The note points out that \u201cCPD [Continuing Professional Development] requirements, regulation, provision and monitoring vary significantly across countries.\u201d In many cases there is a legal basis for the CPD, but not all of them define \u201cits amount, duration and expected outcomes.\u201d It might be covered by collective agreements and, in some cases, it is a right or part of the quality assurance process (which probably best describes the drivers in Australia). In some countries \u201cattending CPD programmes translates into wage bonuses for teachers.\u201d In many cases, senior managers and leaders play a role in deciding when a teacher can or should undertake CPD. In other places, the responsibility for CPD rests more with the individual teacher, but they still need to get senior staff approval. Again, not much different to here, but it is interesting to speculate on the extent to which teaching teams play a role in considering what their CPD needs are. Again, it\u2019s the issue where collective and complimentary needs meets those of the individual.<\/p>\n

What constitutes CPD can vary too. In most EU countries, \u201caccredited training courses or programmes are considered CPD, whereas there is no validation or recognition of competences acquired while teaching or training.\u201d Some countries, however, recognise \u2018self-study\u2019 as a form of CPD. A range of institutions and bodies can be involved in this provision: higher education institutions and universities, teacher training institutes, in-service training institutions, national centres or agencies working in VET, non-state providers of adult education and finally municipalities, companies and teacher unions.<\/p>\n

As the paper notes:<\/p>\n

\u201cThe content of teacher CPD is usually supply-driven and not regulated. As most countries do not monitor or evaluate it, little is known about actual content [BUT] if emerging competence needs are to be covered and teachers equipped with labour market relevant skills and knowledge, much more needs to be done.\u201d<\/p>\n

Approaches outlined in the briefing note include professional profiling of teachers and trainers, career schemes for teachers, teacher and trainer training programs on specific aspects to support reforms (This is common in Australia) and work placements for VET teachers in companies.<\/p>\n

Finally, and importantly:<\/p>\n

\u201ccooperation and partnerships between VET institutions and labour market actors are seen as important in ensuring the quality and relevance of learning. Such cooperation and partnerships are not common practice but several countries \u2026 reported on individual cooperation arrangements between VET institutions and companies.\u201d<\/p>\n