Technical and professional education and training teachers are essential for the development of successful workforce

EPET teachers need a diverse skills and industry knowledge to fulfill their various responsibilities and maintain a high professional profile

First, EPET teachers must have the necessary knowledge and expertise in their respective fields and Practical experience in industry. Second, EFTP teachers are responsible for teaching technical and socio-emotional skills While instilling essential skills for employability such as communication, problem solving, teamwork and critical thinking, which are essential for the success of the labor market. Third, Epet's teachers should provide advice and mentoring, helping students develop a solid work ethics and a positive attitude towards their chosen career path and support students when they go to the labor market. Finally, EFTP teachers contribute to the global reputation and the credibility of EFTP systems and are central to ensure the quality of labor development programs.

Recently, the World Bank's education team has led a organized literature review On the importance of the professional development of the Epet teacher and identified political options to improve it. Here are some reflections on the subject.

Epet teachers face a various challenges of challenges to succeed

EETT teachers are diversified in their guys And generally teach in several contexts, including workshops, online courses and hybrid programs. In this multifaceted landscape, these teachers operate under fragmented systems where Responsibilities are distributed in different government agencies, industries and individualsas well as under significant resources constraints. Sex imbalance is still another problem that needs attention, because EFTP programs often have the gender domination of students and teachers depending on the occupation (for example, the VS nurse car mechanics). In addition, EFTP teachers frequently face the unfavorable perceptions of EFPET systems.

There are no clear paths to become a teacher in the EFTET. EFTP teachers who participate in the training of teachers in initial training receive educational training rather than practical training in industry. On the other side of the spectrum, the coaches of the EFTP who come from the industry sometimes lack training in pedagogy. Teaching professional and technical skills requires a different approach from that of academic subjects, as they must effectively provide practical education. The needs of teachers of Epet in professional development are diverse and involve educational tools which allow them to develop not only a relevant technical education the sector, but also socio-emotional and digital skills who are in demand by employers.

A holistic approach is crucial for the professional development of the teacher of the Epet

To meet their professional development needs, EPET teachers need a mixture of educational and technical training. Effective EFTP teachers create a favorable and engaging learning environment, understand the various needs and styles of learning their students and use various teaching methods to respond to these differences. EPET teachers must master interactive and practical teaching techniques, such as practical activities, simulationsAnd learning based on the project, to make the learning experience more pleasant and relevant. In addition, EFTER teachers need support to develop and implement evaluation methods that appropriately measure the skills and practical skills of students.

In addition, EPET teachers must adapt to curriculum's changes and revisions and teaching methods to remain aligned with the latest industry practices. In doing so, EFTP teachers should establish and maintain solid links with industry partners to ensure the relevance and currency of their vocational training programs. Finally, very effective ESPET teachers develop their students' entrepreneurship skills and many of their students become self -employed workers.

Providing support to EFTP teachers in the various areas mentioned above requires an effort to collaborate between educational establishments, industry stakeholders and decision-makers. In addition, the creation of favorable conditions is a necessary process to ensure sufficient support for EFTP teachers, including the supply of adequate resources, Professional development opportunitiesand improve their recognition and working conditions.

Veterinary teachers are the cornerstone of formal workforce development systems

Providing support from EFTP teachers is essential to ensure the success of formal workforce development systems, especially in developing countries, where EPET systems deal with the most vulnerable student population. Professional quality development for EFTP teachers begins before entering the profession, with the initial training of teachers and preparation alongside a substantial exhibition on industry. To this end, collaboration with industries and employers is vital. For example, the World Bank's education team supported the professional development of EFTP teachers (including specialized technical skills) through East Africa for regional processing and integration skills (Eastrip) project.