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poorly paid profession Many teachers / trainers are not formally trained Pedagogical material and resources often outdated Teacher to student ratio falling: academic drift Distinction between VET theory & practice teachers Most universities do not offer VET teacher training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…