Abstract

The symposium will present results of EU studies on "Trainers in Vocational Education and Training - Key Actors to Make Lifelong Learning a Reality in Europe", which are being conducted between 01/2007 and 09/2007. Concretely, two different, but coordinated European studies investigate the situation, job profiles and qualification of trainers, tutors and others who integrate training and education functions into their jobs with varying degrees (from incidental to full-time teaching of trainees, apprentices and employees). The first study focuses on trainers in enterprises (and who are employed by a private or public enterprise), whereas the second study investigates the situation of trainers working for private and public training institutions. In total, the two studies involve more than 25 project partners to generate country-level information for the 32 European countries the studies extent to. Further, the symposium will also present and discuss European scenarios concerning the future situation and role of VET trainers in Europe.

Background:

In 2000, the EU agreed on the Lisbon agenda, which sets clear targets for Europe to become the most competitive economic area in the world. In this process, vocational education and training have been identified as key strategic areas. Lifelong and continuing learning in particular were acknowledged to be vital in order to boost the competitiveness of Europe, as it is only with a skilled workforce that economic growth can be achieved. Thus, the EU member states are required to enhance the quality of their national vocational education and training programmes and to develop cohesive strategies for the effective implementation of lifelong learning policies. This process also identified the strategic role that teachers and trainers play in enhancing the quality of VET. Thus, increasing the status and attractiveness of the profession as well as the competences, motivation and commitment of trainers have advanced to key priority areas of the EU agenda.

Objectives:

While the situation of VET teachers is quite well documented, the situation of VET trainers is largely under-researched. The aim of the studies is to assess the situation of trainers in companies and public and private training institutions by gathering and interpreting information on the following areas:

Study I: Trainers in enterprises

• Job profile: What are the typical work tasks of a trainer?
• Skills and competences: What kinds of knowledge, skills and competences are required of trainers and how are they being acquired?
• Evaluation of training: Do companies assess and evaluate the training activities they offer?
• Employment situation and status: How is the employment situation of trainers and their opportunities for continuing professional development?
• Major issues and trends: What are the major issues in terms of the situation of in-company trainers?

Study II: Trainers in private and public institutions

• Organisational background: What kinds of institutions provide vocational education and training? What are their organisational structures and how are they funded?
• Market: How is the market for those kinds of institutions (is it growing or decreasing?) and what kinds of VET training do these institutions provide?
• Recruitment: How do those institutions recruit their training personnel? What kind of competences/ qualifications are the trainers expected to have? Do any national/regional/sectoral standards exist?
• Status: Are trainers employees of the respective organisations or are they self-employed?
• Quality of training: Are there any mechanisms in place to assess the quality of the training provided? Are trainers regularly assessed and, if so, how and by whom?
• Professional development: What kinds of career perspectives do the institutions offer to their trainers and do these engage in continuing learning to update their knowledge, skills and competences?
• Attractiveness of the profession: What are the main motivations for a person to become a trainer? Is there a need to raise the attractiveness of the trainer activity?

Individual Contributions

Lorna Unwin: "The Changing Role of VET Trainers in the Context of Lifelong Learning".

In the general strategy for promoting and implementing lifelong learning policies and meeting emerging challenges of a knowledge society and a knowledge-based economy, VET trainers have been identified as key players. In a knowledge society, the role of trainers and teachers is fundamentally changing, requiring that trainers are prepared for their new responsibilities and supported in their new role. Major issues in this context are (i) determining the necessary competences of trainers in basic and further training; (ii) creating support offers for this target group; and (iii) solving recruitment problems.

Simone Kirpal and Jaap van Lakerveld: "European Studies on VET Trainers in Companies and Private and Public Institutions".

This contribution will introduce and describe the two studies in terms of their background, objectives, methods and outcomes. It will further analyse and discuss major issues and general trends of the situation of VET trainers in Europe.

Marinna Forleo: "The Situation of VET Trainers in Italy and Malta."

This contribution will present major results of the studies for Italy and Malta and discuss policy implications.

Martii Majuri: "Challenges for VET Trainers in Scandinavian Countries".

M. Majuri will present major results of the studies and possible implications for policy and research for the Scandinavian country cluster, i.e. Finland, Norway, Sweden, Denmark and Iceland.

Sabine Archan: "Employment, Status and Competences of VET Trainers".

This contribution will discuss the employment situation, the status and trends in the competence requirements and developments of VET trainers by drawing on results of the studies conducted in Austria, Hungaria, Czech Republic, Slovakia and Liechtenstein.

Methodology or methods/research instruments or sources used:

Available information on the areas indicated above are gathered and synthesised in form of country reports. Study I further applies survey methods by distributing standardised questionnaires among national experts. Those are complemented by selected in-depth interviews with experts in the field. Experts and stakeholder organisations typically represent academia, institutes of vocational education and training, chambers of commerce, the social partners or companies' training divisions, among others. The studies further apply scenario methods for analysing and discussing possible trends and developments at the European level._____

Conclusions or expected outcomes or findings:

The studies are given high priority and are closely monitored by the European Commission, which is also funding the studies. It can be expected that the results will be very important to inform policy and decision makers at the European level. However, also at the national level the studies are receiving great attention. The actual outcomes cannot be anticipated at this stage, because the empirical component has not yet been implemted. Major issues that the studies will address and which seem to be of relevance in all European countries are the professionalisation of VET trainers, recognition of their work, competences and experiences and expected staff shortages.

References:

• European Commission, Directorate-General for Education and Culture (Ed.): Education and training in Europe: Diverse systems, shared goals for 2010. Work programme on the objectives of the education and training systems, Brussels
• Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET), 14 December 2004
• European Commission, Directorate-General for Education and Culture, & Working Group "Improving Education of Teachers and Trainers". (2003). Implementation of "Education & Tarining 2010". Work Programme. Brussels: European Commission

The studies have not yet produced own publications