astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131This 2022 synthesis paper published by CEDEFOP points out that \u201cteachers and trainers are at the frontline of VET delivery.\u201d To do their job effectively requires that \u201cthey (re)skill and upskill towards future-oriented competences, which they can then pass on to students.\u201d<\/p>\n
The Victorian Skills Plan<\/a> (VSP) and broader initiatives in relation to the VET workforce in Australia are concerned with the development of digital and green skills. Action 9 of the VSP focuses on building the VET workforce. At their last meeting<\/a> in early October Australia\u2019s Skills Ministers agreed to progress a VET Workforce Blueprint \u201cto support, grow and retain a quality workforce.\u201d<\/p>\n In addition to this synthesis report<\/a> CEDEFOP published, there are individual country reports<\/a> that try to offer, for each, \u201ca clear picture of the teaching professionals working in initial VET, and of how their professional development is organised and supported.\u201d In all, these reports cover EU countries plus Iceland and Norway; 29 in all!<\/p>\n The messages from this synthesis work have a context, and that is \u201can ageing VET teaching population, shortage of VET teachers, especially young ones, low attractiveness of VET in general and VET teaching in particular.\u201d Sound familiar?<\/p>\n Despite this, the paper points out VET teachers and trainers do a lot of things in Europe that we do here and need to be supported in:<\/p>\n \u201cdeveloping skills and provided with tools to master new technologies, to deliver online and\/or blended learning, to work in multicultural environments, to support the smooth integration of refugees, to identify promptly learners at risk of dropping out, support early leavers to reintegrate into education and training, and understand that the changing labour market needs to empower and equip students with skills for the future.\u201d<\/p>\n Two major types of European VET trainers are highlighted: school-based and work-based. However, the paper notes an emerging hybrid type of teacher and trainer there, \u201cworking in parallel in VET institutions and companies. However, \u201cthere are almost no regulations, requirements, specific CPD nor data available yet for them.\u201d<\/p>\n The paper also points out that those work-based teachers and trainers are less well understood and catered for through CPD and policy initiatives that those working in school settings.<\/p>\n These are seen as a way of providing real world and current work experience for school-based VET teachers. In some cases, networks and councils are used to help facilitate these links. In others formal contracts between schools and companies can be used.<\/p>\n Collectively EU countries are responding to these national challenges by targeting:<\/p>\n \u201ccontinuous professional development (CPD) quality and flexibility, upgrading of apprenticeship and work-based learning, improvement of VET teachers\u2019 digital skills, key competences and pedagogical preparedness, and increased attractiveness of the VET teaching profession.\u201d<\/p>\n Making sure that the CPD is hitting the mark might be facilitated through needs analyses and recognising the diversity of CPD needs given teachers\u2019 diverse roles, but few countries \u201clink them to evaluation or appraisal as part of the entire CPD process.\u201d<\/p>\n The paper argues that:<\/p>\n \u201cData collection and analysis present a major opportunity for improvements in teachers and trainer professional development. There is a lack of data on VET teachers and trainers and CPD provision and demand, particularly for work-based settings and hybrid forms of training provision.\u201d<\/p>\n Little is done to assess the effectiveness and utility of the CPD either. This lack of systematic monitoring and impact assessment of CPD provision impedes policymakers in targeting their efforts on future improvements, the paper suggests. The impact of policy is not effectively critiqued either. Again, perhaps, these are some messages for us here in Australia?<\/p>\n Teachers and trainers in a changing world: A CEDEFOP report<\/a> | VDC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" This 2022 synthesis paper published by CEDEFOP points out that \u201cteachers and trainers are at the frontline of VET delivery.\u201d To do their job effectively requires that \u201cthey (re)skill and upskill towards future-oriented competences, which they can then pass on to students.\u201d The Victorian Skills Plan (VSP) and broader initiatives in relation to the VET […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"close","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[22],"tags":[],"class_list":["post-6760","post","type-post","status-publish","format-standard","hentry","category-workplace-development"],"_links":{"self":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/6760","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/comments?post=6760"}],"version-history":[{"count":1,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/6760\/revisions"}],"predecessor-version":[{"id":6761,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/6760\/revisions\/6761"}],"wp:attachment":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/media?parent=6760"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/categories?post=6760"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/tags?post=6760"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}THE CEDEFOP publications<\/h2>\n
The messages<\/h2>\n
Teachers and trainers have multiple roles<\/h3>\n
Teachers and trainers work in different settings<\/h3>\n
Partnerships are important<\/h3>\n
Teachers and trainers need access to quality CPD<\/h3>\n