The EVTS aims to provide policymakers with robust, comparable data that can improve IVET teachers’ professional development and better prepare them for major socioeconomic challenges, such as the AI transition, climate change, and the need to reduce social exclusion amongst students. By doing so, the survey will directly support the EU’s overarching goals to cultivate a high-quality teaching workforce capable of preparing learners for inclusive, digital, and green transitions. Ultimately, the findings will contribute to tackling persistent teacher shortages and making VET teaching a more attractive profession across Europe.
The EVTS will gather insights from approximately 14,000 randomly selected teachers, both vocational and general education subjects, in initial VET schools (ISCED level 3) across 23 European countries, and namely Belgium, Bulgaria, Czechia, Denmark, Estonia, Ireland, Greece, Croatia, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Hungary, Malta, Netherlands, Poland, Portugal, Romania, Slovenia, Slovakia, Finland and Sweden.
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