This project deals with governance in vocational teacher education (VTE). The professionalization of teachers working in the field of VET (vocational education and training) is considered to be more complex than in the general education system as here the relevance of teachers’ competences not only has an impact on learners (vocational students), but also on the quality of VET as such and its functionality for the employment sector. An overarching quality criterion is to ensure that expectations of vocational schools and the motivations and competences of future teachers can be aligned. This ‘matching problem’ is materialized by the ‘theory-practice gap’ as the ‘users’ of VTE qualifications, being the employers of future teachers, are normally not involved in setting up or at least influencing how teachers are trained and how whatever they learn at university can be linked with and applied to in the classroom. This one-sided institutional reality explains why teachers do not feel well prepared for their future occupational destination.PBG (partnership-based governance) is seen as an instrument to tackle this problem by including VET schools in activities such as curricula development or teaching methodology, and it even could mean establishing a governance system based on partnerships reaching beyond these two stakeholders. Since decentralisation is a major aspect of current Ukrainian VET policy, PBG in VTE fits into the political agenda, by questioning traditional roles of responsible institutions.The project aims at developing and piloting governance structures between the Ukrainian partner HEIs and regional VET schools. The focus is on overcoming the theory-practice gap between university education and teaching requirements in VET, and on setting up governance in a new, i.e. partnership-based manner between relevant institutions in VTE. The project aims at creating awareness for a modern VTE system in Ukraine, and at raising the status of teaching profession.

The CRED4TEACH project responds to the needs of higher education institutions and educational decision makers in countries Albania, Montenegro and Ukraine towards providing high-quality, responsive, inclusive, flexible and competence-based training provisions to in-service teachers across the educational sectors. The project’s solution is to establish the MOOC-based micro-credentials for enhancing the opportunities for teacher professional development in target countries. The project objectives are:- to boost staff skills for the development and delivery of MOOC-based Micro-credentials;- to develop and introduce national and institutional frameworks for the delivery, issuing and recognition of Micro-credentials,- to create, deliver and validate 11 pilot MOOC-based Micro-credentials,- to encourage the wider adoption of Micro-credentials for professional development of teachers and other target groups.Target groups: in-service teachers from secondary schools, VET and HEI sectors.Expected results:-46 teaching and research staff members upskilled to micro-credentials and MOOC-designers;-11 MOOC-based Micro-credentials in UA, ALB, MNE, each between 4-6 ECTS, delivered to at least 220 pilot teachers; -3 national and 8 institutional frameworks on the provision and recognition of micro-credentials for teachers;-3 national blueprints on adoption of micro-credentialing.To achieve the project objectives, CRED4TEACH will strengthen institutional capacities for the provision of MOOC-based micro-credentials through providing trainings by partners from program countries, create national and institutional guidelines for offering of micro-credentials, design, deliver and validate 11 MOOC-based micro-credentials, and promote the achieved results through a large-scale dissemination campaign. The project results will be reflected in the scope of 3 blueprints providing recommendations to educational decision makers towards a national-wide adoption of micro-credentials.