Network of Trainers in Europe: Results of the Survey

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Network of Trainers in Europe: Results of the Survey

  1. 1. Network of Trainers in Europe: Results of the Survey Presentation for the e-Conference on the Training of Trainers 5 November 2008
  2. 2. Background of the survey <ul><li>Survey of training practitioners as core activity of the Network of Trainers in Europe </li></ul><ul><li>Paper and online questionnaire in 18 European languages </li></ul><ul><li>End of data collection on 27 October 2008 </li></ul><ul><li>Multiple answers possible in most questions (percentages refer to responses unless stated otherwise) </li></ul>
  3. 3. Structure of the sample <ul><li>Sample consists of 738 filled questionnaires (mostly online version) from 28 European countries </li></ul><ul><li>Largest group of respondents from Spain (107), followed by Greece (67) and Austria (56) </li></ul><ul><li>Most respondents work in public institutions (37.6%) or private companies (32.5%) </li></ul><ul><li>Most respondents work in initial VET, continuing VET and adult education </li></ul>
  4. 7. Occupational profile and work conditions <ul><li>Traditional work profile of training practitioners in terms of training-related tasks and methods </li></ul><ul><li>Training practitioners cooperate mostly with colleagues in their own institutions </li></ul><ul><li>Respondents‘ work is subject to evaluation, which is mostly carried out by employers and learners </li></ul>
  5. 10. Qualifications and continuing learning <ul><li>The majority of respondents have a formal qualification as a trainer (74.8%) and an IVET qualification at skilled workers‘ level (74.9%) </li></ul><ul><li>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 </li></ul><ul><li>Individual self-study is the most important source of learning </li></ul><ul><li>Continuing learning activities concentrate mainly on technical or subject-specific competences </li></ul>
  6. 15. Motivation and professional identity <ul><li>Those who rely on formal training opportunities and are motivated by economic benefits are less active in continuing learning </li></ul><ul><li>Professional development of training practitioners is predominantly driven by personal interest and intrinsic motivation rather than economic incentives </li></ul><ul><li>The majority of respondents have a positive attitude towards their profession </li></ul><ul><li>The decision to become a trainer is in the first place motivated by personal interest </li></ul>

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