The professional development of VET teachers in Italy: participation, needs and barriers. Statistical quantifications and benchmarking in an international perspective

Empirical Research in Vocational Education and Training

Table 3 Non participation in teachers’ professional development activities: differences between Italy and other countries, in percentage points (pps) and standard error of the differences (s.e.), 2013

Country	Teachers of general subjects in schools with no VET programme (Group A)		Teachers in schools with VET programmes (Group B)		Teachers of VET subjects in schools with VET programmes (Group C)		Teachers of general subjects in schools with VET programmes (Group D)
Country	pps	s.e.	pps	s.e.	pps	s.e.	pps	s.e.
Australia	18.2 (*)	2.9	21.8 (*)	1.7	23.8 (*)	2.3	21.2 (*)	1.9
Denmark	17.8 (*)	1.8	16.3 (*)	2.4	17.7 (*)	3.6	14.0 (*)	2.5
Finland	4.2	2.2	10.6 (*)	3.5	11.3 (*)	5.7	9.7 (*)	4.2
Mexico	15.0 (*)	2.1	19.8 (*)	1.7	20.8 (*)	2.5	19.2 (*)	2.0
Norway	13.2 (*)	3.6	15.9 (*)	1.8	16.5 (*)	2.7	15.8 (*)	2.0
Poland	13.9 (*)	2.1	18.6 (*)	1.7	19.3 (*)	2.9	18.2 (*)	1.8

NB: Data refer to teachers in upper secondary education. Positive values of the difference indicate that, for a given group of teachers, non-participation is higher in Italy than in the benchmark country. The (*) indicates that the difference is statistically significant at 95% level of significance