The Future of Education

Problem Statement: Initial vocational education and training undergoes significant reforms of curriculum through the introduction of competence-based modular VET curricula and implementation of the work-based learning approach. It creates new needs and demands of competencies and qualifications of the VET teachers and trainers. However, the research-based evidence and information on the requirements and the implications of competence-based curriculum reforms for the competence development of VET teachers and trainers is comparatively scarce.
Purpose of Study: To explore the changing requirements for competencies and qualifications of the VET teachers and trainers posed by the competence-based Vet curriculum reforms and implementation of work-based learning approaches.
Methods: There is applied mixed approach of research: 1) executed survey of the VET teachers and trainers by surveying 300 VET teachers from the different VET schools; 2) interviewing of the VET teachers, trainers and experts by organizing face-to-face interviews and focus groups; 3) analysis of the available national occupational standards or profiles, as well as other official documents that stipulate the occupations or qualifications of VET teachers and trainers.
Findings and Results: Modularization of the initial VET curricula and introduction of the work-based learning approaches creates the following new requirements to the competences and qualifications of the VET teachers and trainers: 1) mastering the training in the different work processes; 2) cooperating / teamworking with colleagues in delivering the vocational knowledge and skills required by the modules;3) organizing the practical training in the real  and simulated workplaces; 4) using the ICT technologies to enhance vocational learning; 4) mentoring of the  learning processes in the Vet centers and enterprises; 5) holistic analysis of the technological and organizational changes of the work processes.
Conclusions and Recommendations: Competence-based VET reforms and implementation of work-based learning approaches would require increasing the level of qualifications of the VET teachers and trainers from the one side (up to EQF levels 5 and 6) and to expand and enrich the competencies related to mastering of the real work processes and the learning in these work processes.  

Keywords: competence, qualifications, teachers and trainers, VET curriculum;

References:
[1] Day, C. (2017). Competence-based Education and Teacher Professional Development. In: Competence-based Vocational and Professional Education, edited by M. Mulder. Technical and Vocational Education and Training: Issues, Concerns and Prospects, Vol. 23 (Bern: Springer-Verlag), pp. 165-182.
[2] Nze, J. S. B. and Ginestie, J. (2012). Technical and vocational teaching and training in Gabon: how future teachers build their vocational identity? International Journal of Technology and Design Education, 22(3), 399-416.
[3] Wuttke, E, and Seifried, J. (2017). Modeling and Measurement of Teacher Competence: Old Wine in New Skins? In: Competence-based Vocational and Professional Education, edited by M. Mulder. Technical and Vocational Education and Training: Issues, Concerns and Prospects, Vol. 23 (Bern: Springer-Verlag), pp. 883-902.