Teachers and Trainers in Work-based Learning/ .Teachers and trainers in work-based learning/apprenticeships

Embed Size (px)

Text of Teachers and Trainers in Work-based Learning/ .Teachers and trainers in work-based...

  • S.D. Broek, M. Cino Pagliarello, R. de Vreede-Van Noort, P. Vroonhof April 2017

    Teachers and trainers in

    work-based learning/apprenticeships

    Mapping of models and practices

    Final report

    Request for Services VT/2015/075

    In the Context of EAC-47-2014-4

  • EUROPEAN COMMISSION

    Directorate-General for Employment, Social Affairs and Inclusion

    Directorate E Skills

    Unit E.3 VET, Apprenticeships, Adult Learning

    Contact: Norbert Schbel

    E-mail: Norbert.SCHOEBEL@ec.europa.eu

    European Commission

    B-1049 Brussels

  • Directorate-General for Employment, Social Affairs and Inclusion

    2017 EN

    Teachers and trainers in work-based

    learning/apprenticeships

    Mapping of models and

    practices

    Final report

    Request for Services VT/2015/075

    In the Context of EAC-47-2014-4

  • 4

    LEGAL NOTICE

    This document has been prepared for the European Commission however it reflects the

    views only of the authors, and the Commission cannot be held responsible for any use

    which may be made of the information contained therein.

    More information on the European Union is available on the Internet

    (http://www.europa.eu).

    Luxembourg: Publications Office of the European Union, 2017

    ISBN 978-92-79-70508-3

    doi: 10.2767/34652

    European Union, 2017

    Reproduction is authorised provided the source is acknowledged.

    Europe Direct is a service to help you find answers

    to your questions about the European Union.

    Freephone number (*):

    00 800 6 7 8 9 10 11

    (*) The information given is free, as are most calls (though some operators,

    phone boxes or hotels may charge you).

    http://europa.eu.int/citizensrights/signpost/about/index_en.htm#note1#note1

  • 5

    Table of contents

    List of figures and tables 7

    List of abbreviations 9

    EXECUTIVE SUMMARY 11

    1 BACKGROUND AND OBJECTIVE OF THE STUDY 17 1.1 Work-based learning and quality of teachers and trainers 17 1.2 Objectives of the study, demarcation and scope 21 1.3 Methodological approach 23 1.4 Structure of the report 27

    2 TEACHERS AND TRAINERS IN WBL 29 2.1 Introduction to Teachers and Trainers in WBL in formal VET 29 2.2 Professionals in WBL in the VET institutions 31 2.3 Training professionals in companies 36 2.4 Key findings on teachers and trainers in WBL 40

    3 GOVERNANCE OF TEACHERS AND TRAINERS IN WBL 42 3.1 Introduction to governance of teachers and trainers in WBL 42 3.2 Regulating the context of professionals in WBL in VET institutions

    (teachers) 43 3.3 Regulating the context of professionals in WBL in companies (trainers)

    50 3.4 Key findings on governance frameworks related to teachers and trainers

    in work-based learning 55

    4 PROFESSIONAL DEVELOPMENT OF TEACHERS AND TRAINERS IN WBL 57

    4.1 Introduction to professional development: the teacher continuum 57 4.2 Professional development of professionals in WBL in VET institutions

    (teachers) 58 4.3 Professional development of professionals in WBL in companies

    (trainers) 67 4.4 Key findings on professional development opportunities related to

    teachers and trainers in work-based learning 78

    5 COOPERATION FOR ENSURING QUALITY OF TEACHERS AND TRAINERS IN WBL 82

    5.1 Introduction to cooperation and continuous dialogue between teachers and trainers 82

    5.2 Cooperation and continuous dialogue: country approaches and European projects 83

    5.3 Cooperation in practice: substantive description of the case studies 88 5.4 Key findings on cooperation: Cross country analysis and scope

    conditions for cooperation 107

  • 6

    6 CONCLUSIONS 113 6.1 Conclusion on the role of teachers and trainers in WBL 113 6.2 Conclusion on governance of teachers and trainers in WBL 115 6.3 Conclusion on professional development arrangements for teachers and

    trainers in WBL 116 6.4 Conclusion on cooperation between teachers and trainers in WBL 118 6.5 Suggestions for further study 120

    APPENDICES 123 Appendix 1 List of persons interviewed 123 Appendix 2 Literature list (sources) 126 Appendix 3 European projects 139

