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Preparing Vocational Teachers and Trainers

Case Studies on Entry Requirements and Initial Training

Teachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners’ skills in school-based settings, while in-company trainers support learners during their time in work-based learning. Countries use different strategies to ensure an adequate supply of well-prepared VET teachers and trainers. This report focuses on two aspects: entry requirements for the VET teaching and training profession to ensure quality and consistency; and initial education and training for VET teachers and trainers to ensure that they are well-prepared when taking up their role. It draws lessons from policies and practices in Canada, Denmark, Germany, the Netherlands and Norway for developing a skilled teaching and training workforce through entry requirements and training, while maintaining sufficient flexibility.

Available from September 22, 2022

In series:OECD Reviews of Vocational Education and Trainingview more titles

TABLE OF CONTENTS

Foreword
Acronyms and abbreviations
Executive summary
Key insights on preparing vocational teachers and trainers
Case study: Entry requirements and initial training of vocational teachers and trainers in Canada
Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark
Case study: Entry requirements and initial training of vocational teachers and trainers in Germany
Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands
Case study: Entry requirements and initial training of vocational teachers and trainers in Norway
Simplified ISCED mappings
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