2015 Research
                                                                                 •  Teacher Survey
                                                                                 •  Interviews with 
                                                                                    Stakeholders
                                                                                 •  Literature Review
   Albania
   Bosnia Herzegovina
   Kosovo*
   Macedonia (FYROM)
   Montenegro
   Serbia
   Turkey
                                                                                    2
     GOVERNANCE
     It is essential that:
     1.  Effective and competent public authority that addresses strategy and drives 
         implementation of professional development
     2.  Governance is open to contribution of stakeholders and social partners
     However, for VET in this region the research found:
     •   Consultation but not sustained, no multi-stakeholder platforms on CPD
     •   Moves towards decentralisation have not yet led to practical improvements in CPD
     •   Legal norms exist – but do not distinguish between VET and general teachers
      QUALITY ASSURANCE OF PROFESSIONAL 
      DEVELOPMENT
      •   National accreditation of CPD programmes exists in 6 countries but, according to some 
          users, is a costly barrier or delay for potential training providers and does not guarantee 
          high quality
      •   Little quality assurance of CPD at school level – teachers are ‘consumers’ not shapers of 
          CPD
      •   Qualifications function as initial requirement to become teacher – but not much used to 
          incentivise and quality assure CPD, e.g. modular post-graduate qualifications 
   WHO PROVIDES CPD FOR VET TEACHERS?
     Commissioning model – encourages competition but does not adequately incentivise independent 
     providers
     CPD dependent on donor-funded programmes – project driven and fragemented but may be 
     possible to shape into more coherent and sustainable provision
     Universities and businesses make only modest contribution to CPD for VET teachers (outside of 
     Turkey)
     Low level of specialist CPD provision for VET teachers
  PARTICIPATION IN PROFESSIONAL 
  DEVELOPMENT