PISA Vocational Education and Training (VET)

Annex B. Contextual Questionnaires

Educational institution Questionnaire

Introduction

The wording of questions and response options is susceptible of adaptation to both country specificities and occupational areas: the symbol < > indicates that the terms withing angle brackets should be adapted to national or occupational contexts. Similarly, the questionnaire used the ISCED classification to refer to educational levels. The ISCED level is indicated within <…>. The national project managers implementing the study, in collaboration with the contractors are responsible for replacing the ISCED levels with the corresponding national levels or degrees.

The final sequence of the questions should be established considering screening questions, filters, and pivots. Testing and field trial of the items in the educational institution questionnaire will lead to determine the optional sequence and question flow. The following questions and response option should be considered as preliminary and in need of further refinement to improve their effectiveness.

Sources for questions (directly drawn from, or modified from)

ETF (2022), ENESAT22-ETF Self-assessment Tool for Excellence, ENESAT 2022_EN.pdf.

OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.

OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.

OECD (2023), PISA 2022 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/dfe0bf9c-en.

OECD (2018), PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264305274-en.

PIAAC Background questionnaires, Cycle 1 and Cycle 2, The background questionnaire of the Survey of Adult Skills (PIAAC).

Tanggaard, L. (2005), “Collaborative teaching and learning in the workplace”, Journal of Vocational Education & Training, Vol. 57(1), pp. 109-122, https://doi.org/10.1080/13636820500200278.

Virtanen A., Tynjala, P. (2008), “Students’ Experiences of Workplace Learning in Finnish VET”, European Journal of Vocational Training, Vol. 44(2), pp. 200–213.

Virtanen A., Tynjala P. and Eteläpelto A. (2014), “Factors promoting vocational students’ learning at work: study on student experiences”, Journal of Education and Work, Vol. 27(1), pp. 43–70.

Section on educational institutions and programme characteristics.

 

Q1	What is the total number of students in your educational institution?
	Overall number of students
	Number of VET students

 

Q2	What is the average size of a <VET class> in this < VET programme>?
	15 students or fewer	□
	16-20 students	□
	21-25 students	□
	26-30 students	□
	31-35 students	□
	36-40 students	□
	41-45 students	□
	46-50 students	□
	More than 50 students	□

 

Q3	Is yours a public or a private educational institution?
	A public institution (This is an educational institution managed directly or indirectly by a public education authority, government agency, or governing board appointed by government or elected by public franchise.)	□
	A private institution (This is an educational institution managed directly or indirectly by a non-government organisation, e.g. a church, trade union, business, or other private institution.)	□

 

Q4	What kind of organisation runs your educational institution?
	The government	□
	A for-profit organization	□
	A not-for-profit organization	□
	A church or another religious organization	□
	A <trade union> operated institution	□
	<country specific>	□

 

Q5	About what percentage of your total funding for a typical school year comes from the following sources?
	(Please write a number on each line. Write “0” (zero) if no funding comes from that source.)	%
	Government (includes departments, local, regional, state, and national)	_____________
	Student fees or school charges paid by parents/students	_____________
	Benefactors, donations, bequests, sponsorships, parent fundraising	_____________
	<Country specific>	_____________
	Total	100%

 

Q6	Which of the following definitions best describes the community in which your educational institution is located?
	A village, hamlet or rural area (fewer than 3 000 people)	□
	A small town (3 000 to about 15 000 people)	□
	A town (15 000 to about 100 000 people)	□
	A city (100 000 to about 1 000 000 people)	□
	A large city (with over 1 000 000 people)	□
	A megacity (with over 10 000 000 people)	□

 

Q7	As of <date>, what was the total <VET programmes> enrolment (number of students)?
	Males	_____________________
	Females	_____________________
	<For countries that adopt questions on non-binary identity: students who did not identify with being male or female >	_____________________
	Total	_____________________

 

Q8	Which of the following levels of education does your educational institution provide? Consider all programmes provided by your educational institution, including VET. (Please select all that apply.)
	<ISCED2>	□
	<ISCED 34>	□
	<ISCED 35>	□
	<ISCED 4>	□
	<ISCED 5>	□

 

Q9	How many <VET> fields of study (or programmes) your educational institution offers?
	Number of fields of study (or programmes)	_______________
	Number of sectors	_______________

 

Q10	In which of the following <type of building> is your educational institution located? Please tick only one box
	A school / college building	□
	A university campus	□
	A university building	□
	Rooms of a government building	□
	Rooms of an NGO	□
	A private donor’s building	□
	Rooms of a multi-purpose building	□
	Rooms of a <company>	□
	A hospital	□

 

Q11	What is the average size of <specific type or general> classes in in your educational institution?
	15 students or fewer	□
	16-20 students	□
	21-25 students	□
	26-30 students	□
	31-35 students	□
	36-40 students	□
	41-45 students	□
	46-50 students	□
	More than 50 students	□

Section on human resources, teachers, and staff

 

Q12	How many full-time and part-time teachers are on the staff of your educational institution? (Please write a number in each space provided. Write “0” (zero) if there are none.)
	A full-time teacher is employed at least 90% of the time as a teacher for the full school year. All other teachers should be considered part-time.
		Full time	Part time
	Males	________	________
	Females	________	________
	<Optional, if collected: teachers who do not identify with being male or female>	________	________
	Total	________	________

 

Q13	What percentage of part-time teachers at your educational institution holds a job in a relevant industry?
	%:	_________________________

 

Q14	Over the past two years, have you faced difficulties to recruit fully qualified staff (i.e. staff complying with all qualification requirements for the given position) to the following positions?
		Yes	No
	Teachers of general subjects	□	□
	Teachers of <vocational theory>	□	□
	Teachers of <vocational practice>	□	□

 

Q15	During the last month of school, how often was the <VET programme> confronted with the following issues concerning teachers and staff’s behaviour?
		Never	Once or twice	Every week
	Arriving late at school	□	□	□
	Absenteeism (i.e., unjustified absence)	□	□	□
	Unjustified cancellation of sessions	□	□	□
	Intimidation or verbal aggression of students	□	□	□
	Sexual harassment of colleagues or students	□	□	□
	Sexual harassment of students	□	□	□
	Drug or alcohol use during working hours	□	□	□
	Physical aggression against colleagues	□	□	□
	Physical aggression against students	□	□	□
	<Occupation or country specific>	□	□	□
	<Occupation or country specific>	□	□	□

Section on time allocation and disruptions

 

Q16	How many hours per year in this programme are dedicated to the following subjects? If the number of hours is different in different years of the programme, please describe the average.
	<Test language>	Number of hours: ____________________________
	Mathematics	Number of hours: ____________________________

 

Q17	For approximately how many instructional days in the last 12 months your educational institution closed or deviated from the regular curriculum for the following reasons?
		Number of days
	Vacations and holidays	____________
	National or local elections	____________
	Teacher conferences or professional development activities	____________
	Educational institution-based events and activities (e.g. workshops, presentations from industry partners, or <specific>)	____________
	Regional or local problems, such as weather issues (e.g. storm, heat) or hazards (e. g. epidemics, fire, floods, or landslides)	____________
	Regional or local demonstrations such as manifestations, strikes, riots, protests, or aggressive conflicts	____________
	Safety concerns related to infrastructural issues	____________
	Safety concerns related to behaviour of staff, teachers, or students in the programme or in the institution	____________
	Training <companies> and educational institution joint venues	____________
	Recruitment events	____________
	<Occupation or country specific>	____________
	<Occupation or country specific>	____________

Section on policies for inclusion and practices to support students who struggle in their programme

 

Q18	Which of the following measures are implemented in your educational institution to support students at risk of academic failure?
		Yes	No
	Our educational institution provides mandatory <remedial courses> to students who perform poorly in their programme	□	□
	Our educational institution offers optional <remedial courses> to students who perform poorly in their programme	□	□
	Our educational institution offers professional counselling to students who feel that they struggle in the programme	□	□
	Our educational institution assigns <guide teachers> to students considered to be at risk of academic failure	□	□
	<Occupation or country specific>	□	□
	<Occupation or country specific>	□	□

 

Q19	How often are the following factors considered when students are admitted in a VET programme at your educational institution?
		Never	Sometimes	Often
	Student record of academic performance (placement tests)	□	□	□
	Student’s expression of interest in the VET programme (in a letter or in an interview)	□	□	□
	Recommendation of feeder educational institutions	□	□	□
	Student or family endorsement of instructional or religious philosophy of the educational institution	□	□	□
	Whether the student speaks the official language/s of your country>	□	□	□
	Whether the student requires (or is interested in) a special programme in your educational institution	□	□	□
	Student’s geographical area of residence	□	□	□
	Student’s disciplinary record	□	□	□
	Student’s relevant work experience	□	□	□
	Student’s established contract with an employer for work-based learning	□	□	□
	Student’s parental status or pregnancy	□	□	□
	Student’s cultural or ethnical background	□	□	□
	<Occupation or country specific>	□	□	□

 

Q20	Please estimate the percentage of students in your educational institution who have the following characteristics. Note that the same student can belong to more than one group.
		Less than 1 %	1 to 5%	6 to 10%	10 to 20%	20 to 30%	30 % or more
	Students whose first language is different from <country official language/s >	□	□	□	□	□	□
	Students from socio-economically disadvantaged homes	□	□	□	□	□	□
	Students who are refugees	□	□	□	□	□	□
	Students who are new immigrants (1 to 5 years since first arrival) to your country	□	□	□	□	□	□
	Students who have been in <prison or correctional facilities>	□	□	□	□	□	□
	Students who have children	□	□	□	□	□	□
	Students who dropped out of <ISCED 2>	□	□	□	□	□	□
	Students who were full-time employed in a company and decided to return education to re-skill	□	□	□	□	□	□
	Students who were unemployed for more than one year and were enrolled in education to re-skills	□	□	□	□	□	□
	Students with special learning needs	□	□	□	□	□	□
	Students with physical disabilities	□	□	□	□	□	□
	Students who pursue (or have pursued) work-based learning, with a duration of at least 25% of the duration of the programme	□	□	□	□	□	□

Section on infrastructure and on material resources

 

Q21	In what conditions are the following features of your educational institution? Please, tick one box in each row
		No, not available	Yes, but in poor conditions	Yes, but in need of minor repairs	Yes, in good conditions
	Roof	□	□	□	□
	Walls	□	□	□	□
	Floors	□	□	□	□
	Building entrances	□	□	□	□
	Doors	□	□	□	□
	Windows	□	□	□	□
	Hallways	□	□	□	□
	Classrooms	□	□	□	□
	Flush toilets	□	□	□	□
	Other types of toilets	□	□	□	□
	<Cafeteria>	□	□	□	□
	<Water fountains>	□	□	□	□
	Running water	□	□	□	□
	Electricity	□	□	□	□
	Indoor plumbing	□	□	□	□
	First aid room	□	□	□	□
	Recreational grounds	□	□	□	□
	Fence or edge	□	□	□	□
	Access ramps	□	□	□	□
	Lighting	□	□	□	□
	Fans	□	□	□	□
	Air conditioning or cooling system	□	□	□	□
	Heating system	□	□	□	□
	<occupation specific> lab	□	□	□	□
	<occupation specific> lab or facility	□	□	□	□
	Training rooms	□	□	□	□
	Workshops	□	□	□	□
	Storage rooms	□	□	□	□
	<Room with power tools>	□	□	□	□
	<occupation or country specific>	□	□	□	□
	<occupation or country specific>	□	□	□	□
	<occupation or country specific>	□	□	□	□

Section on organizational processes and on collaboration between learning venues.

