VET teacher shortages – tackling Europe’s skills crisis from the roots up

Shortages are particularly noticeable in key subjects such as STEM, foreign languages, and informatics. The lack of qualified teachers is closely linked to broader skills gaps, hindering the EU’s ability to achieve its goals for the digital and green transitions, fostering social inclusion, and boosting competitiveness. This challenge is also associated with a decline in student performance, making it a high priority on the EU policy agenda.

Understanding the challenge  

Several factors contribute to this escalating crisis. The European teaching force is ageing and faces teacher absenteeism and high turnover especially during the first year of taking up the job. The profession itself struggles with a lack of attractiveness. Data reveals that for only 67% of teachers, teaching was their primary career choice, and a mere 17.7% of teachers across EU countries believe their profession is valued.

Vocational Education and Training (VET) teachers, in particular, face a complex professional landscape. Many report feeling not fully prepared at early career stages and encounter limited opportunities for continuing professional development (CPD) and career advancement. Their working environments are often challenging, with high workloads, stress, and overcrowded classrooms. VET teachers are also more likely to have temporary contracts compared to general education teachers. On average, their salaries are 10.5% lower compared to other tertiary-educated workers, with only 40% of VET teachers satisfied with their pay.

As labour markets evolve, VET teachers are under growing pressure to keep pace, from adapting to the AI transition and climate change to effectively mitigating student social exclusion. While initial training is crucial, it is often insufficient to fully equip them for these diverse challenges, underscoring the critical need for high-quality and effective CPD. Teachers must be able to bridge skill gaps, especially in new digital and green technologies, and manage inclusive classrooms for all learners, including those at risk of early leaving.

Despite the importance of CPD being recognised in EU policy discourse for over two decades, comparable information at the EU level on VET teacher CPD remains scarce. Existing Cedefop research, while providing valuable qualitative insights from ReferNet national experts, has consistently highlighted significant gaps in comparable statistics regarding contextual factors affecting VET teachers’ professional development, their participation in relevant activities, and the effectiveness of available learning offers. This lack of robust, harmonised data limits effective policymaking and the ability to systematically assess and improve CPD programmes.

To address these critical information gaps and inform evidence-based solutions, on 25th September Cedefop will launch the European Vocational Teacher Survey (EVTS), Europe’s first major social survey designed to capture the experiences of VET teachers directly from the frontline, providing the essential data needed to empower the teaching profession and secure Europe’s skilled future.