility of ITET
Balancing the autonomy of ITET providers with quality assurance mechanisms
Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training
1.3.4. Initial preparation for in-company trainers
Providing accessible and flexible training options
Providing relevant and high-quality training
References
Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada
2.1. A snapshot of vocational education and training in Canada
2.1.1. The structure of the Canadian VET system
Work-based learning and school-based learning
VET teachers and trainers
2.1.2. Governance of the Canadian VET system
2.2. Entry requirements for teachers and trainers in VET in Canada
2.2.1. Qualification, experience and skill requirements for teachers in VET
2.2.2. Qualification, experience and skill requirements for in-company trainers
2.3. Initial preparation for teachers and trainers in VET in Canada
2.3.1. Initial teacher education and training
Teacher training providers and programmes
Target competences, content and curriculum
The design and delivery of teacher education and training
Financing of teacher education and training
Quality assurance in initial teacher education and training
2.3.2. Preparation for in-company trainers
Training providers to prepare in-company trainers
The content and delivery of training for in-company trainers
References
Notes
3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark
3.1. A snapshot of vocational education and training in Denmark
3.1.1. The structure of the Danish VET system
Work-based learning and school-based learning
VET teachers and trainers
3.1.2. Governance of VET in Denmark
3.2. Entry requirements for teachers and trainers in VET in Denmark
3.2.1. Qualification, experience and skill requirements for teachers in VET
3.2.2. Qualification, experience and skill requirements for in-company trainers
3.3. Initial preparation for teachers and trainers in VET in Denmark
3.3.1. Initial teacher education and training in VET
VET teacher training providers.
The content of VET teacher training
The delivery of initial teacher education and training
Financing initial teacher education and training
Quality assuring initial teacher education and training
3.3.2. Preparation for in-company trainers
The content of training for in-company trainers
Financing training for in-company trainers
Quality assurance of training for in-company trainers
References
Notes
4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany
4.1. A snapshot of vocational education and training in Germany
4.1.1. The structure of the German VET system
Work-based and school-based learning
VET teachers and trainers
Governance of the VET system in Germany
4.2. Entry requirements for teachers and trainers in VET in Germany
4.2.1. Qualification, experience and skill requirements for teachers in VET
Regular VET teacher qualifications
VET teachers as 'side-entrants'
4.2.2. Qualification, experience and skill requirements for in-company trainers
General regulations and practice
Exceptions
4.3. Initial preparation for teachers and trainers in VET in Germany
4.3.1. Initial teacher education and training in VET
Teacher training providers, duration and entry requirements
The content of initial teacher education and training
Phase 1: Teacher training at university and other educational institutions
Phase 2: Preparatory service
Financing initial teacher education and training
Phase 1: University studies
Phase 2: Preparatory service
Quality assurance in initial teacher education and training
4.3.2. Preparation for in-company trainers
Training providers
The content of training for in-company trainers
The delivery of training for in-company trainers
Financing training for in-company trainers.
Quality assurance of training for in-company trainers
References
Notes
5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands
5.1. A snapshot of vocational education and training in the Netherlands
5.1.1. The structure of the Dutch VET system
Work-based learning and school-based learning
VET teachers and trainers
5.1.2. Governance and financing of the Dutch VET system
5.2. Entry requirements for teachers and trainers in VET in the Netherlands
5.2.1. Qualification, experience and skill requirements for teachers in VET
Regular teacher qualifications for secondary education
Qualification requirements for 'lateral entry' in MBO
Qualification requirements for instructors in MBO
Qualification requirements to teach in HBO programmes
5.2.2. Qualification, experience and skill requirements for in-company trainers
5.3. Initial preparation for teachers and trainers in VET in the Netherlands
5.3.1. Initial education and training for VET teachers and instructors
MBO teacher and instructor training providers, target competences, content and curriculum
The delivery of MBO teacher and instructor education and training
Financing of teacher education and training
Quality assurance in MBO teacher education and training
ITET to become HBO teacher
5.3.2. Preparation for in-company trainers
References
Notes
6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway
6.1. A snapshot of vocational education and training in Norway
6.1.1. The structure of the Norwegian VET system
Work-based learning
VET teachers and trainers
6.1.2. Governance
6.2. Entry requirements for teachers and trainers in VET in Norway
6.2.1. Qualification, experience and skill requirements for teachers in VET.
General regulations and practice
Exceptions
6.2.2. Qualification, experience and skill requirements for in-company trainers
6.3. Initial preparation for teachers and trainers in VET in Norway
6.3.1. Initial teacher education and training
Teacher training providers, duration, entry requirements
Target competences, content and curriculum
The delivery of teacher education and training
Financing of teacher education and training
Quality assurance in initial teacher education and training
6.3.2. Preparation for in-company trainers
References
Notes
Annex A. Simplified ISCED mappings
References
Blank Page.