Austria, Belgium, Greece, Luxembourg and the Netherlands

Cedefop — European Centre For The Development Of Vocational Training

Description

Vocational training
Education policy

Sujets

• Teacher education
• Vocational education
• Autriche
• Belgium
• Greece
• Luxemburgo
• Países Bajos

Informations

• Publié par: CEDEFOP-EUROPEAN-CENTRE-FOR-THE-DEVELOPMENT-OF-VOCATIONAL-TRAINING
• Nombre de lectures: 132
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Teachers and trainers in
vocational education and training
Volume 3: Austria, Belgium, Greece,
Luxembourg and the Netherlands
Project Coordinator: Peter van Engelshoven t Manager: Pekka Kämäräinen
First edition, Thessaloniki 1997
This book was written on behalf of CEDEFOP by
Hanspeter Tusch, Albert de Winter, Stamatis Paleocrassas, Jerry
Lenert, Alexis Werne and Derk Oddens
Published by
CEDEFOP - European Centre for the Development of Vocational Training
Address for visitors: Postal address:
Marinou Antipa 12, P.O.B. 27 - Finikas
GR-57001 Thessaloniki (Thermi) GR - 55102 Thessaloniki
Tel.:30-31 +49 01 11
Fax: 30 - 31 + 49 01 02
E-Mail: [e-mail]
Internet: http://www.cedefop.gr
Regulation (EEC) No 337/75 of the council
ast amended by Council Regulation (EC)
and Council Regulation (EC) No. 354/95 of A great deal of additional Information on the European Union Is available on the
Internet. It can be accessed through the Europa server (http://europa.eu.lnt)
Cataloguing data can be found at the end of this publication
Luxembourg: Office for Official Publications of the European Communities, 1997
ISBN 92-828-0613-8
© European Communities, 1997
Reproduction is authorized, provided the source is acknowledged
Printed in Italy Contents
Preface 10
Introduction1
Austria
1. Introduction7
2. Initial vocational education and training 2
2.1. Structure and organization of the education and training system 2
2.2. School autonomy4
2.3. Organization of compulsory vocational education
2.4. Simplified diagram or the Austrian education system5
2.5. Compulsory education6
2.6. School year 2
2.7. Technical and vocational intermediate secondary education 2
2.8.l andl upper secondary education
2.9. Part-time compulsory vocational education8
3. Teachers and trainers 30
3.1. Teachers
3.2. Trainers1
3.3. Teachers' union
4. Regulations governing teachers and trainers
5. Training paths leading to qualification as a teacher / trainer 34
5.1. Teachers in the technical and vocational segment of intermediate and 36
upper secondary education (BMS and BHS)
5.2. Teachers in the technical andl segment of compulsory8
education (BPS)
5.3. Trainers 3
6. Initial training programmes for teachers and trainers 3
6.1. Examples of initial teacher training programmes9
6.2. Initial training programmes for trainers 52
7. Continuing training of teachers and trainers3
7.1. Trainers 5
7.2. Teachers
7.3. Teacher participation in continuing training
7.4. Excerpts from the course programmes of the Institutes of Pedagogy 54
8. Useful addresses6
9. Institutions and courses7
10. Sources and references 60
11. Acronyms and abbreviations1 Teachers and trainers in vocational education and training: contents
Belgium
1. Introduction 63
2. Initial vocational education and training5
2.1 Education systems and sectors
2.2n and training structures 67
3. Teachers and trainers 7
3.1 Structure of teaching and training staff in technical training 7
and apprenticeship
3.2 Professional profile of teachers and trainers4
3.3 Teaching qualifications
3.4 Teacher unions7
4. Regulations governing teachers and trainers 78
4.1 Duties
4.2 Minimum service requirements for a full-time post in technical 79
and vocational education
4.3 Salaries 7
4.4 Evaluation of standards 80
5. Training paths leading to qualification as a teacher / trainer 81
5.1 Diagram of training paths
5.2 Courses in short-term and long-term higher education leading,2
in association with the gpb qualification, to teaching posts
in lower and higher secondary technical and vocational education
6. Initial training programmes for intending teachers and trainers 83
6.1 Training at teacher training colleges offering technical courses
in flanders
6.2 Training at teacher training colleges offering technical courses6
in wallonia
6.3 Teacher training in adult education (FL) and education for social 87
promotion (W)
6.4 Training of trainers organized by the flemish and walloon9
employment services
6.5 Training of trainers at the flemish and walloon institutes for 90
entrepreneurship training (fl: vlaams instituut voor zelfstandig
ondernemen - v.l.Ζ.O. w: institut francophone de formation
