Capacity Building in Management and Pedagogy is a fundamental part of the VET POWER project since it plays a central role in strengthening the human resources that sustain high-quality vocational education and training. This core activity of the project falls within WP3, whose overall ambition is to enhance the competencies of teachers, managers and in-company tutors through a combination of practical experiences, structured training and knowledge exchange. WP3 adopts a multi-dimensional approach that integrates job shadowing mobilities, online and in-person training sessions, collaborative exchanges of good practices and targeted webinars between European and African teachers. This mixed format is designed to ensure both flexibility and depth, allowing participants to acquire new knowledge while also embedding it into their daily professional context. Two major deliverables guide the work within WP3: 

• The Action Plan for Capacity Building (D3.1), will present a comprehensive and evidence-based strategy to support the professional development of VET staff. It will outline priority themes, recommended training pathways and expected learning outcomes, offering a clear roadmap for partners and beneficiaries alike. 
• The Compendium of Good Practices, Guidelines, Tools and Recommendations (D3.2), will capture the partners’ previous knowledge and make it easily transferable to VET institutions beyond the partnership. Both deliverables aim to ensure that the impact of VET POWER extends far beyond the timeframe of the project itself. 

A fundamental element underpinning these outputs is the previously mentioned needs analysis, which ensures that the capacity-building actions directly reflect the realities and challenges faced by VET professionals. This analysis draws on several sources: a questionnaire completed by teachers, managers and tutors; online consultations with stakeholders; and the extensive set of insights previously gathered during the study visits in the African countries, under WP2. The emerging priorities are diverse and interconnected. One major area concerns the strengthening of work-based learning systems and alternance schemes, particularly for managers, teachers and company tutors. Another concerns the increasing relevance of the green and digital transition, which requires VET managers to integrate sustainability, social inclusion, gender equality and entrepreneurship into their institutional strategies. Internationalisation and the promotion of common values also appear as key themes in the evolving role of VET institutions. For teachers, the needs analysis emphasises two additional priorities. The first is the development of digital teaching skills, including a growing interest in artificial intelligence and its applications in the classroom. The second relates to innovative pedagogical approaches, particularly those supporting learners with special educational needs. This includes the development or adaptation of teaching materials designed to address conditions such as dyslexia or other learning difficulties. By mapping these needs in detail—linking each theme to target groups, learning outcomes and potential activities—WP3 lays the groundwork for a structured and targeted capacity-building strategy. This effort ultimately reinforces the mission of VET POWER: to empower VET professionals with the tools, knowledge and confidence they need to support learners in a rapidly evolving world.