Competence matrix of the VET teachers (on the basis of data from Germany, Italy and Lithuania)
This competence matrix refers to the activities and competencies typical for the VET teachers working the school-based and dual models of the VET provision. Therefore it includes the activities and competencies of VET teachers in supervising the students when they are learning in the companies during the traineeship or apprenticeship schemes typical for school-based provision of VET (also recognizing, that such activities and competencies are not typical for VET teachers working in the ‘traditional’ or well established dual VET provision in German speaking countries).
|Core work processes – fields of competence development.
|Competence development steps.|
|Planning of vocational education and training||Assisting experienced VET teachers in planning of vocational education and training activities.||Preparation of training and learning materials.||Planning and teaching of lessons (micro-planning) and piloting of training and learning materials.||Continuous reflecting and improving of the planning of vocational education and training referring to the requirements of changing context.||Adjustment of the VET curricula to the changing needs and requirements of learners, stakeholders and wider society.|
|To use printed and electronic diaries of assessment.
To prepare reports and other documents for assessment and accounting of learning, advancement and student attendance.
|To use updated (newest) infrormation sources for the preparation of learning and training materials.
To prepare printed and digital materials for learning and training (Moodle and other virtual environment) – textbooks, presentations, posters, etc.
To test and adjust prepared training and learning materials.
To compare the self-made learning material with the material produced by colleagues.
To ask students for learning-materials development (through team-work).
|To plan and design lessons, taking performance heterogeneity into account.
To select contents and methods, forms of teaching and communication with reference to curricula and, if necessary, individual development plans.
To integrate modern information and communication technologies in a didactically meaningful way and reflect their own use of media.
To test the prepared learning and training materials and methods in order to evaluate their fit with the learning requirements and learning needs of the students.
To improve prepared learning and training materials according to the results of piloting.
|To take the social and cultural diversity into account while designing the educational content for different groups of learners.
To evaluate information on the labour market needs for the specialists in different occupations.
To identify learning needs of students.
To evaluate training needs from skills demand in the sectors of economy (development of the sectors, shortage of workforce), by taking into consideration requirements of the technological and societal change (Industry 4.0, demographic changes, social status of students, etc.).
To foster peer to peer teaching between students.
To take into account the emotive weakness of children’s interpersonal relationships that compromise the experiences made in the school and work context.
|To design and update curricula of formal or informal vocational training.
To prepare long-term, short-term and thematic training plans.
To prepare the plans for implementation of the VET curricula and curricula of informal training.
To adjust curriculum referring to the results of assessment of learning outcomes.
To collect and evaluate information about the work processes and their changes.
To design new ways and measures of learning and training (e.g., application of the networked chains of technological processes – Internet of Things, robotised work processes, systems of sensors).
|Implementation of the vocational training and learning processes in the VET school
|Assisting more experienced VET teachers in preparing and adjustment the physical environment of vocational training and learning (workshops of practical training)||Organisation of vocational training and learning processes in schools. (||Independent provision of individualised learning and training.||Critical reflecting and improvement of the learning and training processes referring to the changing needs and requirements of learners and stakeholders.
Adjustment and adaptation of the strategies and methods of vocational training to the changing needs of learners and stakeholders.
|To check the fit of training facilities and equipment to the core requirements of safety, health protection and hygiene (e.g., moving parts of equipment, noice, dust, vibration, stairs, individual protection measures, sound signals, light etc.)..
To prepare the physcial environment of training and learning for the work of students and apprentices (e.g., cleanliness, ensuring availability of suitable protective measures, etc.).
To prepare the half-finished materials, tech blanks and billets for practical training.
To choose the learning and training measures (tools, equipment, digital technologies and equipment) by considering learning results and current level of technological development
To execute prevention of injuries and damage.
|To plan and organise the schedules of training and learning activities.
To plan and purchase learning and training measures and raw materials.
| To consider individual needs and possibilities of students.
To use virtual training and learning environment.
To impart and promote learning and working strategies.
To teach pupils methods of self-determined, self-responsible and cooperative learning and working.
To promote value-conscious attitudes and self-determined judgement / action on the part of pupils.
|To recognise stages of development, learning potentials, learning obstacles and learning progress.
