Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them.
Across the OECD, approximately half of young people follow vocational education and training (VET) programmes, designed to enable easy access to the world of work. Yet enrolment rates and emphasis on work-based learning, vary widely from country to country. This series of country reports examines the development and growth of VET programmes for young people and adults. Studies focus on how programmes can be most effectively, efficiently and equitably delivered, addressing such questions as: how is VET aligned with future needs of the labour market? How can VET be made attractive to all aspirational learners?