 

Q22	The following statements present various processes and relationships that typically take place between your educational institution and the workplace. For every statement, select the option that best describes the situation in your educational institution.
		Yes	Yes, to some degree	No
	Representatives from companies or employers are formally involved in school governance (e.g. members of education board).	□	□	□
	Representatives from companies or employers are consulted by the educational institution in relation to curriculum design.	□	□	□
	The educational institution cooperates with representatives from companies or employers to organise work placements for students.	□	□	□
	The educational institution cooperates with representatives from companies or employers to update its training programmes for both initial and continuing vocational training.	□	□	□
	Companies or employers contribute to infrastructure, equipment, or other costs of the educational institution	□	□	□
	The educational institution cooperates with other educational institutions to organise training for teachers in the workplace.	□	□	□

 

Q23	Where do students enrolled in your educational institution receive practical training? If there is variation among students, please describe the most common pattern.
		[tick the box if applies to your students]	% of overall programme duration spent in setting
	Training workshop at the educational institution	□	________
	Training workshop outside the educational institution owned by employers (e.g. inter-company training centre)	□	________
	Training workshop outside the educational institution owned by the public sector (e.g. regional training centre)	□	________
	Work-based learning in a company	□	________
	Work-based learning in a practice company (e.g. restaurant owned by the educational institution; health clinic managed by the educational institution)	□	________
	Other (please specify: ------------------------------------------)	□	________

Section on pedagogical practices and teacher training

 

Q24	The following statements present different services or processes related to teachers’ and instructors’ training that may be going on in the educational institution where you work. For every statement, select the option that best describes the situation in your educational institution.
		Yes	No
	There is a pedagogical coordinator or lead teacher in charge of professional development.	□	□
	Most teachers attended minimum one in-service training event (e.g., a seminar or workshop) in the last 12 months.	□	□
	Every year the educational institution identifies training needs for all its staff through interviews or surveys.	□	□
	The educational institution uses data from student assessment to evaluate its own performance.	□	□
	Senior managers, the principal, or a pedagogical coordinator at least once a year observe and evaluate teaching practices	□	□
	The educational institution offers in-service training events at least three times a year.	□	□
	All teachers and trainers have relevant (because of years or number of job positions) work experience obtained outside of teaching.	□	□
	Teachers regularly participate in in-service training to update their occupational skills.	□	□
	The educational institution has a budget to develop and provide in-service training.	□	□

 

Q25	During the last 12 months, what percentage of teaching staff in this programme has attended training for professional development?
		Yes	To some degree	No
	All teaching staff	□	□	□
	Staff who teach general subjects	□	□	□
	Staff who teach vocational subjects	□	□	□

 

Q26	Which of the following types of professional development exists for teachers of vocational subjects in this programme?
		Yes	To some degree	No
	Training focused on occupation-specific skills	□	□	□
	Placement in industry as part of in-service training	□	□	□
	<country or occupation specific>	□	□	□
	<country or occupation specific>	□	□	□

Section on development of skills for a green and sustainable economy.

 

Q27	Please, select the option that best describes the situation in your educational institution.
		Yes, fully	Yes, to some extent	No	Addressed at national, regional, or sectoral level
	In our educational institution we have annual campaigns to reduce or carefully manage waste	□	□	□	□
	Our learning programs incorporate competencies that are relevant to making the economy sustainable	□	□	□	□
	The programmes at our educational institution address the science of climate change	□	□	□	□
	When pertinent, the teachers in our educational institution teach contents or skills in green technologies.	□	□	□	□

Section on digitalization.

 

Q28	Please, select the option that best describes the situation in your educational institution.
		Yes, regularly	Yes, occasionally	No
	Digital and on-line instruction is used in our educational institution as a mode of teaching and learning	□	□	□
	Digital and on-line learning is used to train students in work-related learning situations (e.g. video simulations, business games, videos of workplace, or VR>.	□	□	□
	The educational institution provides distance learning to its students.	□	□	□
	The educational institution uses Open Educational Resources.	□	□	□
	The educational institution ensures safety, privacy, and a responsible behaviour in its digital environments.	□	□	□
	Teachers and students use digital learning environments or systems for learning and assessment (e.g. Moodle or Microsoft 365).	□	□	□
	The educational institution follows a plan to develop its digital infrastructure that meets the needs of pedagogy, curriculum, and industrial current practices.	□	□	□
	The educational institution connects and collaborates digitally with other skills providers through online platforms.	□	□	□

Section on institutional autonomy

 

Q29	The following statements refer to the different degrees of autonomy that your educational institution may have in managing both internal and external processes. For every statement, select the option that best describes the situation in your educational institution.
		Yes	No	Addressed at national, regional, or sectoral level
	The educational institution has an independent Board of Governors with some elected members.	□	□	□
	The Board of Governors includes companies’ representatives.	□	□	□
	The educational institution defines its own mission and institutional development plan.	□	□	□
	The educational institution can earn and retain income.	□	□	□
	The educational institution can make changes to nationally defined curriculum frameworks or profiles to adapt the curriculum to local needs.	□	□	□
	The educational institution’s Board of Governors has the authority to appoint and dismiss the <school principal>.	□	□	□
	The educational institution has the authority to hire or fire staff (temporary and permanent).	□	□	□
	The educational institution has budget autonomy.	□	□	□
	The educational institution has the authority to launch new programmes or terminate existing ones.	□	□	□

Section on student assessment

 

Q30	Generally, how are students assessed in occupational skills at the end of the programme or at various stages of the programme to yield results on a final assessment? Please select one response in each row. Note that <standardised tests> are consistent in design, content, administration, and scoring. Results from standardized tests can be compared across students and schools.
		Please tick the box if applicable	Please tick the box if the test has the following feature:
			Includes direct demonstration of practical skills (e.g. use a tool to execute a task)	Includes a written test (e.g. paper and pencil test to check theoretical content)	The assessment panel includes employer(s)
	Test standardised at national level	□	□	□	□
	Test standardised at sub-national level (e.g. different standards exist, the school may choose)	□	□	□	□
	Test developed by the educational institution or teacher	□	□	□	□

Section on tripartite social dialogue between government and companies or employer and employee representatives, and its relationships with the educational institution.

 

Q31	In your <country or region>, social dialogue applies to VET.
	No	□
	Yes	□

 

Q32	In your educational institution, social dialogue influences the following processes:
		Yes	No
	Decisions on which sectors are priority	□	□
	Conducting skills identification and anticipation	□	□
	Occupational standards	□	□
	Education, qualification, or assessment standards	□	□
	Continuing training for the employed	□	□
	Continuing training for the unemployed	□	□
	Youth transition to employment	□	□
	Teaching and learning	□	□
	Work-based learning	□	□
	School management	□	□

 

Q33	Besides national or regional agreements, does your educational institution have specific agreements with <social partners>?
	No	□
	Yes - go to Q34	□

 

Q34	If yes, do the specific agreements relate to?
			Yes	No
		Skills identification and anticipation for the local economy	□	□
		Teaching and learning	□	□
		School-enterprise staff exchange	□	□
		Work-based learning	□	□
		Continuing training	□	□
		School management	□	□

Thank you for your collaboration.

Student Questionnaire

Introduction

The wording of questions and response options is susceptible of adaptation to both country specificities and occupational areas: the symbol < > indicates that the terms within angle brackets should be adapted to national or occupational contexts. Similarly, the questionnaire used the ISCED classification to refer to educational levels. The ISCED level is also indicated within <…>. The national project managers implementing the study, in collaboration with the contractors are responsible for replacing the ISCED levels with the corresponding national levels or degrees.

Response options vary by questions, as students are asked to report on the frequency of different events or behaviours, on their attitudes, and on factual elements. The final sequence of the questions should be established considering screening questions, filters, and pivots. Additionally, full information on sociodemographic characteristics may be needed for the estimation of plausible values for test scores. This could affect the position of sociodemographic questions in the questionnaire.

Testing and field trial of the items in the student questionnaire will lead to determine the optional sequence and question flow. The following questions and response option should be considered as preliminary, pending further refinement to improve their effectiveness.

Sources for questions (directly drawn from, or modified from)

ETF (2022), ENESAT22-ETF Self-assessment Tool for Excellence, ENESAT 2022_EN.pdf.

OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.

OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.

OECD (2023), PISA 2022 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/dfe0bf9c-en.

OECD (2018), PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264305274-en.

PIAAC Background questionnaires, Cycle 1 and Cycle 2, The background questionnaire of the Survey of Adult Skills (PIAAC).

Tanggaard, L. (2005), “Collaborative teaching and learning in the workplace”, Journal of Vocational Education & Training, Vol. 57(1), pp. 109-122, https://doi.org/10.1080/13636820500200278.

Virtanen A., Tynjala, P. (2008), “Students’ Experiences of Workplace Learning in Finnish VET”, European Journal of Vocational Training, Vol. 44(2), pp. 200–213.

Virtanen A., Tynjala P. and Eteläpelto A. (2014), “Factors promoting vocational students’ learning at work: study on student experiences”, Journal of Education and Work, Vol. 27(1), pp. 43–70.

