Authors: Iris Klein, Andreas Saniter,Julia Busche , Vidmantas Tūtlys, Gedvilienė Genutė, Aušra Rutkienė, Marco Perini, Giuseppe Tacconi, Riccardo Sartori, Andrea Ceschi
Current changes in vocational education and training, such as responding to the technological and organizational development (the advent of the 4th industrial revolution), internationalization, integration of VET in lifelong learning processes, create the need for better development of the teaching competence of VET teachers. There are different practices and experiences of VET teachers training in the EU countries, which creates the space for effective policy learning in this field. Comparability of the teaching competence of the VET teachers is important from the point of view of internationalization of initial VET and international mobility of VET students and teachers in implementing ECTS measures in teacher education. However, there is still a lack of modern practical instruments in monitoring, assessment, guidance and comparability of the teaching competence of VET teachers and trainers.
The goal of this comparative study is to disclose the common and diverging trends in the development of teaching competences of VET teachers and trainers in Germany, Italy and Lithuania. Having in mind the complexity of this task and its relevance for the VET systems in many countries, as well as the variety of the policies, approaches and practices of development and assessment of teaching competence of VET teachers in the EU countries, this undertaking requires strong international partnership. This research
report points out the findings of a comparative analysis in chosen EU countries (Germany, Lithuania, Italy), about the main similarities and differences regarding the training (and hence competence development) of VET teachers and trainers, and which regulatory frameworks, public bodies and other stakeholders take a leading role in this procedures in the above-indicated countries.