How do we develop educations of teachers that teaches them both academic and social competences?


Aase Højlund Nielsen
View Aase Højlund Nielsen’s profile

Part One

TNAM Initiative / project description


How do we develop educations of teachers that teaches them both academic and social competences?



1.       Today, when vocational schools are obliged to take up students that have other needs than educational needs, it is a constant challenge to find staff that are both strong within their subject but also possessing strong social competences and skills. The education that vocational school teachers go through do not fully cover both aspects. How do we develop teacher educations that address the variety of aspects that vocational teachers today will have to deal with?

Keywords / TAGS

Coordinator contact details

Henrik Dethlefsen

Coordinator Country


Coordinator Region (NUTS code)





  • Continuous training
  • Lifelong learning
  • Quality
  • Social dialogue

Target Groups

  • Teachers




  • Education

Educational sector

  • Vocational/Technical secondary
  • Other sectors of adult education


additional info if needed


Your Project language (ISO 639-2)
Languages you will look for

Part Two

TNAM results

1. LLP project or related resource

    Transfer of Integration of workplace learning in vocational teacher education
    The main purpose of the project is to transfer results from the LdV project "Integration of Workplace Learning in Vocational Teacher Education" (IWOLTE).That project is also the background for the new project (TIWOTE).Developing the skills and competences of VET teachers, trainers and supervisors is the overall aim of Tiwolte.In IWOLTE we developed two training coursesfor vocational supervisors and vocational teachers. The background was how quickly working life is developing in many trades recurrent training is necessary, e.g. concerning knowledge about technique mediated vocational training for collaborative learning in work life. A modernised training of vocational supervisors and vocational teachers make use of the new possibilities of communication and learning offered in the modern information society. Vocational supervisors and vocational teachers need to supplement experience based knowledge with certain theoretical knowledge. Increased knowledge about conditions for on-site learning in Europe strengthens the ability of vocational supervisors and vocational teachers to create good learning opportunities for vocational students in working life. In IWOLTE the two training courses were given in the Swedish language.In this project TIWOLTE, the courses will be tested in different parts of Sweden and in partner countries. The courses will be transferred in to English and German.
    1.To try out,test and execute at least one of the educational programs for vocational supervisors and vocational teachers that has been developed within the IWOLTE project. The participants will, after attending the course, show knowledge and understanding for how they can support learning processes within their line of business.
    2.To develop cooperation and consensus between upper secondary school, college, university and working life through exchange of experience and dialogue within several European vocational educations.
    3.To work on the European arena to realise pedagogical vocational courses and through those develop the transparency between our partners e.g. by developing the content of a learning platform and other IT-techniques needed for blended learning.
    4.To raise the competence of vocational supervisors active in their profession as well as active vocational teachers through participation in the educational programs and further to strengthen the relevance of these programs in regard to the needs for development in each line of business respectively.
    The consortium consists of the municipality of Tjörn (UCT), Sweden, three universities (Fredric University, Nicosia, Cyprus, Gothenburg University and Varberg Campus, Sweden), St John’s College, Cork, Ireland, Oscar Thiel Oberstufen Zentrum, (Upper Secondary School), Berlin, Germany, Swedish Trade Federation and Association Européenne des Ecoles D’Hôtellerlie et de Tourisme (AEHT). UCT will be the project manager. All partners are together involved in the steering group and in different work packages.
    The main result: -Reports describing the implementation of the training program/courses for supervisors and vocational teachers from the test partners. (Curriculum, courseplans and guidens.)
    -About 100 employee in five European country have accomplished the testing of the courses/program for supervisors and/or vocational teachers.
    Quantitative indicators: How many students have been attending
    the TIWOLTE courses in different partner countries and in different regions in Sweden.
    Quality indicators can be continues evaluations and reflection, in
    different regions in Sweden, Partner countries:Ireland, Germany, Austria and Cyprus.The expected impact for the vocaional education institutions and the working life is that the vocational supervisors and vocationalteachers will experience positive results from the courses in the feild of cooperation and experience exchange between the educational sectors, workplaces and the partnercountries and then disseminate the result to national level

2. LLP project or related resource

    E-Teacher 2.0 – Empowering Teacher´s ICT-Pedagogical Competencies
    The explosive growth of web 2.0 technologies and their potential for supporting learning processes has been witnessed in many development projects. The encounter with young peoples’ intensive use of media makes teachers’ ICT empowerment unavoidable. Basic ICT-skills are no longer sufficient. Teachers of today still lack methods for integrating ICT into teaching. The time has come to collect and mainstream scattered experiences with training teachers in this field. – But how to identify teachers’ ICT pedagogical competencies? Schools and teacher training institutes rarely outline ICT-pedagogical competency profiles. In spite of a variety of courses, teachers search unavailingly for transparent mainstream offers. Implementations of broad initiatives have ended, when shown to be difficult.

3. LLP project or related resource

    Multidisciplinar approach to improve the competences of VET teachers for early childhood education
    Most of the children disorders are detected very late. This situation is due to a lack of practical training of the teachers because their educational programmes at University or Vocational Training levels do not include a practical vision of the integrated child development. As a consequence, these children with special needs do not receive special attention till they are older than 3 years old. MATE Project will try to find solutions and support professionals with new tools.

4. LLP project or related resource


Part Three

CB4LLP Action Plan

Useful ideas









Educational Sector

Non educational


Systems for quality monitoring

Systems to document taken actions

Part Four

CB4LLP Impact analysis

Useful ideas















04_useful_ideas (value):
04_useful_ideas (text):

04_stakeholders (value):
04_stakeholders (text):

04_partnerships (value):
04_partnerships (text):

04_other (value):
04_other (text):

04_solutions (value):
04_solutions (text):

04_general (value):
04_general (text):

04_particular (value):
04_particular (text):

04_internal (value):
04_internal (text):

04_external (value):
04_external (text):

04_educational (value):
04_educational (text):

04_noneducational (value):
04_noneducational (text):

04_equipment (value):
04_equipment (text):

04_systems_monitor (value):
04_systems_monitor (text):

04_systems_actions (value):
04_systems_actions (text):

About the Author: Aase Højlund Nielsen

Leave A Reply

Your email address will not be published. Required fields are marked *