To recognise learning outcomes and use special possibilities of promoting pupils.
To recognise talents and know possibilities of talent promotion.
To coordinate learning opportunities and learning requirements.
To use different forms of counselling according to the situation and differentiate between counselling function and assessment function.
To cooperate with colleagues and other professions and institutions in diagnosis, support and counselling – both within and outside of school.
To generate the suggestions on the continuous improvement of the training and learning processes in the classrooms and workshops.
To introduce to learners and apprentices different forms of learning.
To design and re-design teaching and learning processes taking the findings about the acquisition of knowledge and skills into account.
To apply and adjust strategies and means of learning motivation to strengthen willingness of students and apprentices to perform better.
To guide and accompany learning groups.
To reconstruct the real changing work processes in the simulated environment. (To plan and implement company-simulation experiences.)
To apply and adjust methods of work-based learning and training.
|Implementation of the vocational training and learning processes in the enterprises
|Assisting in the organisation and provision of the infrastructure of practical training at the workplaces.||Organisation of vocational training and learning processes in the companies.||Provision of the methodical assistance for the trainers in the companies|
|To assist in choosing of work processes and workplaces for practical training referring to the requirements of training curriculum .
To help in controlling the preparedness and suitability of workplaces for the provision of practical training.
|To look for social partners and mentors for practical training and to establish the contacts of cooperation.
To coordinate practical training in the real workplaces.
To participate in preparation of curricular arrangements and schedules of practical training.
|To help trainers in the organisation of the training and learning processes.
To assist in preparation of the tasks for practical training and assessment of competencies.
To provide methodical consultations for trainers in the field of training methods and didactic approaches.
To help trainers in solving complex pedagogcal situations and conflicts.
To assist trainers in implementing pedagogical innovations.
|Teaching students having special needs*.||Assisting in organisation and provision of teaching for students having special needs.||Identification of needs and adjustment of environment of vocational training for the special needs students and learners.||Training of students with special needs by ensuring the possibilities to acquire high quality vocational competencies.||Design of special VET curricula and their adjustment to the students with special needs.|
|To assist in adjusting the learning environment (infrastructure – working and learning areas, equipment, etc.) referring to the specific conditions and needs of learners and by following instructions and reccomendations of specialists.
To assist in preparing learning and training materials for the students with special needs (with visual, audition, movement impairments and disabilities, behaviour and understanding impairments, etc.).
|To recognise disadvantages, impairments and barriers by applying existing instruments.
To schedule pedagogical support and preventive measures.
To prepare safe environment of learning and training for the students with special needs (moving parts of equipment, noice, dust, vibration, stairs and elevators, individual protection measures, sonor signals, etc.).
|To explain the practical tasks for students with special needs and to help them in executing these tasks.
To supervise the work or students by ensuring it‘s safety.
To adjust individual training methods according to the special needs of students with physical, intellectual and behavioural dissabilities and impairments.
|To prepare individualised training curricula and modules referring to the learning possibilities of students with special needs.
To evaluate the suitability of effectiveness of the development and adjusted training programmes and modules.
|Assessment and monitoring of the learning outcomes of students||Assisting to more experienced colleagues in the preparation and execution of assessment and monitoring of the learning outcomes of students.||Executing diagnostic, formative and summative assessment of learning outcomesfollowing given/ prescribed assessment schemes||Preparation and piloting of the assessment tasks.
Conceptualisation of assessment.
|Reflecting and improving of the assessment processes and instruments.
Adaptation of the assessment instruments and processes to the different groups and individual learners and development of assessment innovations and
|To prepare the training facilities and environment for the execution of assessment of the learning outcomes.
To monitor the performance of students and apprentices during the assessment of learning outcomes.
To register and report the cases of violations of the procedures and requirements of assessment of learning outcomes.
|To foresee assessment tasks in the long-term and short-term training plans.
To execute initial and intermediate diagnostic assessment of learning outcomes.
To execute formative assessment of accquired knowledge, practical and key skills.
To execute summative assessment of the module or qualification together with social partners.
To discuss the criteria of assessment of learning outcomes with students.
To provide feedback on the learning achievements to students, their parents and other interested parties.
