60% of vocational teachers do not have formal pedagogical training.
Tekna: EMTP Teacher Capacity Development Program
The initiative aims to strengthen the pedagogical capacities of EMTP teachers in STEM areas, improving classroom practices and the educational-labor trajectories of students.
Context
Context
There is a structural gap in the Chilean educational system that is often overlooked: the lack of pedagogical training among Vocational Middle School (EMTP) teachers. This is directly impacting the quality of learning, continuity in STEM trajectories, and the development of human talent in sectors key to the country’s development.
EMTP has a 90.4% vulnerability index, concentrating the most vulnerable students in the system.
Furthermore, in a context of productive transition (energy, mining, digitalization), Chile faces a critical problem: not enough certified technical talent is being trained. In mining alone, a deficit of more than 25,000 workers is projected by 2032, in a scenario where one of the least addressed factors is the preparation of those who are training the technicians of the future.
What are the challenges?
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- Generating trajectory and continuity in STEM specialties.
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- Improving continuity figures: only 23% of women and 46% of men who graduate from these areas continue with STEM studies.
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- Ensuring that STEM teachers have formal pedagogical training.
This gap is not only educational but also economic, as it limits talent development in strategic sectors and affects the career paths of young people, especially those from more vulnerable backgrounds.
Objectives
Objectives
The EMTP Teacher Capacity Development Program aims to strengthen the pedagogical capacities of EMTP teachers in STEM areas, improving classroom practices and the educational-labor trajectories of students. With a model based on international evidence (Finland) and through a practical approach applied to the classroom, it has the potential for public policy scaling. The program is implemented in the regions of Atacama, Coquimbo, and Valparaíso, as they represent the country’s diverse productive drivers. Furthermore, its relevance lies in:
Sustainability:
Focusing talent development on the country’s productive transition, with the green economy and digital transformation as horizons.
Capacity building:
Promoting the development of teaching capacities in the face of the growing demand for talent in STEM areas (energy, mining, technology, industry), directly impacting Chile’s productive matrix.
Regional development:
Strategically establishing the program in three fundamental regions for Chile, representing the country’s main productive areas, creating regional value and supporting decentralization.
Impact
Expected results
Teacher promotion and development:
Training of 150 teachers, enabling improvements in the quality of instruction for students.
Improvement in learning:
+1,000 students who will benefit by better acquiring knowledge in their schools.
Coordination:
53 educational establishments coordinating to improve learning.
Establishment of a model:
A validated vocational training model is established in Chile with the potential to be scaled nationwide.
Governance
Governance
Developed by:
With the support of:
In alliance with:
Associated SDGs
Associated SDGs
This initiative contributes to the following Sustainable Development Goals:
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