Rasmus Frimodt / DEL March 2008

Defining VET Professions - IVET Trainers

In this study, trainers refer to employees in enterprises who integrate training and education
functions into their jobs with varying degrees (from incidental to full-time teaching of trainees and
apprentices). Many countries use the term (workplace) instructor. The trainers train and instruct
students who are taking their initial vocational qualification in either apprenticeship training or an
institutional qualification into which on-the-job learning or practical training is integrated. In this
study the trainer sample includes 50 percent of full-time trainers and 50 percent part-time trainers.
The results presented below represents a mix of the two samples with the result of a relatively high
competence level described. The reason for this is that the boundaries between full-time and part-
time trainers in many countries are quite blurry. Therefore, we have decided to suggest a common
competence framework focusing on the most recorded scope of activities and the corresponding
competences. Consequently, trainers may find themselves doing some of the activities from one
area and all of the activities listed in another area.

The main objective of the following grid is to establish a suggestion for a competence framework
based on the desk research and interviews in the field with practitioners. In addition, data from the
pilot project leading up to the current study has been included in the grid. The grid contains an
outline of the competences necessary to carry out a number of activities in the working life of
trainers. The categories are tied in with the European Qualifications Framework (EQF) which also
serves the purpose of establish the necessary competences.The following terms and definitions will
be used to describe the level of responsibility

Implement/Implementation: Carrying out tasks or functions within a (pre)defined area and

following defined guidelines or procedures.

Being responsible for/Responsibility: Enabling and ensuring functions. Also being responsible for
monitoring the implementation of functions. These functions take place within a set framework of
regulations or standards.

Being autonomous/autonomy: Initiating and influencing the direction and implementation of

functions. Setting strategies and envisioning direction of development and action.

For the purpose of clarity, the grid is divided into five main areas of research namely
Administration, Training, Development, Quality Assurance and Networking with each category
subdivided into tasks, knowledge and skills.

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Rasmus Frimodt / DEL March 2008
ADMINISTRATION (Based on interviews and background information)
Activities Knowledge Skills Competences:
IVET trainers should be IVET trainers should have
IVET trainers should be able to: autonomy and responsibility
able to: knowledge of:
GENERAL ADMINISTRATION AND BUREAUCRACY
– elaborate work schedules – agreements, legislation and Trainers are responsible for implementing
– be systematic and organised
and take part in the regulations administrative procedures in relation to the
– identify opportunities in the work
drafting of contracts and – administrative duties and training while exercising self-management.
process/context for learning
agreements routines This requires differing levels of technical
– interact and communicate
– co-ordinate and co-operate – principles and tools of project and personal skills. Trainers are relatively
– team-work and negotiate
with VET schools in terms management autonomous regarding the general
– network
of recruitment and – agreements, legislation and administration and bureaucracy. (EQF level
– write and report
reporting regulations 3-4)
FINANCES
IVET trainers should be able to implement
– calculate costs – follow-up on the financial situation
– budgeting principles certain concrete and well defined financial
– calculate working hours – calculate and keep the overview of
– financial resources tasks at a limited level of autonomy (under
for payroll the resources available
supervision). (EQF level 2-3)
ORGANISATION
IVET trainers are responsible for
participation in the planning and
– plan and organise tests/
– identify opportunities in the work organisation of the assessment processes in
exams
– occupational field process connection with the training. The trainer
– organise and plan the
– quality assurance processes – interact and communicate implements the procedures and consequently
continuous evaluation of
– evaluation techniques – prepare and develop evaluation needs knowledge of evaluation techniques
the performance of the
tools and QA processes. However, the level of
apprentice in tests
autonomy in this regard is relatively limited.
(EQF level 2-3)

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Rasmus Frimodt / DEL March 2008

TRAINING (Based on interviews and background information)

