Indicator 2. Investment in training of teachers and trainers

The material gathered below is part of the information provided by EQAVET on the state of play in quality assurance in VET systems among Member States. These practices have been provided by some Member States in the context of the work undertaken by the EQAVET work on Indicators, 2011.  



In Estonia a similar indicator is used, but it is calculated differently, i.e. by using the following variables:
- Fulfilment of qualification requirements based on professional standards and competence-oriented curricula
- Further occupational training of teaching staff based on the amount of training hours per teacher during school year, namely VET teachers who are required to participate a minimum of two months of professional training every three-years. Teachers/trainers’ seniority status also requires an amount of 160 hours of in- service training within the preceding 5 years
- Age structure of teachers and a different pedagogy
- Personnel flow, i.e. number of teachers who leave the system and number of newly  recruited teachers
- Further training of teachers is promoted and supported by the state (3% of salary fund of teachers is used for training) and the further training for VET teachers is provided in a special programme, which is co-financed by the European Social Fund. 

More information is available here


In Hungary, the meaning of this indicator is as follows:
It is also a system-level indicator, which shows the ratio / proportion of the resources used in line with the (attainment of) sector-level aims. Nowadays, when very significant contextual, structural and methodological changes are taking place in the Hungarian VET system, this indicator has a special importance as the learning needs of teachers and trainers within VET is one of the most crucial factors for improving the quality of VET. The role of this indicator is also important on regional and on institutional level, and it has a clear connection with the aims of the sector, the regions and the institutions.

More information is available here


In Romania, formal training programmes for all kind of staff in the pre-university education system are subject to accreditation where each accredited training programme receives a number of credits.
 By law, the teaching staff (teachers and schools’ foremen included) as well as the management staff, have the individual obligation to achieve at least 90 credits every five years, out of each 45 credits from programmes for improving teachers’ skills and from other training programmes related to the reforms in education. Credits may also be achieved from the participation in EU programmes (e.g. Socrates, Leonardo).
So far, most of the accredited teachers training programmes have been provided by specialised public institutions (as for example the “Teachers’ Training House” at county level). As far as the training of the VET teaching staff is concerned there is a need for an increased involvement of social partners (e.g. companies, employers’ organisations) in order to contribute to updating teachers and school foremen’s skills as requested by the technological and organisational changes in the economic environment.

More information is available here


In Slovenia, Act for VET (2006) introduced a Quality Assurance system in VET at system and provider level in line with EQAVET/CQAF. By this law the Council of Experts for VET (a counselling body for the Ministry) determined a set of seven indicators at system level on the basis of the proposal put forward by the Institute for VET.  The Institute for VET is legally responsible for the preparation and publication of the yearly report on indicators: the first report on quality in VET was prepared for the school year 2007/2008 and the second report for  the school year 2008/2009. Both reports collected data for the first three indicators and the collection of data for school year 2009/2010 is under progress and a fourth indicator is being developed.
At the level of VET providers, an internal quality assurance system must be implemented by law. To that end, VET providers set up a commission with teachers, students, parents and employers. This commission has to prepare a yearly report on quality assurance on their internet site. The Institute for VET recommends self evaluation as an adequate method.

More information is available here

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