Employment,Social Affairsand Inclusion

Pedagogical support for apprenticeships: teachers and trainers

Date: 29 April 2020Location: Belgium, United Kingdom

Andrew McCoshan, Ann Vanden Bulcke and Norbert Schöbel

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Why teachers and trainers?

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…but the environment is more complex, involving:

• workplaces, as well as schools;

• in-company trainers, as well as teachers;

• other mentors and coaches.

And now, in light of COVID-19:

• How do we maintain the quality of teaching and learning?

• How can we seize the opportunity to better support teachers and trainers?

Quality teaching is key to educational performance, and apprenticeships are no different…

The purpose of this webinar is to:

examine the challenges facing teachers and trainers, both during the current crisis and afterwards;

explore how best to support them;

look at the most recent steps taken by the European Commission.

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Context and challengesThere are many challenges, but they have 3 key characteristics:

Environmental challenges

COVID-19

Digitalisation

Changes to how people are learning

Wider roles for apprenticeships, like tackling early school leaving

Expansion of apprenticeships

Development of roles of teachers and trainers

Growth of specialised in-company trainers

Quality and attractiveness of apprenticeships related to how the

workplace and school are linked

More attention to the quality of teacher-trainer relationships

Dynamism Developmental situation Relational

Defining teachers, trainers and ‘others’

Teachers:

of practical subjects, in some cases, work in school workshops or simulated learning environments of practical subjects;

are typically based in VET schools or related institutions;

teach either general subjects or vocational theoretical subjects;

roles are increasingly moving towards guiding and enabling learning in cooperation with different teachers and working life representatives.

Trainers:are based in and employed by companies;

are usually a worker with relevant work experience in the company and pedagogical skills;

have responsibility for training and accompanying learners when in companies;

function tends to be more specific than that of work-based learning teachers.

Others (e.g. mentors):work alongside teachers and trainers, acting as role models, guides, tutors, coaches, confidantes etc.

Knowledge and skills vary, but are complementary

VET teachers’ competences Trainers’ competences

• Pedagogical;

• didactical and methodological;

• subject knowledge;

• communication and relational

• professional (self-) development;

• reflective practice and assessment;

• organisational and group management skills;

• research competences.

• Pedagogical, andragogical, psychological;

• social, communicative and motivational;

• practical training content;

• guidance monitoring, evaluation and assessment;

• didactical and methodological;

• legal framework and responsibilities;

• personal development and cooperation.

Source: Panteia (2017), Teachers and trainers in work-based learning/apprenticeships

Key topics to address

Boosting professional

status

Building the role of in-company

trainers

Developing the teacher-trainer

relationship

Investing in continuing professional

development

Preparing for broader

roles

Trainers are less likely to have regulatory frameworks, be part of a training community of practice or have pedagogical skills recognised, but:

• they are motivated to train to be better trainers

• legal frameworks are being developed

• new models are emerging, e.g. ‘hybrid’ teachers

Boosting professional statusTeachers Trainers

Initial Education exists in most EU Member States, but:

• pathways are not always clear

• teachers suffer from VET’s poor status

Professional status can be boosted through:

• better career progression

• better promotion of the profession

Regulatory frameworks - what’s needed?

• Embedding of a clear definition of roles in regulatory frameworks

• Involvement of teachers and trainers in decision-making

• Sufficient autonomy of school leaders.

Building the role of in-company trainers• Growing apprenticeships means:

• Standards/quality should be ensured by:

• enforcing a minimum number of years’ work experience in the profession;

• providing opportunities for recognition and validation of competences;

• providing opportunities for CPD;

• strengthening the legal status, rights and responsibilities of trainers in regulations;

• providing motivating company environments with flexible working.