Activities Knowledge Skills Competences:
IVET trainers should be IVET trainers should have
IVET trainers should be able to: autonomy and responsibility
able to: knowledge of:
TECHNOLOGY
– efficiently mix the
apprentices
– plan and engage in role
plays, group work/ – combine learning and work
discussions, project work – diversity management – detect learning opportunities in the IVET trainers are responsible for planning
– perform trainer-centred – learning theories work process and exercising learning activities of a high
learning – learning processes – individualise the instruction professional standard vis-à-vis the
– initiate and monitor the – occupational field – motivate and guide students apprentices. The trainer manages the learning
rotation of the apprentice – learning tools towards learner autonomy environment on a relatively autonomous level
between departments in the – learning didactics – guide and motivate apprentices to and aims at matching his/her knowledge and
company – teaching methods productive self-directed learning skills with the conceptual knowledge of the
– translate knowledge and – conflict mediation – interact and communicate learner. (EQF level 5)
professional background – conflict mediate
into didactics
– mediate in conflicts at the
work place
NEW TRENDS IN TEACHING AND LEARNING
– follow trends in teaching
and learning through
official networks, contacts
IVET trainers are responsible for keeping
at the VET schools in the
– importance of being updated – establish and maintain networks themselves updated within their professional
area, branch organisations
in his/her professional field – professional growth field and relatively autonomously engage in
for employers and
– occupational field – interact and communicate external interaction with relevant parties.
membership in the local
(EQF level 4)
trade committee
– participate in study tours
and company visits
Rasmus Frimodt / DEL March 2008
DEVELOPMENT (Based on interviews and background information)
Activities
IVET trainers should be
able to:
PERSONAL DEVELOPMENT
– engage in regular CPD
activities
– be a role model for young
apprentices
– develop and accept the
roles as mentor, teacher
and assessor
– develop soft skills
INSTITUTIONAL AND VOCATIONAL DEVELOPMENT
– engage in regular CPD
activities
– develop necessary fields in
order to perform as
required
– keeping up with technical
skills
– remain up-to-date on
vocational field
Knowledge Skills Competences:
IVET trainers should have
IVET trainers should be able to: autonomy and responsibility
knowledge of:
– individualise the instruction IVET trainers are responsible for and
– individual training plans
– motivate and guide students relatively autonomous in the selection of
– learning theories
towards learner autonomy methods of continuing personal development
– learning processes
– communicate and cooperate with in order to develop their role as trainer with
– learning tools
youth in the training framework the objective of taking on multiple roles and
– importance of mentoring and
and develop their social autonomously diversify and develop the
coaching the apprentices
competences training activities with the overall objective
– mentoring and coaching
– guide and motivate apprentices to of improving the performance of the
techniques
productive self-directed learning apprentices. (EQF level 5)
– developments in the world of
– professional growth IVET trainers are responsible for engaging in
work
– set challenging targets for the continuing development of skills necessary to
– developments in society
future match the requirements of the apprentices.
– developments in learning
– use knowledge to balance priorities Trainers are relatively autonomous in the
theories
and to prepare for the future selection of CPD activities as long as they are
– technological developments
– adopt theoretical knowledge to in alignment with the need of the enterprise
– future trends and priorities in
improve the daily working life and the apprentices. (EQF level 4 -5)
EU and nationally
Rasmus Frimodt / DEL March 2008
QUALITY ASSURANCE (Based on interviews and background information)
Activities
IVET trainers should be
able to:
REPORTING
– report to the training
manager or to the general
manager
– engage in regular meetings
between trainers and
management
– also conflict preventing
QA PROCESS
– take part in peer-reviews
– perform regular self-
assessment
– assess the student
– control and monitor the
training
Knowledge Skills
IVET trainers should have
knowledge of:
– agreements, legislation and
regulations
– occupational field
– evaluation principles and
techniques
– evaluation principles and
techniques
– QA principles and methods
– quality assurance processes
– occupational field
– legislation and regulations
Competences:
IVET trainers should be able to: autonomy and responsibility
Trainers are responsible for reporting on
– interact and communicate
different aspects of the training to the
– team-work
management with the objective of QA and
– efficiently conduct and take part in
have only limited autonomy in this regard
meetings
due to the nature of the often quite concrete
– write and report
nature of QA schemes. (EQF level 2)
IVET trainers are responsible for
– interact and communicate
contributing to the QA cycle in the company
– team-work
by providing QA-related input on others and
– be systematic
own performance. The level of autonomy
– evaluate
varies from country to country as the nature
– prepare and develop an evaluation
of the action depends on the size of the
tool
company and the position of the trainer in
– utilise results of QA to develop
the training hierarchy. However, the
own work and the institution
autonomy is generally quite high. (EQF level
– interact and communicate
5)
Rasmus Frimodt / DEL March 2008
NETWORKING (Based on interviews and background information)
Activities
IVET trainers should be
able to:
INTERNAL NETWORKS
– initiate/create networks
– engage in strong internal
networks with strong
support from colleagues in
e.g. the HR department
– engage in meetings
between trainers,
apprentices and
management
EXTERNAL NETWORKS
– initiate/create networks
– co-operate with local
public institutions and the
local labour market
– network with employer
organisations, trade
committees and trade
unions, vocational schools,
education consultancy
agencies and centres for
further education
– engage in international
networks
Knowledge Skills
IVET trainers should have
knowledge of:
– the company (in-depth)
– organisation theory
– partnership roles and
cooperation
– networking principles
– national and international
networks relevant to the
institution
– partnership roles and
cooperation
– networking principles
– foreign languages and culture
– international issues related to
the field
Competences:
IVET trainers should be able to:
– convey the social value and
responsibility of in-company
training
– manage training relationship (and
also related conflicts) in company
and at local level
– efficiently conduct and take part in
meetings
– interact and communicate
– team-work and negotiate
– network
– convey the social value and
responsibility of in-company
training
– manage training relationship (and
also related conflicts) in company
and at local level
– interact and communicate
– team-work and negotiate
– network
– understand different cultures and
act accordingly
autonomy and responsibility
IVET trainers are responsible for initiating
and participating in internal networks in the
company for the benefit of the general
quality of the training. Personal skills as well
as meeting/interaction skills are important in
this regard. The trainer is generally relatively
autonomous in the participation and
engagement in internal networks. (EQF level
4)
IVET trainers are responsible for
establishing and managing external networks
in order to develop the general performance
of the training provided and thus of the
performance of the individual apprentice.
Inter-personal and inter-cultural skills are
very important for the quality of external
networking. The level of autonomy is
generally relatively high as the trainer in
most cases is free to take part in external
networks as long as time permits it. (EQF
level 5)