Vocational High School Teachers' Difficulties in Implementing the ...
Improving the vocational competences of teachers · Improving the vocational competences of...
1
Improving the vocational competences of teachers In-service training for teachers from secondary vocational and technical schools • In the 2014/15 academic year, the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) ran the pilot programme ‘Improving the vocational competences of teachers’. • The programme was designed to provide hands-on training as part of a company’s work process to teachers of professional modules and other professional staff from secondary vocational and technical schools. • The programme helped teachers to refresh their knowledge, skills and competences and to increase the quality of the pedagogical process. • The programme was implemented in the context of the Operational Programme for Human Resources Development 2007- 13. • Funding was provided by the European Social Fund and the Ministry of Education, Science and Sport. Key characteristics Identity Drivers & objectives Innovativeness • Improving the quality of vocational education and training. • Upgrading knowledge, skills and competences of teachers and other professional staff. • Linking education to the labour market. • Increasing employment opportunities. • Competitiveness in the labour market. • Promoting innovation. • Job rotation. • Direct training in the labour market. • Teachers were incorporated in the companies’ regular work routine. • Companies provided substitute staff for participating schools. Tackling skill mismatch Education providers’ competence and skill levels are of key importance in ensuring the quality of education. It is therefore important that teachers constantly build on, enrich and update their knowledge. In vocational education, this means not only pedagogical knowledge but also knowledge of a specific professional field. Over the course of a four-month period (1 November 2014 to 31 March 2015), 27 job rotations were carried out, involving 54 individuals: 27 teachers/professional staff who underwent two-month training, and 27 people who substituted them: 19 unemployed persons and eight experts from a host company. The programme involved cooperation of 26 different companies, which accepted teachers and other professional staff for training. School staff were incorporated in the companies’ regular work routine and, in most cases, inducted and monitored by mentors. Some companies played a dual role, providing apart from in-company mentoring also substitute staff for schools. Training in a real working environment is an opportunity that enables teachers and professional staff to keep pace with technology development and other changes in their professional field more easily. This allows them to respond more quickly to the needs of the labour market and adapt their teaching accordingly. Author: Institute of the Republic of Slovenia for Vocational Education and Training Email: [email protected], Tel.:+386 1/58-64-200 Upon entering the labour market, students’ competitiveness largely depends on the skills acquired at school. School is where students first come in contact with professions and practical work, and where teachers transfer prescribed knowledge. It is of utmost importance for teachers to be properly trained and offer students up-to-date knowledge in line with market needs. In these times, this is the only possibility of acquiring professional training. With this type of training You feel and get in contact with the real world. Teacher statement Demonstrate to teachers actual work in the company. This way, students can get the knowledge that is needed in our company. Company statement
Transcript of Improving the vocational competences of teachers · Improving the vocational competences of...
Improving the vocational competences of teachers
In-service training for teachers from secondary vocational and technical schools
• In the 2014/15 academic year, the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) ran the pilot programme ‘Improving the vocational competences of teachers’.
• The programme was designed to provide hands-on training as part of a company’s work process to teachers of professional modules and other professional staff from secondary vocational and technical schools.
• The programme helped teachers to refresh their knowledge, skills and competences and to increase the quality of the pedagogical process.
• The programme was implemented in the context of the Operational Programme for Human Resources Development 2007-13.
• Funding was provided by the European Social Fund and the Ministry of Education, Science and Sport.
Key characteristics Identity
Drivers & objectives
Innovativeness
• Improving the quality of vocational education and training.
• Upgrading knowledge, skills and competences of teachers and other professional staff.
• Linking education to the labour market.
• Increasing employment opportunities.
• Competitiveness in the labour market.
• Promoting innovation.
• Job rotation.
• Direct training in the labour market.
• Teachers were incorporated in the companies’ regular work routine.
• Companies provided substitute staff for participating schools.
Tackling skill mismatch
Education providers’ competence and skill levels are of key importance inensuring the quality of education. It is therefore important that teachersconstantly build on, enrich and update their knowledge. In vocationaleducation, this means not only pedagogical knowledge but also knowledgeof a specific professional field.
Over the course of a four-month period (1 November 2014 to 31 March2015), 27 job rotations were carried out, involving 54 individuals: 27teachers/professional staff who underwent two-month training, and 27people who substituted them: 19 unemployed persons and eight expertsfrom a host company. The programme involved cooperation of 26 differentcompanies, which accepted teachers and other professional staff fortraining. School staff were incorporated in the companies’ regular workroutine and, in most cases, inducted and monitored by mentors. Somecompanies played a dual role, providing apart from in-company mentoringalso substitute staff for schools.
Training in a real working environment is an opportunity that enablesteachers and professional staff to keep pace with technology developmentand other changes in their professional field more easily. This allows themto respond more quickly to the needs of the labour market and adapt theirteaching accordingly.
Author: Institute of the Republic of Slovenia for Vocational Education and Training
Email: [email protected], Tel.:+386 1/58-64-200
Upon entering the labour market, students’ competitiveness largely dependson the skills acquired at school. School is where students first come in contactwith professions and practical work, and where teachers transfer prescribedknowledge. It is of utmost importance for teachers to be properly trained andoffer students up-to-date knowledge in line with market needs.
In these times, this is the only possibility of acquiring professional training. With this type of training You feel and get in contact with the real world. Teacher statement
Demonstrate to teachers actual work in the company. This way, students can get the knowledge that is needed in our company. Company statement