• Standards need to be feasible for companies, without compromising quality:

growing the number of training companies

growing the number of trainers with good pedagogical skills

providing support to companies, particularly SMEs

financial and non-financial, networks, bridging agents

Developing the teacher-trainer relationship

Policy level

• In most countries policies on teachers and trainers need more social partner involvement

• Teachers’ and trainers’ professional bodies need more involvement and support to developcapacity

• Both formal and informal, cooperation mechanisms should be encouraged e.g. conferences, seminars, networks.

Local level

• Building trust through partnership is key, as:

• teachers may need to change how they work and what they do;

• teachers and trainers should cross over from school to the workplace frequently;

• teachers can update their technical knowledge and even become ‘ambassadors’ for quality;

• trainers can develop their pedagogical skills, or even train them together –in ‘tandem’.

• Collaboration is important for learning approaches, outcomesand assessments.

Wider cooperation

• Teacher-trainer networks:

• allow the sharing of knowledge, practices and resources to improve efficiency and effectiveness;

• are typically informal and voluntary, and thus deserving of support.

• Collaboration with general schools, pedagogical and research centres:

• can widen the curriculum, promote excellence and foster innovation;

• can be informal, or formalised through special centres or ‘zones’.

• Cooperation with higher education:

• supports pedagogical innovation;

• can be one-to-one or on a sectoral basis –parts of Centres of Vocational Excellence.

• CPD plays a key role because:

• pathways into teaching and training are non-linear;

• VET teacher qualifications are available in nearly all EU Member States, but are not necessarily mandatory;

• initial trainer training is available in about half Member States, most often as top-up programmes.

• Investment is key:

• governments, teachers and trainers, schools and companies can all invest;

• individual countries decide the mix - some try to relate contribution to benefit.

• Incentives can be financial and non-financial - for example:

• self-study can be incentivised by linking it to progression or awards;

• support can be provided to schools and training companies to cover CPD participation time.

Investing in continuing professional development

Preparing for broader roles

Supporting disadvantaged learners

Apprenticeships are an effective way of integrating people facing disadvantages

e.g. early school leavers, migrants and refugees

Training and networks for teachers and trainers

Careers guidance

Direct and indirect roles for teachers

Teachers need access to appropriate resources and networks

Important role in identifying learners at risk of early leaving to refer them to

colleagues

Question:Given the topics just examined, what are your top 3 priorities for teachers and trainers in apprenticeships under COVID-19:

• Boosting professional status

• Building the role of in-company trainers

• Developing the teacher-trainer relationship

• Investing in continuing professional development

• Preparing for broader roles

EU initiatives (2015 – present)

Teachers and trainers: an EU priority

OECD: the quality of teachers is the most significant factor in the performance of educational systems

Riga Conclusions on Vocational Education and Training

Common priorities for the period 2015-2020 include:

• the initial and continuous professional development of teachers and trainers;

• The Education and Training 2020 Working Groups on VET;

• various studies.

Cedefop Study:

Who trains in SMEs: Portrait of trainers (2015)Motivation to become a trainer (% of valid cases, multiple answers)

Source: Cedefop 2015

0% 20% 40% 60% 80%

I wanted to increase my salary.

I wanted to increase my further career perspectives.

I like to teach/train others.

I wanted to share my professional experience with others.

I feel committed to support the individual development of colleagues.

I wanted to do something different, but to stay in the company.

I wanted to learn something new and improve my own skills.

In-company trainers (in the narrower sense) Employees with training functions Managers/ supervisors

ET 2020 VET WG on Teachers and Trainers 2016-2017

Teachers and trainers in work-based learning -Mapping of models and practices

Online publication, January 2017

Study:

https://publications.europa.eu/en/publication-detail/-/publication/88780c83-6b64-11e7-b2f2-01aa75ed71a1/language-en

12 policy pointers on four topics:

1. Specifying roles and responsibilities

2. Fostering collaboration

3. Equipping for Key Challenges

4. StrengtheningProfessional Development

Review

Take stock

Formulate policies and practices

Pilot and consolidate

Introduce, test and roll out policies and

practices

Ongoing development

Embed policies and practices

Monitor and evaluate

Design of an ongoing

development phase

And more…

• Infographic in all EU languages

• Publication including 55 examples from 31 countries to inspire us to ‘think differently’ https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8131&furtherPubs=yes

• Video https://audiovisual.ec.europa.eu/en/video/I-158893

Recent Cedefop work related to teachers and trainers

Cedefop VET toolkit for tackling early leaving

Source of support to VET principals, teachers and trainers working with learners at risk

www.cedefop.europa.eu/TEL-toolkit

Cedefop policy learning fora on VET teachers and trainers

2016 2019How can we establish a systemic

approach to teachers and trainers’ professional development and

cooperation in order to support it?

How can we make sure it has an impact on teaching practice in a

VET context?

How can we build stronger bridges between schools and workplaces so

that teachers benefit in their professional development? And

how can we better support learners to learn in innovative and effective

ways?

Forthcoming monitoring and the launch of a new survey

MTD5 (Riga Deliverables 2015-2019) - initial and continuous professional development of VET teachers, trainers and mentors

Challenges – shortage, ageing, attractiveness of teaching.

2020-2021: Feasibility study for launching a European survey of VET principals, teachers, trainers and learners in IVET

Closes information gaps on important populations

Addresses research gaps on important policy areas, such as:

• understanding the multiple roles VET teachers and trainers are performing, the challenges they face and the support they receive/need;

• ensuring the wellbeing and job satisfaction of VET teachers and trainers;

• more topics are to be identified.

ET 2020 VET WG on Innovation and Digitalisation2018-2020

5.6

5.4

4.7

4.7

4.7

4.6

4.0

2.3

New pedagogical approaches

Adapting curricula to markets and key competences

New learning environments

Using modern learning technology

Flexible VET systems

Quality and excellence in VET

Support of VET mobility

Governance and financing

Ranking of key issues

Stocktaking report on Innovation and Digitalisationin VET

Teaching & Learning

New pedagogies and andragogies for

teachers and trainers

New learning environments and

organisational developments

Modern digital learning

technologies

Cooperation and Partnerships

Governance, Funding

and Leadership

Pro-active and flexible VET systems for wider goals

Focal Areas to Drive Quality

and Excellence

Adapting curricula to labour

market needs

Strategic bottom-upapproaches at local and regional levels

Higher skills and

higher VET

Policies and initiatives

Leadership and innovative

management approaches

Mobility and internationalisation

Funding

Supporting teachers’ and trainers’ professional

development

Intermediation at nexus of

digitalisation and-innovation

Impact of digitalisation on teaching and learning

• Can underpin pedagogical innovation

• Often no or low cost

• Adaptable

• Multi-media (not just printed word)

• New opportunities, growth in participation in online learning courses

• Learning anytime, anywhere

• Supports personalisation

• Supports social learning in communities

• Use of social media, video-sharing -> informal and self-learning

• AR, VR, AI help students visualise abstract content

• AR, VR, AI simulations are cheaper than the real thing (once developed)

• E-assessment can improve feedback to learners

STRENGTHS

Impact of digitalisation on teaching and learning

• Unrestricted growth -> chaos

• Quality and validation issues

• Digital divide affects uptake

• English language dominates

• Bigger sectors, occupations dominate

• Intellectual property rights issues

• Low overall completion rates in MOOCs -> VET is relational!

• Simulations are still only simulations -> how good for transversal skills?

• Health issues in VR, AR, AI

• How much is actually changing/improving how people learn in formal VET?

• Potentially having greatest effect in informal and non-formal CVET – which may be impacting formal CVET

WEAKNESSES

Erasmus + KA 3 call for proposals -Policy experimentation (EACEA/38/2019)

Teaching and teachers in schools or the VET sector (IVET and CVET)

Lot 1: Digital education and competences, or

Calls for proposals and documents:https://eacea.ec.europa.eu/erasmus-plus/funding/european-policy-experimentations-in-the-fields-of-education-and-training-led-by-high-level-public-authorities-2020_en

EACEA mailbox: EACEA-POLICY-SUPPORT@ec.europa.eu

Aim:

To identify, test and transfer approaches related to the policy challenges specified.