Section on student demographic characteristics, living arrangement and family structure, and socioeconomic status.

 

Q1	On what date were you born?
	Day	_______________
	Month	_______________
	Year	_______________

 

Q2	How do you identify yourself? (Please select one response option)
	Female	□
	Male	□
	<country option: non -binary gender classification: I identify myself another way>	□
	I prefer not to say.	□

 

Q3	In what country were you and your parents born? (Please tick only one box in each column.)
	You	Your mother	Your father
	□ <Country A>	□ <Country A>	□ <Country A>
	□ <Country B>	□ <Country B>	□ <Country B>
	□ <Country C>	□ <Country C>	□ <Country C>
	□ Other country	□ Other country	□ Other country

 

Q4	If you were NOT born in <this country>), how old were you when you arrived in <this country>.? (If you were less than 12-month-old, please write zero (0).
	Years	____________________

 

Q5	Does your mother or father live outside of <this country> for more than six months of the year
	Your mother	Your father
	□ Yes	□ Yes
	□ No	□ No

 

Q6	Who do you live at home with? (Check all those who apply)
	Your mother	□
	Your father	□
	Your siblings	□
	Your partner (boyfriend, girlfriend, spouse)	□
	Yours or your partner’s children	□
	Your friends	□
	Other relatives (e.g. grandparents, uncles, aunts)	□
	Nobody, you live alone	□
	You live in a <boarding school or hostel>	□

 

Q7	Do you have children, including your partner’s children?
	□ Yes
	□ No	Go to Q10

 

Q8	How many children do you have?
	Number of children	_____________

 

Q9	How old is the youngest child?
	Age	_______________

 

Q10	What is the <highest level of schooling> completed by your mother? (Please select one only)
	<ISCED level 34>	□
	<ISCED level 35>	□
	<ISCED level 2>	□
	<ISCED level 1>	□
	She did not complete <ISCED level 1>	□

 

Q11	Does your mother have any of the following qualifications? (Please check all that apply)
	<ISCED level 8>	□
	<ISCED level 7>	□
	<ISCED level 6>	□
	<ISCED level 5>	□
	<ISCED level 4>	□
	<ISCED 35>	□

 

Q12	What is the <highest level of schooling> completed by your father? (Please select one only)
	<ISCED level 34>	□
	<ISCED level 35>	□
	<ISCED level 2>	□
	<ISCED level 1>	□
	She did not complete <ISCED level 1>	□

 

Q13	Does your father have any of the following qualifications? (Please check all that apply)
	<ISCED level 8>	□
	<ISCED level 7>	□
	<ISCED level 6>	□
	<ISCED level 5>	□
	<ISCED level 4>	□
	<ISCED 35>	□

 

Q14	The following concern your home. [Please think about the home where you spend most of your time, and where you have your main possessions and resources] Which of the following are in your home?
		Yes	No
	A bedroom for you/a room for you and your <partner>	□	□
	One or more bedrooms for your children	□	□
	A computer that can be used for schoolwork	□	□
	Your cell phone	□	□
	Internet access	□	□

 

Q15	How many items are there in your home?
		None	1	2	3 or more
	Cars (vans trucks)	□	□	□	□
	Motorcycles	□	□	□	□
	Rooms with bath or shower	□	□	□	□
	Musical instruments	□	□	□	□
	Works of art	□	□	□	□
	Digital devices with screens (excluding cell phones)	□	□	□	□

 

Q16	How many books are in your home? Please tick only one box
	None	□
	1-10	□
	11-25	□
	26-100	□
	101-200	□
	201-500	□
	More than 500	□

 

Q17	The following two questions concern your mother’s job:
a	What is your mother’s main job?	_________________________
b	What does your mother do in her main job?	_______________________ _______________________ _______________________

 

Q18	The following two questions concern your father’s job:
a	What is your father’s main job	________________________
b	What does your father do in his main job	_______________________ _______________________ _______________________

 

Q19	In the past 30 days, how often did you not eat because there was not enough money to buy food (Please select one response.)
	Never or almost never	□
	About once a week	□
	2 to 3 times a week	□
	4 to 5 times a week	□
	Every day or almost every day	□

 

Q20	This question concerns you and your body. For each of the following, please indicate if it applies to you or not.
		Yes	No
	Visual <impairment>	□	□
	Hearing <impairment>	□	□
	<Disability> affecting mobility	□	□
	Other physical <disability>	□	□
	A medical condition like epilepsy, asthma, or diabetes	□	□
	Emotional/behavioural difficulties	□	□
	Mental illness	□	□
	Temporary disability after accident/injury	□	□
	Moderate learning difficulty	□	□
	Severe learning difficulty	□	□
	Dyslexia	□	□
	Dyscalculia	□	□
	Other specific learning difficulty	□	□

 

Q21	What language do you speak at home most of the time? (Please tick only one box)
	<language 1>	□
	<language 2>	□
	<language 3>	□
	<...etc.>	□
	Other language	□

 

Q22	When did you begin learning <language of instruction>? Please tick only one box
	At home before I ever started school, when I was a young child	□
	In <ISCED 0>	□
	When I started <ISCED 1>	□
	When I started <ISCED 2>	□
	When I started <this VET program>	□

 

Q23	Which language did you first learn to read? Please tick only one box
	<language 1>	□
	<language 2>	□
	<language 3>	□
	<...etc.>	□
	Other language	□

Section on educational and work-related previous experiences.

 

Q24	Which of the qualifications is the highest you have obtained?
	No formal qualification or below <ISCED 1>	Go to Q28
	<ISCED 1>	Go to Q28
	<ISCED 2>	Go to Q28
	<ISCED 34>	Go to Q28
	<ISCED 35>	Go to Q28
	<ISCED 36>	Go to Q28
	<ISCED 44>	Go to Q28
	<ISCED 45>	Go to Q28
	<ISCED 46>	Go to Q28
	<ISCED 54>	Go to Q28
	<ISCED 55>	Go to Q28
	<ISCED 56>	Go to Q28
	<ISCED 6>	Go to Q28
	Foreign qualification	Go to Q25

 

Q25_filtered	What is the name of this qualification?
	Name: _____________________	Go to Q25

 

Q26_filtered	In which country did you gain this qualification?
	<country 1>	Go to Q27
	<country 2>	Go to Q27
	<country >	Go to Q27

 

Q27_filtered	Can you indicate which level in our national education system corresponds most closely with the level of this qualification? Please tick only one box
	No formal qualification or below <ISCED 1>	□
	<ISCED 1>	□
	<ISCED 2>	□
	<ISCED 34>	□
	<ISCED 35>	□
	<ISCED 36>	□
	<ISCED 44>	□
	<ISCED 45>	□
	<ISCED 46>	□
	<ISCED 54>	□
	<ISCED 55>	□
	<ISCED 56>	□
	<ISCED 6>	□

 

Q28 (follows Q24 for unfiltered)	What was the area of study, emphasis or major for your highest level of qualification? If there was more than one, please choose the one you consider most important. Please tick only one box
	General programmes	□
	Teacher training and education science	□
	Humanities, languages and arts	□
	Social sciences, business and law	□
	Science, mathematics and computing	□
	Engineering, manufacturing and construction	□
	Agriculture and veterinary	□
	Health and welfare	□
	Services	□
	General programmes	□

 

Q29	When you completed this qualification, how old were you, or what year was it?
	Age ____________________	Year: ________________________
		Month: ______________________

 

Q30	Did you ever start studying for any formal qualification, but you left before completing it?
	Yes	□ Go to Q31
	No	□ Go to Q34

 

Q31	What was the level of the qualification you started studying for? If there was more than one, please report the one with the highest level. Please tick only one box
	<ISCED 1>	□
	<ISCED 2>	□
	<ISCED 34>	□
	<ISCED 35>	□
	<ISCED 36>	□
	<ISCED 44>	□
	<ISCED 45>	□
	<ISCED 46>	□
	<ISCED 54>	□
	<ISCED 55>	□
	<ISCED 56>	□
	<ISCED 6>	□

 

Q32	When you stopped studying for this qualification, how old were you or what year was it?
	Age _____________________	Year__________________
		Month____________________

 

Q33	Which of the following reasons prevented you from participating in education and training? Please indicate the most important reason.
		Yes	No
	My grades were too low to be admitted	□	□
	I did not have the educational prerequisites	□	□
	Education or training was too expensive/I could not afford it	□	□
	Lack of employer's support	□	□
	I was too busy at work	□	□
	The course or programme was offered at an inconvenient time or place	□	□
	I did not have time because of childcare or family responsibilities	□	□
	Something unexpected came up that prevented me from taking education or training	□	□

 

Q34	Have you ever had paid work? Please include self-employment but exclude allowances from summer jobs, student jobs, and training programs that were part of your <VET>.
	Yes	□
	No	□

 

Q35	During the last 12 months, that is since <Month/Year>, did you have any paid work? Please include self-employment but exclude allowances from summer jobs, student jobs, and training programs that were part of your <VET>.
	Yes	□
	No	□

 

Q36	When you stopped working in your last paid job, how old were you or what year was it?
	Age: ---------------------	Year: -----------------------------
		Month: ________________

 

Q37	In the last 5 years, for how many different firms or organisations did you work? Include your own business or businesses in the case of self-employment, but exclude summer jobs, student jobs, and training programs that were part of your <VET>.
	Number of firms or organizations	_________________________________

 

Q38	The following two questions concern your occupation in your last job.
a	What was your main job	_________________________________
b	What did you do in your main job	_________________________________ _________________________________ _________________________________

Section on choice of the programme.

