Abstract

The European Commission, Lifelong Learning Programme funded, TT-Plus project is examining the changing role and practice of training with the aim of developing a Framework for Continuing Professional Development.

One aim for the project is to develop a Framework for Continuing Professional Development of trainers in Europe. Before developing such a Framework, research was required both to validate the hypotheses underpinning the project and to explore further the changing roles and practice of trainers. We were especially interested in the extent to which the training function is presently spread especially within the workplace and in the effectiveness of existing training the trainer provision.

The research undertaken by the TT+ project showed that the number of trainers has increased. These 'trainers' include full time trainers, people with a formal training responsibility and all those for whom supporting the learning of others is part of their job. It also concluded that many of these people do not have effective or adequate access to continuing professional development opportunities or support or recognition for their own learning.

It is clear that if the standards of training are to be raised, improving the training of trainers must be a priority. However, given the heterogeneous nature of the group and the range of sectors and occupations in which they work, it is difficult to see how this could be standardised, or indeed whether it is desirable to do so. Certainly some sort of common framework would have advantages. It would provide a degree of coherence to what is a very fragmented field. It would increase the visibility of trainer training and in so doing, increase awareness. It could also stimulate the establishment of communities of practice between trainers.

The project has developed an open framework for continuing professional development for trainers in Europe aimed at all those concerned with training and learning. This includes trainers - both full and part time - but also employers and enterprises, sector organisations, trade unions, regulatory bodies, regional economic bodies, examination and certification organisations and local, regional national and European governmental organisations. The framework is designed to be inclusive and to support trainers and organisations in developing, promoting and facilitating opportunities for professional development. It is based on voluntary commitment to both implementing its principles and monitoring progress towards that implementation.

Methods

In alignment with one of the overall 'hypothesis' within the TTPlus project of 'the spread of the training function' (Attwell & Brown, 2001) each country selected three companies or organisations in which training takes place.

In each selected company three or more interviews were held, with stakeholders (managers or persons responsible for training), trainers and when possible, with trainees. For all interviews, the same questionnaire was used.

The questions in each part were adapted to the different functions of the interviewees. Out of the interviews in a company or organisation, a case description is developed. This resulted in 19 case studies in total: 3 in Germany, Greece, the Netherlands, Romania and the United Kingdom and 4 in Portugal.

An important issue for the project has been the question of contextuality or internationalisation of training cultures (Kamareinen, 2007). Regarding this question, the project has avoided such methodological pre-conceptions that would put over-emphasis on the national backgrounds or on alleged 'megatrends'. Instead, the partners have been encouraged to produce authentic 'contextual images' in which country-specific factors and (potentially) trans-cultural factors can be explored without overemphasising their relative weight.

Results

The framework is designed to be inclusive and to support trainers and organisations in developing, promoting and facilitating opportunities for professional development. It is based on voluntary commitment to both implementing its principles and monitoring progress towards that implementation.

Bibliography

Contribution#1561: A contextual map on European policies related to professional development of trainers?

Abstract

This paper is based on the work of the European cooperation project TTplus with the themes 'policies for promoting trainers' professional development' and 'relations between national approaches and the European qualification framework'. Firstly the paper recapitulates the working hypotheses and methodological guidelines that were agreed in the first phase of the project (see the paper prepared for ECER'07, Kämäräinen 2007. Secondly the paper presents the analyses of the fragmentation of the German policy landscape as an exemplary case analysed by the TTplus project. Thirdly, the paper presents conceptual problems regarding the articulation of the country-specific developments vis-à-vis the European Qualification framework. Fourthly, the paper presents a conceptual change from particular domain-specific policies to a comprehensive approach on promoting training-related services and trainers competences across different frameworks. Fifthly, the paper outlines a European map of policies for promoting training competences from the perspective of fragmented policy regimes, EQF and emerging change agendas. The concluding section related the approach of the TTplus (on shaping a common European framework) to the complex and dynamic policy landscape.

Contribution#1563: Framework: recommendation of an architecture

Abstract

This paper outlines a possible solution based on a set of common or shared elements and another set where there are choices or divergences to be made at country, organizational or individual level.

There are probably six 'components' of the framework that can be identified at this stage and some linking mechanisms.

• An infrastructure
• An awarding or regulatory body would need to be established in each participating country. There may or may not be a need to set up a transnational body with representation from the national bodies.
• The constitution of the awarding bodies may vary from country to country. There may be a permanent secretariat or it may be done on a voluntary basis.
• A set of principles
• A set of standards

The core standards against which individuals and organizations may be judged will be common across countries. Achievement of these standards will be the basis on which the 'kitemark' is awarded. The TT+ project is proposing that these standards are expressed as a set of 'Commitments'. For example individual trainer Comittments may be Some processes and mechanisms for applying them and some documentation.

Contribution#1732: . Findings from case studies

Abstract

In alignment with one of the overall 'hypothesis' within the TTPlus project of 'the spread of the training function' each country selected three companies or organisations in which training takes place (van Elk, Leijen and Lam, 2007). Different methods for selection were used. Some countries chose for companies in one important sector (Greece, UK), another country for companies with the same training concept (Germany) and others chose the snowball effect: they selected companies they are already connected to their own institute or are connected to the connected companies etc. (the Netherlands, Portugal and Romania).

In each selected company three or more interviews were held, with stakeholders (managers or persons responsible for training), trainers and when possible, with trainees. For all interviews, the same questionnaire was used. The questionnaire was divided into four main parts:

One of the focuses for the research is about innovation and trends in training, and in the professional development of trainers (this will be looked at in more depth in the following section). The survey identified seven major trends:

• Focus on training
• Broader learning paths
• Application of theory into practice
• Mentoring
• E-learning
• Self-directed learning
• Shorter, faster and more fixed training

Contribution#1776: Framework: recommendation of principle

Abstract

From the above presented research result we derived the following recognition:

The framework should set out the principles and a priori assumptions on which it rests and which defines its purpose and determines will determine its direction.

Part of the work of the TT+ project has been to identify these principles, which they have framed in terms of 'Recognitions' or framework rests. These could include

• trainers in facilitating learning and the role of learning for individual competence development and organisational development
• different modes of learning and different modes of assessing learning
• different roles people play in training and learning
• opportunities for initial and continuing professional development
• opportunities of opportunities to practice
• networking
• partnerships
• the development of tools and platforms
• ongoing research and monitoring

Each principle will be underlined with examples derived from the above presented case studies.

Full Papers for the contributions

[Word version - full paper] - Contribution#1561 - A contextual map on European policies related to professional development of trainers?

Preview Printable - PK_ECER_08_TTplus-paper_V3.doc 146.50 Kb

[Revised; pre-final draft] Pekka Kamarainen, University of Bremen, Germany. ECER 2008. In Symposium Session 1b; #981 - "A common framework for professional development of trainers in Europe"

[PDF version - full paper] - TTplus consultation paper: Supporting and improving the continuing professional development of trainers: A Framework for recognising learning

Preview Printable - ttplus_consultation.pdf 96.52 Kb

Graham Attwell, Jenny Hghes. ECER 2008. In Symposium Session 1b; #981 - "A common framework for professional development of trainers in Europe"

[PDF version - full paper] - Contribution#1563 - Towards an Open Framework for Continuing Professional Development for Trainers in Europe

Preview Printable - TTplus_principledocument.pdf 282.94 Kb

Graham Attwell, Eileen Lübcke, Pontydysgu, Wales; Philipp Grollmann , BIBB, Bonn. ECER 2008. In Symposium Session 1b; #981 - "A common framework for professional development of trainers in Europe"