To plan and foster and self-assessment and self-monitoring activities for students.
|To apply theories, methods and measures of assessment.
To prepare individual and group tasks for assessment of knowledge and practical skills of students.
To apply digital technologies, software and hardware in preparing assessment tasks.
To develop the evaluation criteria together with the students and other relevant stakeholders, like social partners.
To test and adjust the prepared assessment tasks.
|To analyse the results of the assessment of students/apprentices acquired learning outcomes.
To analyse critically the instruments and procedures of assesment in terms of their relevantness, credibility, fit to purpose and effectiveness.
To follow the development of methodological and organisational innovations of the instruments, procedures and processes of assessment of learning outcomes.
To adjust the existing instruments and procedures of assessment of learning outcomes to the changing requirements of work processes.
To adjust the existing instruments and procedures of assessment of learning outcomes to the individual needs of learners (including special needs).
To develop innovative design and contents of the instruments of assessment of learning outcomes.
|Advising students and parents on the issues of vocational education, employment and career.
|Advising students and parents on the acquisition of competencies and qualifications.||Advising of students on the issues of professional career.
|To search information for counselling in the descriptors and profiles of qualifications and occupations.
To introduce the VET school or training centre, to explain learning conditions and admission requirements.
To explain to students training programme by introducing intended competencies.
|To evaluate perspectives of employment and career inside of the country and abroad.
To provide advice on the recognition of informally and non-formally (through work experience) acquired competencies.
|Project work and involvement in the development of VET provision||Participation in the national and international projects.||Organising skills competitions and other similar events.||Initiation of the national and international projects according to the needs of the VET school/provider and VET system.|
|To prepare and implement projects by applying principles of teamworking.
To apply knowledge and skills of inter-cultural communication.
|To collect information about the local, national and international events related to professional activity.
To prepare students for the national and interantional skills competitions.
To organise local and national skills competitions and to referee at these competitions.
To represent training establishment at the exhibitions and other events.
To produce products for representatives and other events.
|To generate and develop the project idea.
To search of resources for implementation of the project and do it.
|Analysis of own activity in regard to goals/external demands and strategic planning and pursuing professional development||Identifying goals, choosing optimal form, ways and measures of professional development.|
|To reflect executed activity (strengths, weaknesses and potential for improvement) by using feedback from the students and other data.
To foresee the directions for development and advancement of technological, pedagogic-didactic, and key competencies.
To reflect own professional attitudes, experiences and competences as well as their development and can draw consequences from this.
|To define relevant and realistic goals for own professional development
To search for information needed for the professional development by using specialised databases.
To learn in the remote way.
To execute common methodical activity with other teachers.
To learn in the real workplaces, by participating in the open lessons, projects, study visits, conferences and trainings.
To share acquired experience with colleagues .
To use findings from educational research for their own work.
To collect the evidence of continuing professional development.
To give feedback and use the feedback of others to optimise their pedagogical work.
To take advantage of opportunities for participation.
To know and use support opportunities for teachers.
make use of individual and cooperative continuing education opportunities.
|Manage students conflicts and emotions||
Defining of conflicts and reporting on them.
|Manage conflicts between students||Manage conflicts between teacher and student/s|
To collect the information about the reasons and circumstances of occured conflicts.
To report on the occured conflicts to the managers and specialists (upon the need).
|To foster communication and recognition of emotions.
To use classroom-management techniques.
To encourage self-awareness.
|To recognize emotions.
To analyze the reaction-cycle: implement actions for the prevention of critical situations (actions to lower the intensity of reactions) and actions to recover after the reaction.
To recognize emotional seizure situations.
To implement relaxation techniques into practice.
|Digital competencies development||Basic exploitation of the educational technologies||Advanced exploitation of the educational technologies Promote the proper use of social networks|
|To use cloud services and platforms with students (e.g. google office) in order to foster learning process.
To know various media that can be used for education and how they are to be used
To be able to explain the use of digital tools to students
To know which media to choose according to purpose and context
|To contribute to the awareness of students in the use of social media, with particular reference to privacy and the management of blocks / filters.
To educate on how to recognize, prevent and deal with cyber-bullying phenomena.