 

Q39	Is your current programme mainly (more than half your time) [please select one].
	Based in the workplace (e.g., an apprenticeship)	□
	Based in school/college (e.g., a school/college programme which may include direct external work experience)	□

 

Q40	What is your status during your programme? [Please select one.]
	Employee with salary	□
	Trainee <or apprentice>, not employed but with a salary or grant	□
	Unpaid trainee <or apprentice> or student	□
	Student with part-time work not part of your programme	□

 

Q41	At what stage of life and career where you when you decided to enrol in this program?
		Yes	No
	Enrolled in previous educational degrees <upper secondary>, leading to VET	□	□
	Enrolled in a different VET programme but wanting to change	□	□
	Working, with intention to build it into a career	□	□
	Working and wanting to change for a career in the <subject matter> of this VET programme	□	□
	School leaver, I dropped out of school without graduating from <lower secondary>	□	□
	School leaver, I dropped out of school without graduating from <upper secondary>	□	□
	In university and wanting to change career	□	□
	In school but I was obtaining poor grades	□	□
	Unemployed	□	□
	Not in the workforce, wanting a career in the <subject matter> of this VET programme	□	□
	Not in the workforce, I was studying for personal reasons	□	□

 

Q42	Why did you decide to undertake a <vocational programme>? (Choose the main reason)
	I have been advised by a career counsellor to pursue vocational education	□
	I have been advised <or I have read that > VET programmes have good reputation	□
	I have been advised <or I have read that > VET programmes lead to secure employment	□
	Because of my prior school results	□
	Because of my interest in this specific occupation or work sector	□
	Because of my passion and skills	□
	For the prospect of gaining entry to a skilled job upon completion	□
	For the prospect of gaining entry to higher level studies through this vocational programme	□

 

Q43	Why did you choose your specific <area or subject matter>? (Choose the main reason)
	I enjoy <this subject matter>	□
	I have always dreamed to work in this <subject matter>	□
	It is my passion	□
	I have been advised by a career counsellor to pursue this <subject matter>	□
	My parents or family suggested <this subject matter>	□
	My parents or family work in a related field	□
	Some of my friends also chose to study <this subject matter>	□
	To be able to enter my first job	□
	To benefit from better wages or benefits	□
	To move from my previous job to a new career	□
	To gain entry to <further study>	□
	To gain skills for <community/voluntary activities>	□
	To gain skills for personal reasons	□
	I wasn’t sure what I wanted to do, and it seemed interesting	□
	Where I live, there wasn’t much choice	□
	Where I live, the <subject matter> is expanding and flourishing as a work or business opportunity	□
	Where I live, there are several companies hiring in this <subject matter>	□

Section on satisfaction with current VET programme and expectations for completion.

 

Q44	On a scale from 0 to 10, where 0 indicates completely dissatisfied and 10 indicates completely satisfied, how satisfied are you with
	<the current VET programme> overall	0-1-2-3-4-5-6-7-8-9-10
	With the teaching of this <VET Programme>	0-1-2-3-4-5-6-7-8-9-10
	With the work-based learning component of this <VET programme>	0-1-2-3-4-5-6-7-8-9-10

 

Q45	In the last five years, have you volunteered in a place of employment or undertaken a work placement related to the current <VET programme of study>? Please choose one only
	No, never	□
	Yes, once	□
	Yes, twice	□
	Yes, three times or more	□

 

Q46	Do you see yourself completing this programme <or graduate>?
	□ Certainly	Go to Q47
	□ Likely	Go to Q48
	□ No	Go to Q48

 

Q47	What do you envisage doing upon completion of this programme? (Choose the main reason)
	Get a job in <this subject matter>	□
	Get a job in a related <subject matter>	□
	Get a job in a different < subject matter>	□
	Open my own business	□
	Pursue higher level studies immediately upon completion (i.e. starting in the next academic year)	□
	Get a job and pursue higher level studies after some years of work experience	□
	Not work or study (e.g. gap year)	□
	Start a family	□

 

Q48	Do you think that one or several of these barriers may prevent you from completing this VET programme? (Please choose all that apply)
		Yes	No
	Personal motivation	□	□
	Personal engagement	□	□
	Lack of quality of instructions from teachers in this programme	□	□
	Lack of quality of training in the workplace during the <internship or apprenticeship>	□	□
	My inadequate skills to complete the programme	□	□
	Poor grades in the courses attended so far	□	□
	Language challenges	□	□
	Money	□	□
	Family responsibility	□	□
	Pregnancy	□	□
	Parental role	□	□
	Limited jobs available	□	□
	Another work opportunity	□	□
	Another educational opportunity	□	□

Section on student health and well-being.

 

Q49	Think about feelings you may experience in your everyday life, while studying, at home, or at your training <company>. For each statement below, please indicate how often you feel this way
		Never or almost never	About once a week	2 to 3 times a week	Almost every day
	I am fearful, nervous, or on edge.
	I have trouble relaxing
	I become easily irritable or annoyed
	I am afraid that something terrible may happen to me.
	I worry about everything.
	I move very slowly or way too fast, fidgeting.
	I feel lonely.
	I have poor appetite, or I binge uncontrollably
	I feel sad or depressed.
	I have trouble falling asleep, or I sleep too much
	I feel that my life has no purpose
	I feel that I am a failure
	I think that I would be better off dead
	I feel calm and at peace
	I feel energized
	I feel that I have my life under control
	I feel that I can focus on things that I read or watch

 

Q50	In general, would you say your health is
	0	1	2		3	4		5	6		7	8		9	10
	Poor			Fair			Good			Very good			Excellent

 

Q51	During the past year, have you had any of the following health problems (Tick yes or No in each row)
		Yes	No
	A chronic disease (e.g., heart disease, cancer, diabetes, lung’s or other respiratory problems)	□	□
	An infectious disease (e.g. hepatitis A, hepatitis B, hepatitis C, measles)	□	□
	Gastrointestinal problems (e.g., heartburn, stomach pain, irritable bowel syndrome)	□	□
	A cold or flu	□	□
	Long COVID	□	□
	An injury that needed treatment	□	□
	Pain that was long-lasting or recurring	□	□
	Depression	□	□
	Panic and anxiety attacks	□	□
	Insomnia	□	□
	Fatigue that was long-lasting or recurring	□	□

Section on the learning environment.

Note: two terms need adaptation and possibly an explanation for students in the body of the questionnaire. They are <school/college> and <lesson>. The term <lesson> should be adapted to refer to a block of variable amount of time that cover a specific section of the curriculum and reoccurs daily or weekly.

The questions below concern the learning environment and programme practices of the <current VET programme> you are enrolled in. The term <lesson> refers to a block of variable amount of time that cover a specific section of the curriculum, and that reoccurs daily or weekly.

 

Q52	How often do these things happen in your <XXXXX> lessons?
		Every lesson	Most lessons	Some lessons	Never or almost never
	Students do not listen to what the lesson’s instructor said.	□	□	□	□
	There is noise and disorder.	□	□	□	□
	The lesson’s instructor has to wait a long time for students to quiet down.	□	□	□	□
	Students cannot work well.	□	□	□	□
	Students do not start working for a long time after the lesson begins.	□	□	□	□
	Students get distracted by using <digital resources> (e.g. smartphones, websites, apps).	□	□	□	□
	Students get distracted by other students who are using <digital resources> (e.g. smartphones, websites, apps).	□	□	□	□

 

Q53	In the last two full weeks of this VET programme, how often did the following things occur? (Please select one response in each row.)
		Never	1-2 times	3-4 times	5 times or more
	I <skipped> a whole day	□	□	□	□
	I <skipped> some <lessons>.	□	□	□	□
	I arrived late <for my first lesson>.	□	□	□	□
	I arrived late at the <training company>	□	□	□	□
	I <called in sick> at the training company while in fact I was fine	□	□	□	□

 

Q54	During the past four weeks, did any of the following events occur at the educational institution?
		Yes	No
	Buildings, labs, or technical equipment were vandalised.	□	□
	Our building had structural issues (heating, cooling problems; pipes bursting…)	□	□
	There were altercations or fights that escalated violently.	□	□
	Some learning material was stolen	□	□
	Students lamented to be threatened or hurt by other students.	□	□
	Students saw other students carrying a gun or knife	□	□

 

Q55	The <instructors/teachers> in this VET programme….
		Never	Occasionally	Most of the time	Always
	Are respectful towards me	□	□	□	□
	Are approachable if I have questions about their disciplinary area	□	□	□	□
	Are passionate about their subject	□	□	□	□
	Are well prepared in their lessons	□	□	□	□
	Are absent or arrive late to work	□	□	□	□
	Are collaborative with their peers	□	□	□	□
	Are up to date on technology	□	□	□	□
	Are up to date on the labour market	□	□	□	□
	Are well organized	□	□	□	□

Section on teaching practices.

 

Q56	Thinking about your <XXX lessons>, how often the following things happen in a typical month?
		Never	Occasionally	Most of the time	Always
	The most important points of the previous lesson are summarized again at the beginning of the next	□	□	□	□
	The lessons are highly structured	□	□	□	□
	The lessons are highly theoretical	□	□	□	□
	The lessons run late because they are packed with content	□	□	□	□
	The lessons include job-specific applications	□	□	□	□
	The lessons mirror tasks in our practical training	□	□	□	□
	The teachers alternate rounds of explanation to clarify for the most complex things.	□	□	□	□
	Teachers make explicit the steps that we must follow to complete the <assignments / graded projects>.	□	□	□	□
	Each set of lessons has related exercises to practice	□	□	□	□
	We do exercises that can show us and the instructors if we have understood something.	□	□	□	□
	We apply what we have learned to new problems or situations.	□	□	□	□
	The teachers let us keep going with our work until we realize ourselves that something is wrong.	□	□	□	□
	The teachers provide detailed feedback to our <assignments/ graded projects>	□	□	□	□
	The teachers require us to incorporate their feedback in further work or in the revisions of submitted work	□	□	□	□
	The teachers connect the skills we are developing with actual use in workplaces	□	□	□	□

Section on peer relationships and peer support.

 

Q57	The following statements refer to your <peer cohort/classmates>. Please indicate whether they apply to you
		Yes	No
	My <classmates> get on well with most of the teachers	□	□
	My <classmates> expect me to complete my <vocational training> successfully	□	□
	If I have problems in class, I can ask my classmates for help.	□	□
	My classmates and I work together to study for tests or exams	□	□

Section on availability and access to training in the workplace.

 

Q58	Does your <vocational educational programme> also offer specific, practical training in your field?
		Yes	No
	In its own teaching workshop	□	□
	In a teaching office	□	□
	In a practice <company>	□	□ Go to Q 59
	In a training workshop with the <company>	□	□ Go to Q 59

 

Q59	Why didn’t you train with a company? Select only one option
	It was not an option	□
	It was optional, but I did not want to	□
	It was optional, but I did not find a suitable company	□
	There were organizational problems to making it happen	□

Section on the environment, the relationships, and the practices in the workplace.