Specific activities to be undertaken, for example:

supporting staff in VET to further develop their skills in line with their changing role;

co-creating knowledge and expertise;

addressing new tasks and challenges and developing new learning environments and formats;

developing hybrid professionals, whereby teachers and trainers work both in VET institutions and companies.

New deadline:

5th May (pre-proposal)

24 September (full proposal)

Selected projects start early 2021 (duration 24-36 months)

Impact of the COVID-19 outbreak

Recommendations expressed by OBESSU (based on a consultation among their member organisations):

• all forms of teaching and training that need presential work are deeply affected;

• there is a lack of clear guidelines from Ministries;

• there are unequal situations affecting teachers, with disparities even within schools;

• teachers are overwhelmed and denounce the lack of training;

• investment is needed in developing teachers’ online teaching skills, as well as clear guidelines on how to conduct assessments;

• the impossibility of experimental activity must never penalise learners in the future recognition of prior learning.

‘I want Europe to strive for more by grasping the opportunities from the digital age within safe and ethical boundaries.’

A Europe fit for the digital age

Political guidelines of the new Commission’s post-2020 agenda

The European Green Deal‘Let us work with teachers and educators, because our children are not passive spectators.’

[…] help develop knowledge and skills on climate change and sustainable development; facilitate the exchange of good practices in EU networks of

teacher-training programmes.

Implications of the pandemic on education and trainingState-of-play in Member States by the Croatian Presidency of the Council of the European Union

1. Is there an obligation for teachers to be present at the workplace, to conduct distance learning or to perform any

other tasks?

2. How is distance learning organised (centralised delivery, decentralised delivery, or through websites, special

educational distance learning platforms, TV/radio, e-mails, etc.)?

3. Is there any kind of additional support offered to teachers in order to support distance learning (e.g. additional

courses to enhance digital skills, free Internet, digital equipment)?

4. In what ways could the Commission provide additional support (e.g. in facilitating virtual mobility, facilitating the

sharing of digital resources etc.)?

2020 VET Excellence Awards

Find out more!

Conclusions on teachers and trainers:

• adopt systematic approaches to professional development that impact teaching practice;

• develop in-company trainers - helps move employers from participation to commitment in apprenticeships;

• make full use of digital tools in developing teachers’ and trainers’ practice, especially in WBL;

• develop partnerships and networks to promote excellence, innovation and flexible learning pathways;

• build in issues of equality and sustainability to development of key competences and training;

• develop international mobility as tool for skills development;

• give teachers and trainers a full role in governance;

• develop the evidence base, e.g. surveys, research.

Questions?

Look out for our upcoming activities in May:

• Live Expert discussion on the impact of COVID-19 on WBL and apprenticeships on 14th May

• Webinar on Career Guidance on 28th May

Further sources:

Teachers and Trainers Matter (2018). Available at:https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8131&furtherPubs=yes

Panteia Teachers and trainers in work-based learning/apprenticeships(2017). Available at: https://op.europa.eu/en/publication-detail/-/publication/88780c83-6b64-11e7-b2f2-01aa75ed71a1/language-en

High-performance apprenticeships and work-based learning: 20 guiding principles (2016). Available at: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-

ab65-01aa75ed71a1/language-en/format-PDF/source-63634090

COVID-19: how can VET respond? (2020). Available at: https://ec.europa.eu/social/vocational-skills-week/covid-19-how-can-vet-respond_en

Cedefop. Who trains in SMEs: Portrait of trainers (2015). Available at:

https://www.cedefop.europa.eu/en/publications-and-resources/publications/5550