To know preconditions and technical implications and requirements of digital tools for education
To know and comply with data protection regulations
To know how to fix simple technical problems and how to support students in making technology work
* The expression „students with special needs“ refers to all students with problems that give them a disadvantage compared to their peers (students with difficulties of learning deriving from physical, mental or due to the social / family context of belonging).
Matrix of vocational training competencies for trainers
|Core work processes – fields of competence development.
|Competence development steps.|
|Analysis of the training pre-requirements in the companies||Assisting more experienced trainers and other representatives of enterprise in promotion of in-company training and it’s benefits||Identification of the students’ training needs||Identification of the potential of company to provide work-based training.|
|To be able to present and justify the advantages and benefits of in-company training.
To explain for potential apprentices the organisation of training at the workplace.
To present the structures of the vocational training system and it’s interfaces.
|To identify the training needs and possessed skills of the new apprentice.
To participate in the planning and decision-making of in-company training needs on the basis of the legal frameworks, wage agreements and in-company framework conditions.
To select training occupations for the company and to justify the decisions.
|To examine the suitability of the company for the chosen training occupation.
To assess the possibilities of using preparatory measures for vocational training.
To identify and communicate potentials of training VET students’ (work) to contribute to overall (strategic) goals of the company/
To design training scheme so it contributes to companies goals
|Preparation of the practical training at the workplace.||Assisting experienced trainers in preparation of the workplaces for practical training.||Organisation of the time and space for practical training.||Preparation of the groups of trainees /apprentices.||Reflecting and improving the infrastructure and organization of practical training.||Adjustment of training scheme and practical training infrastructure and organization to the individual specific needs of learners. (incl. learners with special needs)
|To check the fit of the workplaces to the safety and work hygiene requirements of training.
To ensure availability of the sufficient and suitable materials, tools, instruments, information resources needed for the training at the workplace.
To prepare the documents for assessment of quality of the practical training.
|To fill in the diary of practical training.
To design an in-company training plan on the basis of training regulations, a plan which is in particular oriented on work and business processes that are characteristic for the profession by taking the participation and codetermination of company interest groups into account.
To prepare the workplace for practical training.
To prepare the workplace for moments of theoretical study and reflection on mistakes.
To determine the need for cooperation and to coordinate contents and organisational matters with the cooperation partners, in particular the vocational schools.
To examine the possibilities of whether parts of the vocational training can be carried out abroad.
Identify risk factors and foresee possible solutions
|To apply criteria and procedures for the selection of trainees, also in respect of diversity issues.
To prepare the vocational training contracts and arrange the registration of the contract at the competent authority.
Identify risk factors on trainee and company staff level and foresee possible solutions
|To consult stakeholders regarding appropriateness of prepared scheme.
To reflect (self-evaluate) on the infrastructure and organisation of the practical training for quality management purposes.
To prepare quality improvement plans and measures.
|To prepare the individualised (specific) practical training plan for the apprentice with specific needs.
To prepare workplaces and training materials for the training of disabled persons (different types of physical and psychical disabilities).
To adjust the workplaces and training materials for training of apprentices with the different origin and cultural background (e.g., migrants, refugees, etc.).
|Implementation /execution of the practical training.||Assisting to experienced trainers in facilitation of learning and work tasks, selecting materials, measures and tasks for practical training.||Autonomous facilitation of learning and work tasks, selecting materials, measures and tasks for practical training.||Executing practical training in the stable and standard work processes||Executing practical training in the dynamically changing, emerging and highly specific work processes.||Reflecting and improving the execution of practical training.||Individualisation of the practices of practical training according to the specific needs of learners.|
|To collect and provide the data and information for preparation of learning and work tasks.
To select the training materials (instruments, equipment, tools) according to requirements of learning tasks, achieved learning results and work output.
To execute prevention of accidents and damage at the workplace.
|To design and facilitate learning and work tasks from the company training plan and the work and business processes that are typical in the occupation.
To apply for learning up-to-date technologies and equipment.
|To demonstrate skillful execution of concrete standard work processes and operations and to facilitate development of practical skills by executing real work processes.
To support trainees in the event of learning difficulties by individually designed training and provide learning guidance, to use training support aids if necessary and to examine the possibility of extending the training period.