permanente des classes moyennes - i.EP.C.M.) Teachers and trainers in vocational education and training: contents
7. Continuing training of teachers and trainers 90
7.1g training in the regular technical and vocational
education sector in flanders
7.2 Continuing training in the regular technical andl2
education sector in wallonia
7.3g training for teachers in adult education (fl)4
and education for social promotion (w)
7.4 Continuing training organized by vdab (fl) and forem (w) 9
7.5ggd by the flemish and
walloon institutes for entrepreneurship training (fl: vizo, w: ifpcm)
7.6 Sabbaticals 9
8. Useful addresses4
8.1 For the flemish community
8.2 For the walloony6
8.3 Professional associations or trusts which organize continuing 97
training for practical instructors in technical and vocational education
8.4 Trade unions - sectoral education
9. Institutions and courses8
9.1 Flemish area
9.2 Walloon area9
10. Sources and references 100
11. AcronymsTeachers and trainers in vocational education and training: contents
Hellas
1. Introduction 103
1.1. Basic characteristics of the current education system 10
1.2. Developments during the second half of the 20th century4
1.3. Training culture7
1.4. Interface between the education system and the economy8
2. Review of the current national system of initial and continuing
vocational education and training
2.1. The initial vocational education and training context 10
2.2. The continuing training context 115
3. Teachers and trainers6
3.1. Teachers and trainers in the formal education system
3.2. Duties of teachers and trainers in the formal education system 117
3.3. Trainers in the formal education and training system8
3.4.s in continuing vocational training
3.5. Teacher unions
4. Regulations governing teachers and trainers 121
4.1. The education system
4.2. The training system2
4.3. The continuing vocational training system3
5. Training paths leading to the occupation of teachers and trainers 124
5.1. Teachers in vocational education
5.2. Trainers in post-secondary vocational training5
5.3.s in continuingl training
6. Initial training programmes of teachers and trainers 12
6.1. Initial training programs for teachers ands in vocational education 12
6.2.lgs for trainers in the formal training system 126
6.3. Initial training programs fors in thel continuing training systym 127
7. Continuing training for teachers and trainers7
7.1. Continuing training for teachers 12
7.2.gg for trainers
8. Useful addresses8
9. Institutions and courses9
9.1. Pre-service and in-service courses for teachers in vocational education 12
9.2. Training of trainers courses for vocational training 130
10. Sources and references 133
11. List of acronyms4 Teachers and trainers in vocational education and training: contents
Luxembourg
1 Introduction 137
2 Vocational Education and Training 140
2.1 General Remarks on the Education and Training System in Luxembourg 14
2.2 Curricula and Coursebooks1
2.3 Initial Vocational Education and Training2
2.4 Innovation and Reform Projects6
2.5 Continuing Vocational Training8
3 Teachers and Trainers in Vocational Education and Training 15
3.1 Teachers in Initiall Education and Training
3.2s and Trainers in Continuing Vocational Education and Training 154
4 Regulations Governing Teachers and Trainers 155
5 Training Paths Leading to Qualification as a Teacher / Trainer6
6 Initial Training Programmes for Teachers and Trainers8
6.1 Initial Teacher Training for Post-Primary Education
6.2lrg for Secondary Technical Education Only 15
7 In-Service Training of Teachers and Trainers 160
7.1 In-service Training for Classical and Technical Secondary Education 16
7.2 Priorities for the In-Service Training of Teachers in Vocational1
Education and Training
8 Useful Addresses 163
8.1 General Addresses
8.2 Professional Chambers: Employers
8.3l: Employees4
8.4 Trade Unions
8.5 Professional Bodies
9 Institutions and Courses
10 Sources and References 165
11 Acronyms7
11.1 Acronyms used in the Report
11.2s for Classical and Technical Secondary Schools 16Teachers and trainers in vocational education and training: contents
The Netherlands
1. Introduction 169
1.1 The Netherlands
1.2 Education in the Netherlands 171
1.3 The education environment
2. Initial vocational education and training7
2.1 Preparatory vocational education (VBO)
2.2 Senior secondary vocational education (MBO)8
2.3 Higher vocational education (HBO) 180
2.4 Apprenticeship
2.5 Adult education and private training opportunities2
2.6 Statistics 183
3. Teachers and trainers -5
3.1 The teaching function
3.2 The trainingn7
3.3 Teacher unions
4. Regulations governing teachers and trainers 189