ttnet welcomes the acceding & candidate countries ronald g. sultana ttnet
TRANSCRIPT
TTnet welcomes the Acceding & Candidate Countries
Ronald G. Sultana
TTnet
Key points
The process of integrating new members Countries joining TTnet in 2004 Elements in the country frameworks VET in ACCs: a synthesis VET teachers/trainers in ACCs: a profile Objectives for TTnet in the ACCs Target groups and activities Collaboration with established TTnet
Process of integrating new members
ETF survey on VET teachers and trainers of trainers
Aalborg meeting (21–22 Nov 02) Danish presidency
CEDEFOP Restricted Working Group
Surveys among accession countries
Frameworks
Surveying the ACCs
standards
firm links
in-service
VET strategy
curriculum
Career paths
Classroom mgt
Theory / practice
Special needs
Training in industry
Profession-alisation
Qualifications framework
pedagogy
use of ICTs
APEL
Key statistics Population(millions)
GDP per capita (€)[As a % of EU-15]
Unemploy-ment rate (% of labour force aged 15+)
Youth unemploy-ment rate(% of labour force aged 15-24)
Percentage of Upper Sec.students (ISCED 3) in VET
Participation rates of adults aged 25-64 in ET
Estonia 1.4 9240 [40%]
9.1% 24.5% 31.8%
5.2%
Hungary 10.2 12259[53%]
5.6% 10.5% 11.5%
3.3%
Lithuania 3.5 8960[39%]
13.1% 30.9% 38.3%
3.3%
Malta 0.4 12600[56%]
7.4% 11.2% 26.3%
4.4%
Slovakia 5.4 11200[48%]
18.6% 38.9% 77.6%
9.0%
Slovenia 2.0 16210[70%]
6.0% 15.7% 72.3%
5.1%
Elements in the country frameworks
Background- VET system- Teachers and trainers- Key challenges
Community objectives for VET and country response
Objectives for TTnet-ACCs- Activities and calendar
Collaboration with TTnet-EU
VET in ACCs: a synthesis
A field marked by reform- Post-1989 market liberalisation- Globalization forces- Accession process
Several important initiatives- Legislative developments and measures- Social partnership model- LLL and CVT increasingly on agenda- Decentralisation and school autonomy- Linking education and enterprise- New VETcurricula – new assessment / cert- Introduction of competency-based models- Increased pedagogical training- A new qualification framework + APL- Learning from good practice in EU
VET teachers and trainers: a profile
Ageing, feminised, unstable, poorly paid profession Many teachers / trainers are not formally trained Pedagogical material and resources often outdated Teacher to student ratio falling: academic drift Distinction between VET theory & practice teachers Most universities do not offer VET teacher training Training often too theoretical Traditional teaching models Use of ICTs is limited Insufficient I&CTE & training of VET teachers & trainers Theory and practice de-linked Limited opportunities for traineeships in industry Poor cross-sectoral collaboration Corps is not professionalised National standards not yet formalised Limited firm-based training - issue of SMEs Lack of LM intelligence Adult educators often part-time
Key objectives for TTnet-ACCs
DialogueNetwork
Monitoring/Evaluation
Research
InnovationInitial & In-service TT
Key objectives for TTnet-ACCs
Communication & networking- A national forum (seminars, workshops…)- Link with industry- Improving image
Innovation- Curricular/pedagogical- Competency-based- APL systems
VET initial & continued training- Theory/practice link- Mentoring
Monitoring and Evaluation- Quality assurance- Teacher training
Research- Trainers in firms- EU good practice
Target groups for TTnet-ACCs
VET administrators VET TT researchers VET teacher educators VET teachers and mentors LM trainers in public & private
training centres HRD departments Policy makers Social partners
Activities envisaged by TTnet-ACCs
Seminars, workshops, publications (national, transversal)
Mediating linkages Web-site, data base, register Local and EU-wide networking Research and evaluation Establishing competencies & standards Identifying training needs Designing training courses Delivering training Developing tools (e.g. to measure VET teacher
competencies)
Some pending questions
What kind of resource input can be made by national TTnets?
How can one generate funding through national TTnets?
What are some of the best achievements of TTnets across Europe?
What kind of bilateral / multilateral partnerships can be developed to add value to national efforts?
Collaboration with other TTnets
Bilateral links
Multilateral links
Development of e-learning as a tool
FMS TTnet collaboration
Innovative pedagogic practices
Validation of non-formal learning
Quality assurance frameworks
E.g. Malta – Ireland
E.g. Lithuania – PROFF
E.g. TTnet e-Learning initiative (Isfol etc.)
E.g. On basis of region, theme, language, scale
E.g. with TTnet-UK
E.g. with TTnet-France
E.g. with TTnet-Finland
TTnet - European added value
Estonia
Slovenia
Malta
Hungary
Slovakia
Lithuania
TTnet - European added value
Estonia
Slovenia
Malta
Hungary
Slovakia
Lithuania
Thank you…