 

Q60	This and the following questions ask about your <training/work/apprenticeship > environment, where you are currently complementing your educational institution-based learning. If you have recently changed training <company> and are new to the place, please answer by thinking about the training <company> where you have spent the longest period of your <VET training> programme. How much time did you spend in the <company> training during your <VET program>?
	Number of months	_____________
	Number of weeks	_____________

 

Q61	How did you find your <training company>?
	It was assigned to me by the <VET programme>	□
	I had an internship there before and I just reached out	□
	I applied directly to an <internship offer> by the company	□
	A teacher helped me find this option	□
	Family or friends facilitated my introduction to the <company>	□
	I used an <employment agency>	□
	<Country specific>	□
	<Country specific>	□

 

Q62	Who is the person mainly responsible (or directly involved) in your training? Please select one response
	A full-time trainer	□
	My boss or supervisor	□
	A colleague who also has other tasks besides training	□
	Another apprentice	□

 

Q63	How many employees does your company have at the site where your training so far has been taking place? Please include yourself and other apprentices. (You can approximate to the closest match)
	1-4	□
	5-9	□
	10-49	□
	50-249	□
	250-499	□
	500-999	□
	1000 or more employees	□

 

Q64	How many apprentices does your training company have at the site where your training so far has been taking place most of the time?
	approximate number of apprentices in your training occupation (all years of training taken together)	-----------
	There are no other apprentices other than me	□

 

Q65	Thinking about your current training experience in this <company>, please reply yes or no each to each of these statements.
		Yes	No
	I am satisfied with this training company (or training placement)	□	□
	I want to quit it to study at university	□	□
	I want to quit this <training company> for a better one	□	□
	My company and me match very well	□	□
	I think I will be asked by my <training company> to stay and be hired	□	□
	I am proud to work for my <training company>	□	□
	My training <company> is a place like home for me	□	□
	I like to tell others about my training <company>	□	□
	After finishing my training, I would like to work in this <training company>	□	□

 

Q66	On a scale from 0 (never) to 6 (daily), rate the frequency of occurrence of the following statements about your training <company>
	The training is carefully planned by the trainer and their supervisors	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The training activities align with what I study in my educational programme	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer is present	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer masters the training content and activities	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer is up to date on current norms of safety	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer is up to date with the newest technology	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer gives clear working instruction	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer delegates others to teach me	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer promotes a collegial environment	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer simulates the tasks that I replicate	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer explains clearly how to do the tasks and activities	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer takes the time to debrief a work task after I finished it	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer offers detailed feedback	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer offers constructive feedback	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	The trainer treats me with respect	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)

 

Q67	On a scale from 0 (never) to 6 (daily), rate the frequency of occurrence of the following statements about your training <company>
	Experienced employees in my group ridicule others when they use techniques they learn in training.	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	My co-workers listen to others’ views before speaking	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	My co-workers spend time building trust with each other	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	There is racism in my training <company>	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	I experience racism from my co-workers	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	There is gender discrimination in my training <company>	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	I experience gender discrimination from my co-workers	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	I experience harassment from my co-workers	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	I experience harassment from my trainer	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)
	In the training company, employees steal tools/materials	0 (never) ,1 ,2 ,3 ,4 ,5 ,6 (daily)

 

Q68	Thinking about your training <company>. Please indicate to what extent do you agree with the following statements
		Strongly agree	Agree	Disagree	Strongly disagree
	Working and learning at the workplace gives me confidence	□	□	□	□
	What I learn at the workplace will be useful for my future career	□	□	□	□
	I can get to know different areas of work in the company	□	□	□	□
	My trainer and most of my co-workers listen to what I have to say	□	□	□	□
	My trainer is a mentor	□	□	□	□
	My trainer and my co-workers treat me fairly	□	□	□	□
	I feel safe at the workplace	□	□	□	□
	My individual needs (e.g., disability) are considered at the workplace	□	□	□	□
	I feel awkward and out of place in my company	□	□	□	□

 

Q69	Thinking about your <training company/workplace>. Please indicate the frequency of occurrence of the following statements
		Every day	Most days	Some days	Never or hardly ever
	Work tasks are challenging and complex	□	□	□	□
	My work tasks are varied	□	□	□	□
	My work tasks match my level of expertise	□	□	□	□
	My trainer or colleagues are available to offer clear answers to my questions	□	□	□	□
	I do work tasks from start to finish	□	□	□	□
	I participate in group tasks with unclear deadlines	□	□	□	□
	My trainer or colleagues show me how to troubleshoot a problem	□	□	□	□
	I can choose my own work tasks	□	□	□	□
	Other colleagues rely on the results of my work	□	□	□	□
	I document my learning experiences at the workplace in a diary	□	□	□	□
	I end up doing too many things at the same time	□	□	□	□
	There is chaos and disorder at the workplace	□	□	□	□
	I do telework	□	□	□	□

 

Q70	Thinking about your training company, how often do you use the following resources at work?
		Every day	Most days	Some days	Never or hardly ever
	Computer or tablet	□	□	□	□
	Internet	□	□	□	□
	Occupation-specific software	□	□	□	□
	Tools to communicate with colleagues and clients	□	□	□	□
	Programmable tools and machines	□	□	□	□
	Artificial intelligence	□	□	□	□
	Virtual reality	□	□	□	□

Section on effective relationships between educational institution-based and work-based learning.

 

Q71	Think about your <VET programme>, the educational institution, and the relationships established with the <company/workplace>. To what extent do you agree with the following statements?
		Strongly agree	Agree	Disagree	Strongly disagree
	The educational institution- based portion of the programme prepares me well for the practical phases in the <company/workplace>	□	□	□	□
	What I learn in the school-based portion of this programme and what I learn at work complement each other	□	□	□	□
	In this programme, the rotation between the phases in <the company/training company/workplace> and in the educational institution is well organised	□	□	□	□
	The responsibilities between educational institution and <company/training company/workplace> are clearly regulated	□	□	□	□
	My teachers in the educational institution and my trainer in the <company/workplace> exchange information about me on a regular basis	□	□	□	□
	In the educational institution, I can talk about my experiences in the <company/workplace> with my teachers	□	□	□	□
	The educational institution is always available to troubleshoots problems with the training team or with the trainer in the <company/workplace>	□	□	□	□

 

Q72	How long does it take you approximately to get from your home to the training <company>? Please select one response
	Less than 15 minutes	□
	15-30 minutes	□
	31-60 minutes	□
	61-90 minutes	□
	More than 90 minutes	□

 

Q73	How long does it take you approximately to get from your home to the educational institution? Please select one response
	Less than 15 minutes	□
	15-30 minutes	□
	31-60 minutes	□
	61-90 minutes	□
	More than 90 minutes	□

Section on work safety

 

Q74	In your training <company>, how often do you?
		Never	Once a year	Every 6 months	Every 3 months	Every week	Every day	NA
	Manually lift, carry or push items heavier than 20 kg at least 10 times during the day	□	□	□	□	□	□	□
	Do repetitive movements with your hands or wrists (packing, sorting, assembling, cleaning, pulling, pushing, typing) for at least 3 hours during the day	□	□	□	□	□	□	□
	Perform work tasks, or use work methods, that you are not familiar with	□	□	□	□	□	□	□
	Interact with hazardous substances such as chemicals, flammable liquids, and gases	□	□	□	□	□	□	□
	Work in a bent, twisted, or awkward work posture	□	□	□	□	□	□	□
	Work in an environment with too bright or insufficient lighting	□	□	□	□	□	□	□
	Work at a height that is 2 metres or more above the ground or floor	□	□	□	□	□	□	□
	Work in noise levels that are so high that you must raise your voice when talking to people less than one metre away	□	□	□	□	□	□	□
	Experience being bullied or harassed at work	□	□	□	□	□	□	□
	Stand for more than two hours in a row	□	□	□	□	□	□	□
	Work over hours when nobody is around	□	□	□	□	□	□	□

 

Q75	This section explores your awareness of occupational health and safety (e.g. hazards, the rights and responsibilities of both employees and employers). At your training <company>:
		Strongly Disagree	Disagree	Agree	Strongly Agree	NA
	I am clear about my rights and responsibilities in relation to workplace health and safety	□	□	□	□	□
	I am clear about my employers’ rights and responsibilities in relation to workplace health and safety	□	□	□	□	□
	I know how to perform my job in a safe manner	□	□	□	□	□
	If I became aware of a health or safety hazard at my workplace, I know who (at my workplace) I would report it to	□	□	□	□	□
	I have the knowledge to assist in responding to any health and safety concerns at my workplace	□	□	□	□	□
	I know what the necessary precautions are that I should take while doing my job	□	□	□	□	□

Section on partner or family support

 

Q76	These statements refer to conversations and exchanges that you may have had with your family, concerning your plans to enrol in the current <VET program>, to complete it, and to decide for your future. Please, select all that apply
		Yes	No
	In my family, other people work in this same <occupational area>	□	□
	My <spouse/partner> works in this <occupational area>	□	□
	Friends of mine work in this <occupational area>	□	□
	In my family, VET is greatly valued	□	□
	In my family, only <ISCED5-6> is valued	□	□
	My <spouse/partner> and I discuss about what I am learning in this programme	□	□
	My parents and I discuss about what I am learning in this programme	□	□
	My friends find this <VET program> to be a good fit for me	□	□
	I upset my family by choosing this <VET program>	□	□
	Family and friends offer a good network to find a job	□	□
	My parents helped me economically to enrol in this <VET program>	□	□
	My parents want me to successfully complete this <VET program>	□	□
	My parents buy me learning material	□	□
	My parents make sure that I prepare well for tests and assignments	□	□
	In my free time I like to occupy myself with <contents> related to my skilled occupation.	□	□

Section on VET identity

 

Q77	These statements refer to your vocational education’s identity. Please indicate your level of agreement or disagreement to each of these statements.
		1 I completely disagree	2 I somewhat disagree	3 I neither disagree nor agree	4 I somewhat agree	5 I completely agree
	I am proud of my vocation	□	□	□	□	□
	I deeply enjoy my vocation	□	□	□	□	□
	My vocation fits me	□	□	□	□	□
	My vocation is an integral part of who I am	□	□	□	□	□
	I am highly devoted to my vocation	□	□	□	□	□
	My skilled occupation is part of my personality	□	□	□	□	□
	Being a <name of the VET profession> is part of my personality	□	□	□	□	□

Thank you for your collaboration.

