At ECER 2012, we reported on initial findings from a small study investigating this issue, with a review of relevant literature and the data from initial interviews. We argued that in some countries and VET systems a deprofessionalisation of VET teachers and their teacher education is occurring, with minimal levels of qualification all that is required.

This research examines practitioner views of what is necessary and sufficient to engage as a TVET teacher. A sample of TVET practitioners from Victoria, Australia, Bremen, Germany and London, England, were interviewed as to their views on TVET Teaching qualifications, professional development and how their experience would be rated by them across these areas of concern. Additional data were gathered about perceptions about the balance between craft and experience and research and adult learning theory in TVET Teacher Education.

At the UPI 2^nd International  TVET conference, in Bandung, Indonesia in December, 2012, a conference Manifesto was developed to voice concerns and areas regarded as important in the development of TVET teachers. This Manifesto will also inform the paper’s discussion.

The key research question is:

“What do TVET practitioners think of TVET Teacher Education and its significance as to necessary elements and sufficient qualifications?

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