  • 7

    List of figures and tables

    Figures

    Figure 1.1. Labour status of medium-level graduates by

    orientation, 18-24 year-olds, EU-27+, 2009

    17

    Figure 2.1. Overview of professionals, where they work and how

    they are involved in WBL

    30

    Figure 2.2. Distribution of profiles identified across the place of

    work

    31

    Figure 3.1. Types of policy documents covering professionals in

    work-based learning

    41

    Figure 3.2. Topics addressed in governance frameworks related to

    teachers

    45

    Figure 3.3. Topics addressed in governance frameworks related to

    trainers in WBL

    52

    Figure 3.4. Topics addressed in governance frameworks related to

    teachers and trainers in WBL

    55

    Figure 4.1. Coverage in governance frameworks of

    professionalisation possibilities for teachers in WBL

    58

    Figure 4.2. Coverage in governance frameworks of

    professionalisation possibilities for trainers in WBL in

    companies

    67

    Figure 4.3. Coverage in governance frameworks of

    professionalisation possibilities for teachers and trainers

    in WBL

    77

    Figure 5.1. Basis for cooperation arrangements between VET

    institutions and companies

    82

    Figure 5.2. Cooperation arrangements specifically related to quality

    of teachers and trainers in WBL

    83

    Figure 5.3. Schematic representation of the relationships between

    cooperation in WBL and VET and quality of staff in WBL

    108

    Tables

    Table 1.1. Selected country cases with their specific focus 24

    Table 1.2. Selected projects 26

    Table 2.1. Overview of job profiles of professionals in WBL in VET 32

  • 8

    institutions

    Table 2.2. VET teacher competences formulated 35

    Table 2.3. Overview of job profiles of professionals in WBL in

    companies

    37

    Table 2.4. Examples of definitions of trainers 38

    Table 2.5. Examples of required trainers competences 39

    Table 3.1. Overview of policy frameworks for teachers 42

    Table 3.2. Governance framework for teachers in WBL in Austria 43

    Table 3.3. Governance framework for teachers in WBL in Italy 43

    Table 3.4. Overview of policy frameworks for trainers 49

    Table 3.5. Governance framework for trainers in WBL in Latvia 50

    Table 3.6. Governance framework for trainers in WBL in Finland 51

    Table 3.7. Overview governance frameworks for teachers and

    trainers in WBL

    54

    Table 4.1. Type of pre-service training programmes for teachers in

    WBL

    59

    Table 4.2. Type and contents of pre-service training programme

    for teachers in WBL

    60

    Table 4.3. Overview of legal requirements for CPD for teachers in

    WBL

    61

    Table 4.4. Overview of main funding sources for CPD of teachers

    in WBL

    64

    Table 4.5. Type of Initial Trainer Education/Training for trainers in

    company in WBL

    67

    Table 4.6. Characteristics initial training programmes for trainers

    in company in WBL

    70

    Table 4.7. Content of ITE/ITT programmes for trainers in company

    in WBL

    71

    Table 4.8. Characteristics of CPD programmes for trainers in

    company in WBL

    73

    Table 5.1. Overview of country cases, with their specific topic and

    main findings

    86

    Table 0.2. Selected projects 133

  • 9

    List of abbreviations

    AEVO Ausbilder-Eignungsverordnung or Trainer Aptitude Regulation

    BBAB Federal Advisory Board on Apprenticeship

    BIBB Bundesinstitut fr Berufsbildung

    BMBF Federal Ministry of Education and Womens Affairs

    BMWFW Federal Ministry of Science, Research and Economy

    Bpv Beroepspraktijkvorming or practical work placements

    CCNL National level collective agreements

    CEFA Centres dducation et de formation en alternance or Work-

    Linked Education and Training Centres

    CPD continuous professional development

    CPI Cyprus Pedagogical Institute

    CVET continuous vocational education and training

    ECS early career support

    ECTS European Credit Transfer and Accumulation System

    ECVET European credits system for vocational education and training

    ESF European Social Fund

    ET2020 Education and Training 2020

    ETBs Education and Training Boards

    ETF European Training Foundation

    ETUCE European Trade Union Committee

    EU European Union

    EQF European Qualifications Framework

    FNBE Finnish National Board of Education

    HEIs higher education institutions

    ICT information communication technology

    IEFP, IP Employment and Vocational Training Institute

    ILO International Labour Organization

    ISCED International Standard Classification of Education

    IT information technology

    ITE initial teacher / trainer education

    ITT initial teacher / trainer training

    IVET initial vocational education and training

    JOB jongeren organisatie beroepsonderwijs or youth organisation

    vocational education

    KMK Conference of Ministers of Education and Cultural Affairs

    lc leading country

    MCAST Malta College of Arts, Science and Technology

    MS Member States

    NetWBL Work Ba