OECD Reviews of Vocational Education and Training Teachers and Leaders in Vocational Education and Training

Foreword Acknowledgements Acronyms and abbreviations Executive summary Key findings Key recommendations 1. Ensure an adequate supply of well-prepared VET teachers 2. Effectively prepare and develop VET teachers 3. Promote innovative pedagogical approaches in VET 4. Strengthen VET leadership 1 Assessment and recommendations The importance of teachers and leaders in VET Definitions and methodology Definition of VET teachers Definition of institutional leaders in VET The changing landscape of teaching and leadership in VET Rapidly changing labour markets call for changes in VET teaching and leadership Teacher shortages may hamper effective provision of VET Close connections between VET, industry and research remain crucial The skills VET teachers need are becoming more complex Leadership is more important than ever in VET institutions Key recommendations for effective VET teacher and leader policies 1. Ensuring an adequate supply of well-prepared teachers in VET (Chapter 2) 2. Effectively preparing and developing VET teachers (Chapter 3) 3. Promoting innovative pedagogical approaches to VET (Chapter 4) 4. Strengthening leadership in VET (Chapter 5) References Annex 1.A. List of interviewed institutions Notes 2 Ensuring an adequate supply of well-prepared teachers in vocational education and training The state of VET teacher shortages International data on VET teacher supply and demand are diverse and poorly aligned Despite limited data, some evidence suggests there are substantial VET teacher shortages in some countries and some fields The attractiveness of the VET teaching profession The profession’s lack of attractiveness contributes to VET teacher shortages VET teaching competes with careers in industry and other educational institutions Job security and salary levels are important factors influencing choices to become VET teachers Several other factors affect VET teachers’ satisfaction with the profession Targeted financial incentives and career support can help make VET teaching careers more attractive Well-targeted financial incentives and support can help attract and retain VET teachers Career development support can help to retain VET teachers Employing industry professionals as VET teachers The extent to which industry professionals work as VET teachers is not known There are a range of flexible pathways into VET teaching Diverse entry pathways can encourage individuals with relevant experience and practical skills to become VET teachers Attracting more industry professionals to teach in VET while working in industry has many benefits Flexible arrangements can help practitioners combine teaching with working in industry Increasing collaboration between VET providers and industry should be win-win Conclusion and policy recommendations References Annex 2.A. Technical information Notes 3 Effectively preparing and developing teachers in vocational education and training Skills and training needs for VET teachers VET teachers have diverse educational backgrounds VET teachers need to be able to support their students’ development of basic, digital and soft skills Initial teacher education and training for VET teachers Initial teacher education and training for the VET sector is highly variable Entry requirements for initial teacher education and training vary from country to country Initial teacher education and training provision also vary widely Designing effective initial teacher education and training programmes for VET teachers VET teachers need stronger pedagogical skills from their initial training Flexible ITET provision and providing financial support could encourage prospective VET teachers to take up ITET Work-based learning in VET institutions and in industry is important for VET teachers Professional development opportunities to keep VET teachers’ skills up to date Professional career development is key to improving VET teaching quality Participation in professional development is comparable with general education teachers VET teachers face barriers to participating in professional development Increasing participation in relevant professional development opportunities can be challenging Effective professional development for VET involves a wide range of stakeholders VET teachers need the right, the support and the resources to participate in professional development Identifying VET teachers’ training needs enables relevant, customised and engaging professional development to be provided Conclusion and policy recommendations References Notes 4 Promoting innovative pedagogical approaches in vocational education and training The increasing need for digital and soft skills The demand for digital and soft skills in the labour market is rising The demand for higher-level digital skills is on the rise Automation increases the importance of soft skills in the workplace Digital technology is increasingly used in VET teaching Developing the skills needed to use new technology in VET Many VET teachers are not prepared for digital teaching and learning VET teachers need support to adopt the use of new technology VET teachers need strong digital skills to effectively incorporate new technology into their teaching VET teachers need to stay current with the use of advanced technology in the workplace Collaboration networks among teachers, schools, industry and research institutions can benefit VET Teachers need strategic guidance and support to integrate new technology into VET Adequate teaching methods for soft skills development Developing soft skills requires specific pedagogical approaches Many teachers lack the pedagogical skills to develop students’ soft skills VET teachers need support to choose the appropriate pedagogical approaches Different skills require different teaching methods Professional development can support teachers in fostering students’ soft skills Raising awareness about the importance of innovation, ICT and soft-emotional skills in VET education Conclusion and policy recommendations References Notes 5 Strengthening leadership in vocational education and training The roles and tasks of VET leaders Leaders have a multidimensional role The activities and skills of leaders have an impact on teachers and students The role of VET leaders varies depending on the degree of institutional autonomy Clarifying the roles and tasks of leaders The preparation and development of leaders VET leaders have not always undergone relevant training before they start in their role Leaders may not have access to sufficient professional development opportunities Equipping VET leaders with the right skills Initial training and professional development for VET leaders is important Professional development for VET leaders can be linked to different training and practice elements The attractiveness of leadership Leaders’ salaries are often relatively generous Difficult working conditions contribute to high attrition rates Increasing the attractiveness of VET leadership roles and positions Middle management positions help share the burden of VET leadership VET leaders need to be supported in their roles, especially at the start of their careers Conclusion and policy recommendations References Notes Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners' skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them