As the skills requirements for jobs change, the labour supply for these jobs must be able to adapt and upskill in new and innovative ways. IVET is Europe’s tool in responding to the challenge of globalisation, technological developments, digitalisation, artificial intelligence, new business models, and climate change. To ensure that IVET rises to these challenges – maintains and cultivates sustainable competitiveness, social fairness, and resilience – more needs to be known about IVET settings and the experiences of those who teach and learn in them.


In this context, Cedefop launched a feasibility study for surveying principals, teachers, learners and in-company trainers in IVET. The main purpose of it is to create infrastructures for a pan-European IVET survey by piloting it in six countries, and collect evidence on the following:

a) evolving role and challenges of teachers and trainers in IVET settings;

b) skill needs and qualifications and access to quality continuous professional development (CPD);

c) career progression, well-being and job satisfaction;

d) pedagogies and learning environments in school and work-based initial VET to support excellence and inclusiveness.


PPMI will embark on this challenge with partners Ipsos and Ockham and interview around 4 560 principals, teachers, learners and in-company trainers of IVET schools.

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