To ensure healthy and safe learning and training conditions.
To choose suitable methods of work-based training and learning by referring to established training goals.
To involve apprentices in learning activities and cooperation with trainer.
To propose additional training offers to trainees, in particular in the form of additional qualifications, and examine the possibility of shortening the duration of training and grant early admission to the final examination.
To colaborate with the vocational teachers from the VET schools.
|To identify the feasibility of work-based learning in the complex and specific work processes and the possibilities of adjustment of these processes for the training.
To evaluate individual preparedness of apprentices for work-based training.
To apply the techniques of simulation of work processes and technologies in the work-based learning.
To apply learning and training theories and training methods in solving complex situations of work-based training.
To create conditions conducive to learning and a motivating learning culture, to give and receive feedback.
To use the potential of the learning in specific and changing work processes for the social and personal development of apprentices.
|To (self-) reflect on the executed training and learning processes for quality management purpose.
To analyse the suitability of applied didactic methods and approaches of practical training.
To analyse the communication with students.
To evaluate the involvement and participation of apprentices in the organisation and executing of training.
To collect and analyse the feedback of students and apprentices on the training processes.
To prepare and implement the measures of improvement of the training processes and approaches.
|To implement the individualised (specific) practical training plan for the apprentice with specific needs (disabled, migrants, refugees, etc.).
To foresee and apply specific didactic methods of practical training (demonstration, imitation, guidance, etc.) adjusted to the special learning/training needs.
|Assessment and monitoring of the achieved competencies of learners||Assisting in assessment and monitoring of advancement of apprentices.||Assessment and monitoring of advancement of apprentices.||Execution of diagnostic assessment of the achieved competencies.
Preparation of trainees/apprentices for the final assessment of competencies.
|Accompanying assessed apprentices and learners to the employment; assisting to recruitment activities of employers.||Reviewing and improvement of assessment and monitoring of achieved competencies.
Adjustment and adaptation of assessment and monitoring of achieved competencies according to the specific needs and requirements of learners, other stakeholders and practical training situations.
|To collect the information and data for the preparation of the tasks of competence assessment at the workplaces.
To assist in organising the competence assesment at the workplaces by preparing the infrastructure (workplace, materials, information sources, etc.).
|To determine and evaluate performance, evaluate third-party performances and asses examination results, conduct assessment interviews, draw conclusions for the further training.
To provide feedback on the advanacement of learning to apprentices.
|To prepare the tasks of assessment referring to the norms and requirements of the professional field and following the principles, methods and approaches of competence assessment.
To discuss the criteria of competence assessment with the vocational teacher and apprentice.
To execute initial and intermediate diagnostic assessment of competence and to analyse it‘s results.
To prepare trainees for the final examination or journeyman’s examination accordingly to the examination dates and to lead the training to a successful outcome.
To ensure that trainees register for examinations with the competent body and to indicate any special features relevant to the conducting.
To participate in the writings of the certificate based on performance appraisals.
|To select trainees who could fit to the companies team/profile.
To monitor the employment and integration of selected trainees in the enterprises by providing assistance and consultations upon the need.
|To collect and analyse the data about the suitability and effectiveness of the applied instruments and methods of assessment of competencies acquired in the practical training (feedback from apprentices, observation of the assessment process, analysis of assesment results).
To adjust and improve the instruments and methods of assessment referring to the findings of their analysis.
To prepare the individualised (specific) instruments of competence assesment for the apprentice with specific needs (disabled, migrants, refugees, etc.).
To foresee and apply specific methods of competence assesment adjusted to the apprentices with special needs.
|Constant updating of specialised vocational knowledge and skills. Development of training (didactic) skills and competencies.||Analysis of own activities and deliberate planning of it‘s improvement.|
|To search for information on the technological innovations in the professional field.
To share the knowledge and experience with colleagues and vocational teachers.
To participate in the training seminars, workshops, projects, fairs and exihibitions and other events aimed to develop professional/technological competencies.
To develop training (didactic) skills and competencies by applying innovative didactic approaches, methods and technologies of work-based training.
|To reflect critically own training activity (strengths, weaknesses, potential of improvement) by using feedback and other information.
To generate ideas on the improvement of training.