Network of Trainers in Europe: Results of the Survey
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Network of Trainers in Europe: Results of the Survey






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Network of Trainers in Europe: Results of the Survey Presentation Transcript

  • 1. Network of Trainers in Europe: Results of the Survey Presentation for the e-Conference on the Training of Trainers 5 November 2008
  • 2. 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)
  • 3. 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
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  • 7. 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
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  • 10. 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
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  • 15. 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
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