Network of Trainers in Europe: Results of the Survey Presentation for the e-Conference on the Training of Trainers 5 November 2008

Background of the survey Survey of training practitioners as core activity of the Network of Trainers in Europe Paper and online questionnaire in 18 European languages End of data collection on 27 October 2008 Multiple answers possible in most questions (percentages refer to responses unless stated otherwise)

Survey of training practitioners as core activity of the Network of Trainers in Europe

Paper and online questionnaire in 18 European languages

End of data collection on 27 October 2008

Multiple answers possible in most questions (percentages refer to responses unless stated otherwise)

Structure of the sample Sample consists of 738 filled questionnaires (mostly online version) from 28 European countries Largest group of respondents from Spain (107), followed by Greece (67) and Austria (56) Most respondents work in public institutions (37.6%) or private companies (32.5%) Most respondents work in initial VET, continuing VET and adult education

Sample consists of 738 filled questionnaires (mostly online version) from 28 European countries

Largest group of respondents from Spain (107), followed by Greece (67) and Austria (56)

Most respondents work in public institutions (37.6%) or private companies (32.5%)

Most respondents work in initial VET, continuing VET and adult education

Occupational profile and work conditions Traditional work profile of training practitioners in terms of training-related tasks and methods Training practitioners cooperate mostly with colleagues in their own institutions Respondents‘ work is subject to evaluation, which is mostly carried out by employers and learners

Traditional work profile of training practitioners in terms of training-related tasks and methods

Training practitioners cooperate mostly with colleagues in their own institutions

Respondents‘ work is subject to evaluation, which is mostly carried out by employers and learners

Qualifications and continuing learning The majority of respondents have a formal qualification as a trainer (74.8%) and an IVET qualification at skilled workers‘ level (74.9%) 67.2% of respondents feel that their skills and competences are well matched to their tasks and 87.4% of respondents regularly update their knowledge and skills Individual self-study is the most important source of learning Continuing learning activities concentrate mainly on technical or subject-specific competences

The majority of respondents have a formal qualification as a trainer (74.8%) and an IVET qualification at skilled workers‘ level (74.9%)

67.2% of respondents feel that their skills and competences are well matched to their tasks and 87.4% of respondents regularly update their knowledge and skills

Individual self-study is the most important source of learning

Continuing learning activities concentrate mainly on technical or subject-specific competences

Motivation and professional identity Those who rely on formal training opportunities and are motivated by economic benefits are less active in continuing learning Professional development of training practitioners is predominantly driven by personal interest and intrinsic motivation rather than economic incentives The majority of respondents have a positive attitude towards their profession The decision to become a trainer is in the first place motivated by personal interest

Those who rely on formal training opportunities and are motivated by economic benefits are less active in continuing learning

Professional development of training practitioners is predominantly driven by personal interest and intrinsic motivation rather than economic incentives

The majority of respondents have a positive attitude towards their profession

The decision to become a trainer is in the first place motivated by personal interest