VET teachers and trainers play key role in the development and quality of vocational education and training systems. In order to fulfil this role the up-dating of the skills of teachers and trainers is to receive special attention, particularly in light of the fast-changing requirements for teachers and trainers and their changing role in the framework of an agenda for lifelong learning. These changes are not only caused by changes and developments in the environment of VET – such as developments on the labour market, changing and emerging occupations and occupational requirements – but also by a shift in teaching and learning paradigms. Throughout Europe, this shift suggests stronger emphasis on a more learning outcomes based approach (as opposed to learning inputs orientation) and a shift from supply-led to demand-led provision of VET. These trends have profound implications for the roles of VET practitioners as well as the competences they have to dispose of. The role of VET professionals is increasingly shifting towards that of a learning counsellor, coach and facilitator of learning processes, in which students and trainees expect to have more autonomy and freedom of choice, to some degree even tailor-made provisions, instead of standard forms of training and classical teaching. With those expectations the traditional role of VET teaching and training is much more taking the direction of providing support, guidance and mentoring. Another challenge VET professionals are confronted with is the increasingly diversifying target group for VET provisions (such as adult learners, trainees from diverse cultural backgrounds, drop-outs and disadvantaged groups). To be able to accommodate the different needs of such diverse groups and balance different interest requires well developed social, relational and communicative competences. Another trend is the gaining significance of informal and non-formal learning and its assessment in relation to more formal VET provision and the new role that networking and collaboration assumes in modern work contexts. This often combines with the enhanced use of Information and Communication Technologies. All these developments pose new challenges with regard to the knowledge, skills and competences of VET professionals. These challenges also affect their initial training and continuing professional development in that training opportunities of VET teachers and trainers need to address their new roles and emerging competence requirements. The objective of the research is to better understand and define those needs in order to better prepare and support the target group for their future challenges.

The aim of the research is to identify and assess the changing roles and competences of VET teachers and trainers against new paradigms of learning and training. The assessment and analysis is based on a qualitative empirical investigation and desk research covering in total 11 European countries. Topic-centred interviews with VET practitioners and experts are based on a semi-structured interview guide, which closely link the topic-centred interview with the evaluation criteria for data analysis. Furthermore, the research applies comparative methods and analysis. On average, each project partner conducts about 10-12 interviews, resulting in an overall data base of about 150 in-depth interviews and small focus group discussions with experts and practitioners. Results from Romania, Estonia, Spain and Denmark will be presented in-depth with contextualising the research results in the framework of the overall results obtained in all 11 European countries that participated in the study

1. Analysis and better understanding of the roles and competences of VET teachers and trainers within the shift of learning paradigm which involves identifying emerging professional roles as well as the skills and competences related to this shift in learning paradigm. The identified core skills, competences and knowledge required from VET teachers and trainers are being related to a competence framework taking into consideration the EQF. 2. Analysis of the implications of the learning paradigm shift for the training and continuing professional development of VET teachers and trainers in terms of required provisions and offers for initial and continuing training. This includes i) identifying shortcomings related to the professional development of VET practitioners; and ii) identifying and analysing examples of commendable practice (in initial and continuous training) and effective policies aiming at equipping VET teachers and trainers to cope with new roles and apply new learning across the EU.