Teacher Questionnaire

Introduction

The wording of questions and response options is susceptible of adaptation to both country specificities and occupational areas. The symbol < > indicates that the terms withing angle brackets should be adapted to national or occupational contexts. Similarly, the questionnaire used the ISCED classification to refer to educational levels. The ISCED level is indicated within <…>. The national project managers implementing the study, in collaboration with the contractors, are responsible for replacing the ISCED levels with the corresponding national levels or degrees.

The final sequence of the questions should be established considering screening questions, filters, and pivots. Testing and field trial of the items in the teacher questionnaire will lead to determine the optional sequence and question flow. The following questions and response option should be considered as preliminary and in need of further refinement to improve their effectiveness.

Sources for questions (directly drawn from, or modified from)

ETF (2022), ENESAT22-ETF Self-assessment Tool for Excellence, ENESAT 2022_EN.pdf.

OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.

OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.

OECD (2023), PISA 2022 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/dfe0bf9c-en.

OECD (2018), PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264305274-en.

PIAAC Background questionnaires, Cycle 1 and Cycle 2, The background questionnaire of the Survey of Adult Skills (PIAAC).

Tanggaard, L. (2005), “Collaborative teaching and learning in the workplace”, Journal of Vocational Education & Training, Vol. 57(1), pp. 109-122, https://doi.org/10.1080/13636820500200278.

Virtanen A., Tynjala, P. (2008), “Students’ Experiences of Workplace Learning in Finnish VET”, European Journal of Vocational Training, Vol. 44(2), pp. 200–213.

Virtanen A., Tynjala P. and Eteläpelto A. (2014), “Factors promoting vocational students’ learning at work: study on student experiences”, Journal of Education and Work, Vol. 27(1), pp. 43–70.

Section on teacher’s demographic characteristics

 

Q1	On what date were you born?
	Day	_____________
	Month	_____________
	Year	_____________

 

Q2	How do you identify yourself? Please select one response
	Female	□
	Male	□
	(For countries allowing nonbinary definitions of gender: <I identify myself another way>	□
	I prefer not to say.	□

 

Q3	In what country were you born? Please select one response
	<This country>	□ Go to Q5
	<Country A>	□ Go to Q4
	<Country B>	□ Go to Q4
	<Country C>	□ Go to Q4
	Other country (indicate country name)	_________________ Go to Q4

 

Q4	If you were NOT born in <This country>, how old were you when you arrived in <This country>.? (If you were less than 12-month-old, please write zero (0).
	Years	________________

Section on teacher health

 

Q5	During the past 12 months, have you had any of the following health problems? Please tick one box in each row
		Yes	No
	A chronic disease (e.g., heart disease, diabetes, cancer, lung, or other respiratory problems)	□	□
	An infectious disease (e.g., Covid-19, long-Covid, influenza, salmonellosis)	□	□
	Gastrointestinal problems (e.g., heartburn, stomach pain, digestive issues)	□	□
	Recurring cold	□	□
	An injury that needed treatment	□	□
	Long-lasting or recurring pain	□	□
	Depression	□	□
	Panic and anxiety attacks	□	□
	Insomnia	□	□

Section on teachers’ qualification and on educational and occupational background

 

Q6	What levels of formal education you have completed? Please select all that apply
	<ISCED level 8>	□
	<ISCED level 7>	□
	<ISCED level 6>	□
	<ISCED level 5>	□
	<ISCED level 4>	□
	<ISCED level 34>	□
	<ISCED level 35>	□
	<ISCED level 36>	□
	<ISCED level 2>	□
	<teaching diploma to teach ISCED 2>	□
	<teaching diploma to teach ISCED 34>	□
	<teaching diploma to teach ISCED 4>	□
	Else (indicate level of education)	__________________________

 

Q7	Were any of the following included in your teacher education, training programme, or other professional qualification? Are they part of your <job experience> and do you teach them to <PISA-VET Assessment> students in the current school year? (Because this is an international survey, we had to categorise many of the actual subjects taught in programmes into broad categories. If the exact name of one of your subjects is not listed, please mark the category you think best fits the subject.) Please select all that apply.
		I teach it this year in this <VET programme>	It was my main discipline of training	It Is part of my job experience	It was included in my teacher education or training program
	Reading, writing and literature	□	□	□	□
	Mathematics	□	□	□	□
	Science	□	□	□	□
	Technology	□	□	□	□
	Social studies	□	□	□	□
	Modern foreign languages	□	□	□	□
	<Occupational or country specific>	□	□	□	□
	<Occupational or country specific>	□	□	□	□
	<Occupational or country specific>	□	□	□	□

 

Q8	How many years of work experience do you have? (Please round up to whole years no matter whether you worked part-time or full-time and write the appropriate number of years on each line. If any option does not apply to you write “0” (zero).)
	Year(s) working as a teacher at this educational institution	Years:
	Year(s) working as a teacher in total.	Years:
	Year(s) working in other education roles (e.g., <curriculum developer>, <pedagogical leader>, or <….>)	Years:
	Years working as a teacher or as a <principal> of a <VET programme>.	Years:
	Years working as a teacher or as a <principal> of <general education> programme>
	Years working in other jobs unrelated to the occupational areas of this <VET programme>	Years:
	Years working in jobs related to the occupational areas of this <VET programme>	Years:

 

Q9	Did you complete any pre-teaching service training in <VET programmes>? Please select one response
	No	□
	Yes, up to a 1 year	□
	Yes, for 1 year	□
	Yes, for 2 years	□
	Yes, for 3 years or more	□

 

Q10	Did you complete any pre-teaching service training in one or more <companies> for the occupational specific skills that you currently teach? Please select one response
	No	□
	Yes, up to a 1 year	□
	Yes, for 1 year	□
	Yes, for 2 years	□
	Yes, for 3 years or more	□

Section on teacher’s role, other occupations, and teaching load in the current VET programme

 

Q11	What <subjects> do you teach at this <VET programme>? Please, select all that apply
	AAAA	□
	BBBB	□
	CCCC	□
	DDDD	□
	EEEEE	□
	<occupation or country specific>	□
	<occupation or country specific>	□

 

Q12	In this <VET programme>, do you specifically teach:
		Yes	No
	Vocational theory	□	□
	Vocational practice	□	□

 

Q13	Are you a <permanent> or <non-permanent> teacher? Please select only one response
	<Permanent> teacher who is paid by the government (<permanent> and pensionable, paid by public institutions, such as <local or regional governments or national government>).	□
	<Permanent> teacher who is not paid by the government (<permanent> and pensionable, paid by private institutions such as <churches, private companies and organisations, or NGOs>).	□
	<Non-permanent> teacher (temporary, contract, or student teacher) who is paid by the government.	□
	<Non-permanent> teacher (temporary, contract, or student teacher) who is not paid by the government.	□

 

Q14	In how many educational institutions do you currently teach? Please select only one response
	In this educational institution only	□
	In this educational institution and in one other educational institution	□
	In this educational institution and in two other educational institutions	□
	In this educational institution and in more than two other educational institutions	□

 

Q15	Do you have another or more jobs that are not related to teaching?
	Yes	□	Go to Q16
	No	□	Go to Q18

 

Q16	Are these jobs related to the occupational area that you teach in this <VET programme>?
	Yes	□
	No	□

 

Q17	In addition to teaching in this <VET programme>, how many hours per week do you work in the other jobs that is not related to teaching?
	Hours	_______________________

Section on teacher’s training needs and desire for professional development.

 

Q18	Please state your own need for advanced training in the following areas. Indicate the level of need in each area
		No need	Average need	Great need
	Educational standards in your subject matters	□	□	□
	Assessment methods	□	□	□
	Classroom management	□	□	□
	Expert knowledge in the occupational area	□	□	□
	Planning and implementing online teaching	□	□	□
	Teaching with simulation software	□	□	□
	Teaching of students with special learning needs	□	□	□
	Teaching of students with < Your country language> as a second language	□	□	□
	Handling disciplinary and behavioural problems	□	□	□
	Interaction with educational institution board and administration	□	□	□
	Teaching in a multicultural environment	□	□	□
	Counselling of students	□	□	□
	Integrative teaching (for e.g., individualization and differentiation in inclusive educational opportunities)	□	□	□

 

Q19	Have you participated in the following training activities during the past 12 months?
		Yes	No
	Courses or workshops on pedagogical practices	□	□
	Courses or workshops to update <vocational> skills and competencies	□	□
	Educational conferences or seminars (during which teachers and/or researchers present research results and discuss education-related issues)	□	□
	Qualification programs (e.g. higher education courses)	□	□
	Sitting in on classes at other educational institutions	□	□
	Sitting in on classes in <company training>	□	□
	Participation in a working group specially designed for the professional development of teachers (e.g. projects, model tests)	□	□
	Individual or joint research work on a topic which is of professional interest to you as a teacher	□	□
	Mentor programs, “peer observation” or training programs (as part of a formal agreement)	□	□

Section on infrastructural and didactic resources.

Note for questionnaire design: these questions are lengthy and may lead to acquiescent response set. Further editing and field trial will help trimming them. The questions could also be split down further and distributed in the questionnaire.

