ASSESSING TEACHER PROFESSIONAL COMPETENCE IN VOCATIONAL COLLEGES ACROSS EU COUNTRIES: PROSPECTS FOR UKRAINE

Abstract

This article examines the assessment of professional competence in vocational education and training (VET) across European Union countries and explores prospects for Ukraine. VET teaching requires not only mastery of instructional methods but also integration of technical expertise, workplace realities, and transversal skills. EU frameworks such as EQAVET, Cedefop guidelines, and DigCompEdu provide structured approaches to competence assessment, emphasising quality assurance, outcome-orientated evaluation, continuous professional development, and digital pedagogy. National practices vary: dual systems in Germany and Austria involve workplace mentors; Nordic countries emphasise peer observation and reflective practice; Southern European countries rely on structured reports, while Central and Eastern European systems are transitioning toward EU-aligned frameworks. Common methods include self-assessment, peer and external observation, professional portfolios, learner and employer feedback, and digital competence evaluation. Challenges such as fragmented standards, resource constraints, digital readiness gaps, and overreliance on compliance-based indicators persist, highlighting the need for context-sensitive adaptation.

It is stated that assessment data should be used for targeted professional development and practical guidance for teachers working under high-stress or disrupted conditions. For Ukraine, adopting multi-method, reflective, and digitally integrated assessment systems can enhance teaching quality, align VET with labour-market needs, and support teacher professionalisation, even under wartime conditions. Practical recommendations include strengthening employer collaboration, embedding digital competence, fostering formative and reflective practices, ensuring flexible assessment tools, and balancing accountability with support. Future research should examine the effectiveness of these approaches and their impact on student outcomes in the Ukrainian context, contributing to evidence-based VET reform and resilience.