TTnet welcomes the Acceding & Candidate Countries

1. TTnet welcomes the Acceding & Candidate Countries TTnet Ronald G. Sultana

2. Key points • The process of integrating new members • Countries joining TTnet in 2004 • Elements in the country frameworks • VET in ACCs: a synthesis • VET teachers/trainers in ACCs: a profile • Objectives for TTnet in the ACCs • Target groups and activities • Collaboration with established TTnet

3. Process of integrating new members • ETF survey on VET teachers and trainers of trainers • Aalborg meeting (21–22 Nov 02) Danish presidency • CEDEFOP Restricted Working Group • Surveys among accession countries • Frameworks

4. Surveying the ACCs APEL Theory / practice curriculum standards Classroom mgt firm links VET strategy pedagogy Career paths use of ICTs in-service Profession-alisation Training in industry Special needs Qualifications framework

5. Key statistics

6. Elements in the country frameworks • Background - VET system - Teachers and trainers - Key challenges • Community objectives for VET and country response • Objectives for TTnet-ACCs - Activities and calendar • Collaboration with TTnet-EU

7. VET in ACCs: a synthesis • A field marked by reform - Post-1989 market liberalisation - Globalization forces - Accession process • Several important initiatives - Legislative developments and measures - Social partnership model - LLL and CVT increasingly on agenda - Decentralisation and school autonomy - Linking education and enterprise - New VETcurricula – new assessment / cert - Introduction of competency-based models - Increased pedagogical training - A new qualification framework + APL - Learning from good practice in EU

8. VET teachers and trainers: a profile • Ageing, feminised, unstable, poorly paid profession • Many teachers / trainers are not formally trained • Pedagogical material and resources often outdated • Teacher to student ratio falling: academic drift • Distinction between VET theory & practice teachers • Most universities do not offer VET teacher training • Training often too theoretical • Traditional teaching models • Use of ICTs is limited • Insufficient I&CTE & training of VET teachers & trainers • Theory and practice de-linked • Limited opportunities for traineeships in industry • Poor cross-sectoral collaboration • Corps is not professionalised • National standards not yet formalised • Limited firm-based training - issue of SMEs • Lack of LM intelligence • Adult educators often part-time

9. Key objectives for TTnet-ACCs Initial & In-service TT Innovation Dialogue Network Research Monitoring/Evaluation

10. Key objectives for TTnet-ACCs • Communication & networking - A national forum (seminars, workshops…) - Link with industry - Improving image • Innovation - Curricular/pedagogical - Competency-based - APL systems • VET initial & continued training - Theory/practice link - Mentoring • Monitoring and Evaluation - Quality assurance - Teacher training • Research - Trainers in firms - EU good practice

11. Target groups for TTnet-ACCs • VET administrators • VET TT researchers • VET teacher educators • VET teachers and mentors • LM trainers in public & private training centres • HRD departments • Policy makers • Social partners

12. Activities envisaged by TTnet-ACCs • Seminars, workshops, publications (national, transversal) • Mediating linkages • Web-site, data base, register • Local and EU-wide networking • Research and evaluation • Establishing competencies & standards • Identifying training needs • Designing training courses • Delivering training • Developing tools (e.g. to measure VET teacher competencies)

13. Some pending questions • What kind of resource input can be made by national TTnets? • How can one generate funding through national TTnets? • What are some of the best achievements of TTnets across Europe? • What kind of bilateral / multilateral partnerships can be developed to add value to national efforts?

14. Bilateral links Multilateral links Development of e-learning as a tool FMS TTnet collaboration Innovative pedagogic practices Validation of non-formal learning Quality assurance frameworks E.g. Malta – Ireland E.g. Lithuania – PROFF E.g. TTnet e-Learning initiative (Isfol etc.) E.g. On basis of region, theme, language, scale E.g. with TTnet-UK E.g. with TTnet-France E.g. with TTnet-Finland Collaboration with other TTnets

15. TTnet - European added value Lithuania Estonia Hungary Malta Slovakia Slovenia

16. TTnet - European added value Lithuania Estonia Hungary Malta Slovakia Slovenia Thank you…