 

Q20	The following questions refer to infrastructural and didactic resources in your educational institution. If you teach in multiple educational institutions or buildings, think about the place where you spend the most time. Do you have the following resources in your educational institution, and if so, in what condition are they? Please, tick one box in each row
		No, not available	Yes, but in poor conditions	Yes, but in need of minor repairs	Yes, in good conditions
	Chairs for students	□	□	□	□
	Desks for students	□	□	□	□
	Writing board (black, white, green)	□	□	□	□
	Electronic board	□	□	□	□
	Screen	□	□	□	□
	Digital projector connected to instructor’s computer	□	□	□	□
	Workbooks	□	□	□	□
	Work sheets	□	□	□	□
	Dictionary	□	□	□	□
	Reading, mathematics, or science textbooks	□	□	□	□
	<occupation specific> textbooks	□	□	□	□
	Online textbooks	□	□	□	□
	Online manuals	□	□	□	□
	Reference books for teachers	□	□	□	□
	Teacher’s guide	□	□	□	□
	Workshop	□	□	□	□
	School library	□	□	□	□
	<Training room linked to the subject of study>	□	□	□	□
	<simulation room>	□	□	□	□
	Gym	□	□	□	□
	Teacher table and chair	□	□	□	□
	Room for student guidance or counselling	□	□	□	□
	Student study room	□	□	□	□
	<Education resource centre>	□	□	□	□
	<Area for productive projects>	□	□	□	□
	<Occupation specific>	□	□	□	□

 

Q21	How often do you use the following resources in your lessons? Please tick one box in each row
		I have never used it	About one to three times a year	About once or twice a month	About once or twice a week	Daily
	Writing board (black, white, green)	□	□	□	□	□
	Electronic board	□	□	□	□	□
	Screen	□	□	□	□	□
	Digital projector connected to instructor’s computer	□	□	□	□	□
	Workbooks	□	□	□	□	□
	Work sheets	□	□	□	□	□
	Dictionary	□	□	□	□	□
	Reading, mathematics, or science textbooks	□	□	□	□	□
	<occupation specific> textbooks	□	□	□	□	□
	Online textbooks	□	□	□	□	□
	Online manuals	□	□	□	□	□
	Reference books for teachers	□	□	□	□	□
	Teacher’s guide	□	□	□	□	□
	Workshop	□	□	□	□	□
	School library	□	□	□	□	□
	<Training room>	□	□	□	□	□
	<Simulation room>	□	□	□	□	□
	Gym	□	□	□	□	□
	Teacher table and chair	□	□	□	□	□
	Room for student guidance or counselling	□	□	□	□	□
	Student study room	□	□	□	□	□
	<Education resource centre>	□	□	□	□	□
	<Area for productive projects>	□	□	□	□	□
	Teacher table and chair	□	□	□	□	□
	<Occupation specific>	□	□	□	□	□

 

Q22	Do you have the following resources in this educational institution, and if so, in what condition are they?
		No, not available	Yes, but in poor condition	Yes, but in need of minor repairs	Yes, in good condition
	Computers for students	□	□	□	□
	Internet connection for students	□	□	□	□
	Computers for teachers	□	□	□	□
	Internet connection for teachers	□	□	□	□
	Computers for administrative use	□	□	□	□
	Computer room	□	□	□	□
	Workshop	□	□	□	□
	Science lab	□	□	□	□
	<Occupation specific lab>	□	□	□	□
	Photocopier	□	□	□	□
	Digital projector	□	□	□	□
	Audio or video players (e.g., CD, DVD, or VCD)	□	□	□	□
	Radio	□	□	□	□
	TV or screens	□	□	□	□
	Teacher staff room	□	□	□	□
	School administrative office	□	□	□	□
	Storage room	□	□	□	□
	<Education resource centre>	□	□	□	□
	<Occupation specific machines/tools>	□	□	□	□
	<Occupation specific simulators>	□	□	□	□
	<Occupation or country specific>	□	□	□	□
	<Occupation or country specific>	□	□	□	□

 

Q23	Do students in your educational institution have [digital] textbooks or manuals for instruction in <XXXXXXX>? Tick only one box
	Yes, every student has at least one.	□
	Yes, but not enough. Sometimes two students need to share a textbook.	□
	Yes, but so few that sometimes more than two students need to share a textbook.	□
	No, there are no textbooks.	□

 

Q24	How often do you use the following resources in your lessons?
		I have never used it	About one to three times a year	About once or twice a month	About once or twice a week	Daily
	Computers for students	□	□	□	□	□
	Internet connection for students	□	□	□	□	□
	Computers for teachers	□	□	□	□	□
	Internet connection for teachers	□	□	□	□	□
	Photocopier	□	□	□	□	□
	Overhead or slide projector	□	□	□	□	□
	Audio and video disk players (e.g., CD, DVD, or VCD)	□	□	□	□	□
	Radio	□	□	□	□	□
	TV or screens	□	□	□	□	□
	Computer room	□	□	□	□	□
	<Area for productive projects>	□	□	□	□	□
	<Virtual reality headsets>	□	□	□	□	□
	<Machines>	□	□	□	□	□
	<Domain specific simulators>	□	□	□	□	□
	<Domain specific>	□	□	□	□	□

Section on language used for teaching.

 

Q25	Think about your teaching practices. In case you teach at different educational institutions or in different programs, please respond thinking about the college or the <VET programme> where you work the most. What language do you use when teaching your students? Please selected one only
	Only <language of instruction>	□
	Mostly <language of instruction> but sometimes their <home language or native language>	□
	Sometimes <language of instruction> and sometimes their <home language or native language >	□
	Mostly their <home language or native language >	□
	Always their <home language or native language >	□

 

Q26	When the< language of instruction> is not the <home language or native language> of some of your students, how often do you speak [or ask support from a cultural mediator/student peer?] with them using their <home language or native language>?
	.	Never	Sometimes	Most of the time
	When students are new to the educational institution	□	□	□
	When students are new immigrants to the country.	□	□	□
	When I explain complex concepts.	□	□	□
	When I try to engage them in a discussion.	□	□	□
	When I want them to feel appreciated.	□	□	□
	When they struggle learning the curriculum.	□	□	□

Section on inclusion.

 

Q27	Think of a typical <class> that you teach. What proportion of your students lack the numeracy skills required to learn the curriculum? Please select only one option
	Only a small proportion (less than 10%)	□
	About one-quarter of the class (25%)	□
	About one-half of the class (50%)	□
	About three-quarters of the class (75%)	□
	Most or all the students in the class (more than 90%)	□

 

Q28	Think of a typical <class> that you teach. What proportion of your students lack the reading skills required to learn the curriculum? Please select only one option
	Only a small proportion (less than 10%)	□
	About one quarter of the class (25%)	□
	About one-half of the class (50%)	□
	About three quarters of the class (75%)	□
	Most or all the students in the class (more than 90%)	□

 

Q29	To what extent do you agree with the following statements? Please tick a box in each row
		Strongly disagree	Disagree	Agree	Strongly agree
	The students who are behind are the grade repeaters	□	□	□	□
	Teachers and instructors should try to teach the curriculum, even to those students who do not have the basics reading and numeracy skills	□	□	□	□
	Students with disabilities should be taught in separate <special schools>	□	□	□	□
	It takes too much out of teachers and instructors to teach students with disabilities	□	□	□	□
	Teachers waste their time trying to support students who don’t have a vocation for this <VET programme>	□	□	□	□
	Students are either talented for this <VET programme> or they are not	□	□	□	□
	Teachers should adjust the curriculum to the cultural diversity of their <classrooms>	□	□	□	□
	Students who lag behind should be given a probationary period and then be told out of the programme	□	□	□	□
	Students who are absent or drop out are a drain resources from the system	□	□	□	□
	Teachers struggle to teach classes with gender minorities	□	□	□	□
	Teachers struggle to teach classes with ethnic minorities	□	□	□	□

 

Q30	In your <classes>, what strategies do you and your colleagues typically use for teaching students who lack the basic skills, including numeracy or literacy skills, to learn the curriculum?
		Yes	No
	We offer separate <lessons>	□	□
	We occasionally meet with students outside of <class> hours to give them extra help	□	□
	We set up lower achievement goals for them	□	□
	We teach the rest of the <class> while they work on specific remedial exercises	□	□
	We pair them with stronger students to do group activities or projects	□	□
	We work with teaching support staff to come to our <classes> and work with them	□	□
	We vary the learning activities so that all students can learn	□	□
	We advise students to take <remedial classes> outside of regular school hours	□	□
	We require students to do extra homework by increasing their workload	□	□
	We suggest them to find a <private tutor>	□	□
	We sit them beside stronger students who can help them	□	□
	We sit them with other students who struggle and let them work on simpler tasks	□	□

Section on effective learning time and teachers’ absenteeism.

 

Q31	During the last month, did any of the following situations prevent you from going to work?
		Yes	If yes, how many working days	No
	I experienced a physical illness	□	____	□
	I experienced emotional or mental health problems	□	____	□
	Someone in my family was sick	□	____	□
	Someone in my family needed care	□	____	□
	I had to run errands	□	____	□
	I had an appointment with a doctor or dentist	□	____	□
	I was hospitalised	□	____	□
	There was a death in my family	□	____	□
	I had a conflict with the educational institution principal	□	____	□
	I had a conflict with the educational institution colleagues	□	____	□
	There was violence in the educational institution	□	____	□
	There was a strike	□	____	□
	There was no public transportation to reach the educational institution	□	____	□
	I did not have my own mean of transportation to reach the educational institution	□	____	□
	There was extreme weather or a hazard (e.g., heavy rain, fire)	□	____	□

Section on teaching approach, mindset, and teaching practices.

 

Q32	Please indicate whether the following statements apply to the teachers and instructors at your educational institution.
		Yes	No
	Teachers resist to making changes at our educational institution.	□	□
	Teachers are accustomed to being evaluated in their teaching methods based on student’s achievement results.	□	□
	Teachers in our educational institution want to learn new teaching methods.	□	□
	Teachers in our educational institution experiment on new teaching approaches in class.	□	□
	Teachers and the principal at our educational institution collaborate to develop the educational institution 's unique pedagogical concept.	□	□
	Our educational institution is actively trying to grow and develop.	□	□
	Our educational institution struggles to recruit staff with appropriate academic and vocational skills to teach students	□	□

 

Q33	How often do you participate in the following activities at your educational institution?
		Never	Less than once a year	Once a year	Three to four times a year
	Teachers and principal plenary meetings and discussions regarding the programme’s perspectives and mission	□	□	□	□
	Teachers’ group sessions to developing parts of or the full curriculum	□	□	□	□
	Disciplinary-based group discussions on teaching media (e.g. textbooks, workbooks, manuals)	□	□	□	□
	Informal exchanging of teaching materials with colleagues	□	□	□	□
	Teachers’ formal discussions that focus on specific groups of students (e.g. focus on non-native language speakers on younger age group, or on students with disability)	□	□	□	□
	Teachers-parents discussions on the learning progress of individual students	□	□	□	□
	Teachers-student discussions on the learning progress of individual students	□	□	□	□
	Team teaching session as part of a course	□	□	□	□
	Professional learning activities (e.g. team supervision)	□	□	□	□
	Observation sessions in other colleagues’ classes or in other programmes (including giving feedback)	□	□	□	□
	Multi-level projects, like joining activities across different levels and age groups	□	□	□	□
	Invited visits in the classroom of someone with industrial experience	□	□	□	□

Section on teaching approach, mindset, and teaching practices focusing on student advising and guidance.

