23-24 February 2009


The key contribution of VET teachers and trainers to the policy goal of enhancing the overall quality of education and training systems is widely acknowledged. Raising the status of teachers and trainers, upgrading their competences and qualifications, and keeping initial and continuous training up-to-date are major issues of concern. Despite strong differences across the EU on qualification requirements, initial training and professional development opportunities, common concerns underpin the reform of initial and in-service training of VET staff, such as the need to update their pedagogical and vocational competences.

Teaching and training roles are experiencing several paradigmatic changes, such as the shift from merely transmitting knowledge to facilitating learning and the move from a curriculum-based training and learning inputs to learning outcomes that define what learners are expected to know and be able to do at the end of the learning process. Still, in many countries, the initial and in-service training provided does not always reflect the learning needs, expanding roles and changing working environments of VET practitioners.
The success of current VET reforms requires that teachers and trainers possess updated specialist knowledge of their subject, as well as renewed pedagogical skills, and are supported throughout their careers to upgrade their knowledge and skills. How to provide VET teachers and trainers with the competences required in their changing working environments? How to support them in their role of change and innovation agents?

Objectives of the conference
Policy makers, VET practitioners, as well as training providers, can benefit from innovative experiences initiated in other countries. State-of-the-art research and good examples of policies and practices will provide the ground for exploring the following issues:

  • the impact of education and training reforms on VET teaching and training, in particular, the changing roles and competences of teachers and trainers;
  • new competences and qualification requirements linked to education and training reforms and innovation at the work place;
  • policies and strategies intended to equip teachers and trainers for their new roles and to cope with pedagogical and vocational skill mismatches;
  • as well as policy schemes aiming at raising the status and attractiveness of teaching and training professions.

Participants will examine trends and challenges related to both policy and practice, identify concrete actions the various stakeholders could pursue, and formulate proposals for policymaking to enhance the status of teachers and trainers, and support their professional development. The conference will bring together policy makers at both European and national level, representatives of European and international institutions, training practitioners, the social partners, representatives of training institutes and researchers.