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 5 Non participation in teachers’ professional development activities: differences between Group C and Group A of teachers, in percentage points (pps) and standard error of the difference (s.e.), 2013

Country	Teachers of vocational subjects in schools with VET programmes (Group C)		Teachers of general subjects in schools with no VET programmes (Group A)		Difference (C) − (A)
Country	%	s.e.	%	s.e.	pps	s.e.
Australia	1.8	0.5	3.8	2.4	− 2.0	2.5
Denmark	7.9	2.8	4.1	0.7	3.8	2.9
Finland	14.3	5.2	17.7	1.5	− 3.4	5.4
Italy	25.6	2.2	21.9	1.7	3.7	2.8
Mexico	4.8	1.1	6.9	1.3	− 2.0	1.7
Norway	9.1	1.5	8.7	3.2	0.5	3.5
Poland	6.3	1.8	8.0	1.3	− 1.7	2.2

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