Feasibility Study on the continuation and extension of the structural reform of the Vocational Education and Training (VET) within the Educational System of Romania The present situation and sector policy recommendations (original) (raw)
Related papers
2020
Current changes in vocational education and training, such as responding to the technological and organizational development (the advent of the 4th industrial revolution), internationalization, integration of VET in lifelong learning processes, create the need for better development of the teaching competence of VET teachers. There are different practices and experiences of VET teachers training in the EU countries, which creates the space for effective policy learning in this field. Comparability of the teaching competence of the VET teachers is important from the point of view of internationalization of initial VET and international mobility of VET students and teachers in implementing ECTS measures in teacher education. However, there is still a lack of modern practical instruments in monitoring, assessment, guidance and comparability of the teaching competence of VET teachers and trainers. The goal of this comparative study is to disclose the common and diverging trends in the d...
The Role of the key competences of VET teachers in enhancing the quality of the teaching process
2019
Research problem-Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope Genutė Gedvilienė, Vidmantas Tūtlys, Sigitas Daukilas Lithuania 256 Genutė Gedvilienė, Vidmantas Tūtlys, Sigitas Daukilas with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.
New Methodical Approach to the VET Teachers' Training
2019
Although the national VET systems differ in many aspects, the development of the new technologies and the spread of interactive and collaborative learning environment have brought about a general intention to launch action researches with innovation objectives. Our four-year project is aimed at the renewal of educational content and methods, and because it is strongly connected to schools, it is of empiric nature. The lecture describes the innovation processes relating to the content-methodological renewal of vocational teacher training. Since 2016, a network of 12 schools has been established in which teachers and students implement content development activities. This work aims to reduce the deficits in vocational learning materials as well as to modernize the slowly changing content. This model, which is aimed at serving this objective, necessarily requires a modern ICT-based infrastructure that helps online and collaborative learning.
A short history of initial VET teacher training
2010
The National Centre for Vocational Education Research (NCVER) is an independent body responsible for collecting, managing and analysing, evaluating and communicating research and statistics about vocational education and training (VET). NCVER's inhouse research and evaluation program undertakes projects which are strategic to the VET sector. These projects are developed and conducted by NCVER's research staff and are funded by NCVER. This research aims to improve policy and practice in the VET sector.
The Teacher Education of VET in Schools (VETiS) Teachers
2017
This study investigates the professional preparation of teachers working in Vocational Education and Training (VET) programs in Australian secondary schools. It also investigates the similarities and differences and the enablers and blockers that occur across the various states and territories in their approaches to providing teacher education for VET in Schools (VETiS) teachers. The research focuses on the supply-side of university-based VET teacher education programs and offers a stocktake of the VET method area offerings that are available (and not available) for pre-service teachers in Australia.
This paper is a follow-up to the study “VET trainers in public and private training ininstitutions” (EAC/09/06 Studies on Trainers in Vocational Educatio io n and Training: key acactors to make lifelong learearearning a reality in Europe LOT 2) that was commisissioned by the European Commisissio io n to Resea ea rch voor Beleid (RvB) & PLATO in 2008. The author of this paper – which focuses on the professionalizatio io n proocesses of VET trainers and ininstructors wororking in public training ororganizations in South-Eastern Europe – was ininvololved in the study as a resea ea rch expert for a cluster of countries that inincluded Bulgaria ia , Cyprus, Greeeece and Turkey. The paper looks upon current isissues of VET trainers’ career paths, thei ei r roles and competencies, thei ei r qualification and recruituituitment processes as well as the varied policies and professioonal developopment acactivities for this group of people, from a comparative perspective. The paper cononcludes with some recommendations for imimproving acaccess and wororking cononditions, suppororting professional developopment and raising atattracactiveness of the proofessio io n in this part of Europe.