 

Q34	How do you and your colleagues at your educational institution ensure that students are well placed to enter <skilled employment / good jobs> at the end of their programmes?
		Yes	No
	We advise students to meet with career guidance counsellors	□	□
	We require students to speak with career guidance counsellors	□	□
	We organize programmes of career talks with guest speakers	□	□
	We share online resources	□	□
	We organize introductions to potential employers	□	□
	We offer workshops for development of application and interview skills	□	□

 

Q35	How does your educational institution ensure that students are appropriately recruited onto the programmes you teach?
		Yes	No
	The educational institution organizes Open Days	□	□
	The educational institution asks us teachers to give presentations at feeder educational institution s	□	□
	The educational institution offers online resources	□	□
	The educational institution involves people who work in professions linked to the programme to engage with potential students	□	□
	<country specific>	□	□

Section on learning venues and coordination between educational institution, programmes, and the workplace.

 

Q36	How often do teachers in your <VET programme> meet with the <company/training company/workplace> liaisons and trainers to do the following?
		Never	Less than once a year	Once a year	Three to four times a year
	Collaborate on an interdisciplinary level with a focus on joint themes for school and <company> learning	□	□	□	□
	Coordinate students’ schedule for alternate schoolwork	□	□	□	□
	Integrate the educational and the training components of the curriculum	□	□	□	□
	Develop an assessment approach	□	□	□	□
	Bring in industry professionals to the classroom to teach certain parts of the curriculum	□	□	□	□
	Coordinate with the <company> to bring in industry professionals to the classroom	□	□	□	□
	Schedule alternance between learning and assessments, in the educational institution and on the workplace	□	□	□	□
	Discuss the progress of students	□	□	□	□
	Discuss specific student cases	□	□	□	□
	Plan exercises and practices	□	□	□	□
	Visit workplaces to assess the progress of students in work-based learning	□	□	□	□
	<occupational areas specific>	□	□	□	□
	<occupational areas specific>	□	□	□	□
	<occupational areas specific>	□	□	□	□

Section on teacher job satisfaction

 

Q37	We would like to know how you generally feel about your job. To what extent do you agree with the following statements?
		Strongly disagree	Disagree	Agree	Strongly Agree
	The advantages of being a teacher clearly outweigh the disadvantages	□	□	□	□
	If I could decide again, I would still choose to work as a teacher	□	□	□	□
	I regret that I decided to become a teacher	□	□	□	□
	I enjoy working at this educational institution	□	□	□	□
	I wonder whether it would have been better to choose another profession	□	□	□	□
	I would recommend my educational institution as a good place to work	□	□	□	□
	I am satisfied with my performance in this educational institution	□	□	□	□
	All in all, I am satisfied with my job	□	□	□	□

 

Q38	We would like to know more about your satisfaction with specific aspects of your job. To what extent do you agree with the following statements?
		Strongly disagree	Disagree	Agree	Strongly Agree
	The salary that I receive is fair	□	□	□	□
	For the amount of time that I work every day, the pay is too low	□	□	□	□
	The employment benefits that I receive as a teacher meet my expectations	□	□	□	□
	The working conditions and longer holidays make up for the fact that teachers are not very well paid	□	□	□	□
	The <VET education> is a better work environment than the <companies/private sector/industry>	□	□	□	□
	The <VET education> is a safer place to work than the <companies/private sector/industry>	□	□	□	□
	<specific>	□	□	□	□

Thank you for your collaboration.

Person Most Knowledgeable (PMK) about the student in the work-based learning environment

Introduction

The wording of questions and response options is susceptible of adaptation to both country specificities and occupational areas. The symbol < > indicates that the terms withing angle brackets should be adapted to national or occupational contexts. Similarly, the questionnaire used the ISCED classification to refer to educational levels. The ISCED level is indicated within <…>. The national project managers implementing the study, in collaboration with the contractors, are responsible for replacing the ISCED levels with the corresponding national levels or degrees.

The final sequence of the questions should be established considering screening questions, filters, and pivots. Testing and field trial of the items in the trainer questionnaire will lead to determine the optional sequence and question flow. The following questions and response option should be considered as preliminary and in need of further refinement to improve their effectiveness.

Additional items can be added for specific occupational areas. Moreover, new questions, occupational specific but coherent with the assessment framework, can be added.

The response options vary by questions, as trainers are asked to report on the frequency of different events or behaviours, on their attitudes, and on factual elements.

Additional considerations should be made after the field trial-data analysis to ensure that full response rates are achieved with the paper-handled version of this questionnaire. Viable alternatives could be emailed questionnaire or short in-person interview.

Sources for questions (directly drawn from, or modified from)

ETF (2022), ENESAT22-ETF Self-assessment Tool for Excellence, ENESAT 2022_EN.pdf.

OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.

OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.

OECD (2023), PISA 2022 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/dfe0bf9c-en.

OECD (2018), PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264305274-en.

PIAAC Background questionnaires, Cycle 1 and Cycle 2, The background questionnaire of the Survey of Adult Skills (PIAAC).

Tanggaard, L. (2005), “Collaborative teaching and learning in the workplace”, Journal of Vocational Education & Training, Vol. 57(1), pp. 109-122, https://doi.org/10.1080/13636820500200278.

Virtanen A., Tynjala, P. (2008), “Students’ Experiences of Workplace Learning in Finnish VET”, European Journal of Vocational Training, Vol. 44(2), pp. 200–213.

Virtanen A., Tynjala P. and Eteläpelto A. (2014), “Factors promoting vocational students’ learning at work: study on student experiences”, Journal of Education and Work, Vol. 27(1), pp. 43–70.

 

Q1	How do you identify yourself? (Please select only one response)
	Female	□
	Male	□
	<for countries with non-binary definition of gender: I define myself in another way>	□
	I prefer not to say	□

 

Q2	For how many years have you been working in this <company>?
	Years	_____________________

 

Q3	For how many years have you been working in <this occupational sector>?
	Years	____________________

 

Q4	What levels of formal education you have completed? (Please select all that apply)
	<ISCED level 8>	□
	<ISCED level 7>	□
	<ISCED level 6>	□
	<ISCED level 5>	□
	<ISCED level 4>	□
	<ISCED level 34>	□
	<ISCED level 35>	□
	<ISCED level 36>	□
	<ISCED level 2>	□
	<ISCED level 1>	□
	<below ISCED 1>	□
	<teaching diploma to teach ECEC or ISCED 0>	□
	<teaching diploma to teach ISCED 1>	□
	<teaching diploma to teach ISCED 2>	□
	<teaching diploma to teach ISCED 34>	□
	<teaching diploma to teach ISCED 4>	□

 

Q5	How many employees does your company have at the site where you offer training most of the time? Please include yourself and the trainees that you are <teaching or supervising>. (Choose one option only; you can approximate to the closest match)
	1-4	□
	5-9	□
	10-49	□
	50-249	□
	250-499	□
	500-999	□
	1000 or more employees	□

 

Q6	In the last year, did you participate in any of these activities for continuous professional development?
		No	Yes
	Training programmes organized by your <company> or by a <consortium>	□	□
	Training programmes organized by <VET schools>	□	□
	Seminars organized in your <company> or in <consortia	□	□
	Workshops organized by your <company>	□	□
	Workshops organized by <VET schools>	□	□
	Validation of <VET students> assessments	□	□
	Short courses or online courses paid by <your company>	□	□
	Short courses or online courses paid by <VET schools>	□	□
	Evening or weekend offers promoted by <your company>	□	□
	Evening or weekend offers promoted by <VET school>	□	□
	Traineeships for trainers	□	□
	Supervision and mentorship offered by more experienced colleagues	□	□
	Peer learning in group activities	□	□
	Study visits in other <companies>	□	□

 

Q7	Do you use any of the following while you work with your <trainees>?
		No	Yes
	Training manual and guidelines provided by <your company>	□	□
	Training manual and guidelines provided by <VET school>	□	□
	Other training material	□	□
	<occupation specific>	□	□

 

Q8	How many <VET students> do you typically train in a <year> (Please tick only one box)
	I am supervising my first trainee	□
	<1-3>	□
	<3-5>	□
	<5-10>	□
	<more than 10>	□

 

Q9	Indicate what support you receive in the company to offer training to <trainees or apprentices>?
		No	Yes
	Dedicated time as part of my workload	□	□
	A dedicated teaching space to meet with the trainees	□	□
	Adequate material and infrastructure for training purposes	□	□
	An office or dedicated meeting space	□	□
	<occupational specific material resources>	□	□
	<occupational specific material resources>	□	□
	Administrative support	□	□
	Grants or funding for professional development	□	□
	Personal leave or time release	□	□
	Additional pay	□	□

 

Q10	How many hours a week do the <trainee> spends in work-based training at this <company>? (Choose one option only; you can approximate to the closest match)
	<occupational specific time 0-1>	□
	< occupational specific time1-2>	□
	< occupational specific time 2-3>	□
	< occupational specific time 3-4>	□

 

Q11	How many hours a week do the <trainee> spends in <study time> at this <company>? (Choose one option only; you can approximate to the closest match)
	< occupational specific time 0-1>	□
	< occupational specific time1-2>	□
	< occupational specific time 2-3>	□
	< occupational specific time 3-4>	□

 

Q12	What of the following training approaches do you adopt on a regular basis while training the <trainee>
		Never	2-3 times a week	Daily
	Trainee’s initial assessment and adaptive training based on the trainee’s skills and knowledge	□	□	□
	Standard practices for all trainees	□	□	□
	“Watch me doing it”	□	□	□
	Simulations	□	□	□
	Real-life case studies	□	□	□
	Rote learning for basic skills set	□	□	□
	Memorization of tasks	□	□	□
	<XXXXX>	□	□	□
	<XXXXX>	□	□	□
	<XXXXX>	□	□	□

 

Q13	Indicate whether you use the following tools or approaches to evaluate the <trainee’s> progresses
		Never	2-3 times a week	Daily
	Tests	□	□	□
	Quizzes	□	□	□
	Problem solving	□	□	□
	Simulation of real-life scenarios	□	□	□
	Observation and debriefing on direct practice	□	□	□
	<occupational specific>	□	□	□

 

Q14	How often is your work as a trainer evaluated by the following?
		Never	Once per <term>	<At the end of the trainee’s internship project>
	By the <Company>	□	□	□
	By the <training team> within the company	□	□	□
	By the <VET programme> or educational institution	□	□	□
	By the <VET student> or <trainee>	□	□	□
	By the <occupational specific association/board>	□	□	□

Thank you for your collaboration.