The next occupation under investigation is teaching. Teaching professionals are those responsible for holding classes, seminars or lectures at different educational levels and in various academic disciplines, spanning both general education and vocational education and training (VET).
- Around 11 million people in the EU were employed as teaching professionals in 2018.
- Employment in teaching increased by 2% in the 12-year period from 2006 but is expected to decrease by 2% by 2030.
- So-called “21st century skills” have shifted the focus towards learner-centred education and set higher skills benchmarks.
- Some 84% of teaching professionals held high-level qualifications in 2018.
- The share of women employed in this profession was 71% in 2018.
Tasks and skills
The key tasks and skills are listed below in a basic order of overall importance:
- Teach, train and coach
- Creativity and resolution
- Gather and evaluate information
- Service and attend (i.e. providing support)
- Sell and influence (i.e. using persuasive skills)
- Use of ICT
What are the trends for the future?
- Around 5.3 million job openings will need to be filled between by 2030.
- New teaching and training jobs are expected to be created in 13 of the 28 analysed countries.
- Employment is expected to grow significantly in Croatia, Cyprus, France, Hungary, Ireland and Romania, and decrease considerably in Bulgaria, Lithuania, Poland and Portugal.
- The proportion of teachers with high-level qualifications is not expected to change in the period 2018-2030.
Which drivers of change will affect their skills?
Teaching professionals need subject-specific knowledge and soft skills. They also need to keep pace with evolving practices. The following drivers are likely to change their skills profile in the coming years.
- Learner-centred education: This continuing trend will require teachers to develop skills that help them work collaboratively with students and provide tailored teaching. They will also need the skills to adapt to the increasing focus on creativity, innovation and entrepreneurship in education policy.
- Technology: Advancements in digital learning will mean teachers need new technological skills, such as the capacity to manage online learning platforms, create open educational resources and use digital media. In VET, teachers may need specific technical expertise to use advanced technologies.
- Demographic patterns: With only a third of teaching professionals aged under 40, some countries may have higher levels of ICT literacy among students than among teachers. Such skills gaps will need to be addressed.
- Globalisation: Teachers need a global perspective to help their students develop an international outlook. In increasingly diverse classrooms, they also need to understand different cultures and provide inclusive education.
Almost half of the EU countries are also placing particular emphasis on improving skills of science, technology and mathematics (STEM) teachers.
How can these skills needs be met?
Education and training will be essential to addressing teachers’ skills needs, including supporting them to adapt to technological advances and learner-centred education.
Policymakers also need to come together to develop comprehensive approaches to diversity, including engaging with stakeholders, parents and community groups. The Commission is also prioritising the professionalisation of early childhood education staff.
Want to know more about the Skills Forecast and what the future holds for jobs in Europe? Take a look at our overview article for this series and our articles on legal, social and cultural professions, hospitality and retail managers and ICT professionals[DS1] .
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- Publication date
- 29 January 2021
- European Labour Authority | Directorate-General for Employment, Social Affairs and Inclusion
- Business / EntrepreneurshipEURES trainingExternal EURES newsExternal stakeholdersLabour market news / mobility newsNews/reports/statisticsRecruiting trendsYouth