INTERNATIONAL EXPERIENCE IN DEVELOPING THE INCLUSIVE COMPETENCE OF VOCATIONAL EDUCATION AND TRAINING STAFF

Abstract

Relevance: The need to analyse and scientifically synthesise international experience regarding the development of inclusive competence among vocational education and training (VET) staff is driven by contemporary educational transformations, wartime challenges, and the increasing number of learners with special educational needs (SEN) within VET institutions; ensuring equal access to education and adhering to the principle of barrier-free learning requires educators capable of operating effectively within inclusive environments and collaborating in multidisciplinary support teams.

Purpose: This study aims to analyse international experience in fostering the inclusive competence of vocational educators and to identify prospects for its implementation within Ukrainian VET institutions.

Methods: The study employed an analysis of academic literature to examine international experiences in developing the inclusive competence of teaching staff and to identify effective models for their professional development; furthermore, a comparison and synthesis of international and national regulatory documents and inclusive education practices were conducted to identify global trends in inclusive education and to determine pathways for adapting international experience into Ukrainian educational practice.

Results: The study provides a systematic review of experiences from European and North American countries regarding the development of educators' inclusive competence; it identifies key trends, including a focus on human rights and equal access to education, continuous professional development for teachers, individualised instruction, interprofessional collaboration, and the establishment of barrier-free educational environments; moreover, the research synthesises models for preparing vocational staff for inclusive activities that integrate regulatory, organisational-methodological, and practice-oriented components; finally, it substantiates the possibilities for adapting these models to the Ukrainian context, accounting for the specificities of learner training in VET institutions and the requirements of post-war recovery.

Conclusions: International experience confirms that developing the inclusive competence of vocational educators constitutes a strategic condition for enhancing educational quality and the social integration of learners with special educational needs; for VET institutions, systemic professional development for educators, the cultivation of psychological and pedagogical support teams, the individualisation of learning trajectories, and the creation of barrier-free environments are of paramount importance; ultimately, adapting effective international practices can significantly increase the efficacy of inclusive training for future specialists in Ukraine.