Lithuania

Description of the VET System in Lithuania

The Ministry of Education and Science (MES, Švietimo ir mokslo ministerija) is responsible for management of VET at the national level. Vocational training is led by the Department of Vocational and Continuing Education and Training, which consists of the Vocational Training, Continuing Education, Registers and Information Systems Management Divisions. The Methodological Centre for VET (PMMC, Profesinio Mokymo Metodikos Centras) provides methodological support for VET institutions. The main functions of the Centre are preparation of VET standards, evaluation of training programmes, development of training and learning materials, analysis and dissemination of information about VET and human resources development. The Lithuanian Adult Education and Information Centre assists adults in CVT areas, organises data collection and analyses situation of adult education and its needs.

Other ministries and departments, governors of counties and municipalities participate in VET management in the scope of their activity.

The Lithuanian VET Council (Profesinio mokymo taryba) is a national advisory body which deals with strategic VET issues, including development of qualifications (e.g., reviews draft legislation required for vocational training, endorses the structure of a VET standard). The Council consists, in equal parts, of representatives of the national and local government authorities, employers’ institutions and organisations representing employee interests. VET Councils are also established in each County. On the regional level the county Governor’s Administrations are involved in VET policy decision- making and implementation. For example, they contribute to the planning of the students admission to the VET study programmes, monitoring the activity of VET providers and etc.

On the local level municipality institutions initiate the establishment of a VET provider network in line with the needs of the municipality residents, take part in organising the admission of persons to the state funded VET programmes, organise the assessment of general education attainments and matura examinations, plan and implement vocational guidance, etc.

Social partners organise and participate in qualification final examinations, register practical training agreements between vocational training institution, enterprise and student, provide suggestions on VET standards and training programs.

The Lithuanian Association of Adult Education (Lietuvos suaugusiųjų švietimo asociacija) plays an important role in changing and expanding the perception of adult education and to encourage adults to participate in professional and community life and to develop their need for continuous education1, . It unites adult education institutions and implements different projects. Since 2000, an annual adult learner's week has been organised by the Association and the Ministry of Education and Science.

Major pieces of legislation relating to the VET system in Lithuania include:

Law on Education (Švietimo įstatymas, 1991; new edition - 2003);
Law on Vocational Education and Training (Profesinio mokymo įstatymas, 1997; new edition - 2007);
Law on Non-formal Adult Education (Neformaliojo suaugusiųjų švietimo įstatymas, 1998);
Law on Science and Study (Mokslo ir studijų įstatymas, 2009; replaced the Law on Higher Education (Aukštojo mokslo įstatymas, 2000);
Law on Support for Employment (Užimtumo rėmimo įstatymas, 2006).
In Lithuania the years 2005-2008 a number of national projects were implemented in the field of VET:
Creation of the National Qualifications System;
Further Development of National VET Standards System;
Development and Implementation of Common Quality Assurance System in Vocational Education and Training;
Development and implementation of vocational guidance system;
Creation and development of vocational knowledge and skills assessment system.

In 2005-2008 more two national level projects were carried out with the support of E.U. structural funds. The aim of the project was to implement the provisions set in Vocational Guidance Strategy and its Action plan. The results of these projects are:

Normative documents of vocational guidance have been prepared (e.g. Vocational information
Standard, which is already officially approved);
Training programmes and methodologies for vocational guidance specialists were prepared;
Training of specialists was organised and first vocational guidance specialists were trained (teachers, schools psychologists, social pedagogues, lecturers, vocational information specialists, career consultants);
Vocational information points were established and provided with equipment;
Open Information, Counseling and Guidance System (AIKOS) was updated. The system ensures dissemination of the most important information for the purpose of vocational guidance.

Also another national project ´Development and Implementation of Common Quality Assurance System for Vocational Education and Training´ with the support of European Social Fund was implemented with the aim to develop a modern quality assurance system compliant with relevant European policies and priorities, encouraging continuous quality improvement to enhance correspondence between VET and economy needs.

IVET

In IVET programmes, practical training comprises 60-70% of study time allocated to vocational subjects . In the last year of training, up to 15 weeks are allocated for practical training in an enterprise or in a school-based workshop simulating working conditions. Competence of students is assessed during the final exam taken at the end of the programme. Social partners (Chambers of Commerce, Industry and Crafts and Chambers of Agriculture) organise exams. The Chambers delegate representatives from employers to the qualification exam commission and approve the commission composition2.

According to the Law on Education, formal vocational training curricula may be implemented by vocational schools, gymnasiums or other education providers who are licensed to deliver this kind of training2. Vocational schools (profesinė mokykla) provide both vocational and general education. In some regions vocational schools have been merged together to create regional vocational training centers. Since 2003, 13 vocational schools have been granted self-governing status which increases budgetary autonomy. It also allows them to have a variety of stakeholders in the management (enterprises, regional and municipal government representatives, etc.). This change has helped to improve the cooperation with employers and has strengthened the standing of VET. Since 2000, technological gymnasiums have been established at vocational schools. They provide upper secondary education and pre-vocational education.

Graduates are awarded a maturity certificate. Further, they can choose either to stay in vocational school and continue education and training according to IVET programmes or to enter higher education. Technological gymnasiums, firstly, make VET more open to general education and vice versa, and secondly, promote participation in IVET. Colleges (kolegija) are higher education establishments, providing higher non-university education oriented to practical activities.

CVET

CVET encompasses both formal vocational training and non-formal adult education . Adults, depending on their former education and needs, may choose to study at vocational schools, colleges, universities, labour market training centers or attend courses organised by other companies. The State secures CVET for civil servants, unemployed people, those facing redundancy and, to some extent, for SME employees. Additionally, certain ministries and public institutions organise and finance qualification improvement programmes for their sector employees. There is no single system for planning CVET in Lithuania.

With the development of new educational services in recent years and the implementation of lifelong learning, adults increasingly participate in non-formal education and further education. According to Eurostat data, working age population participation in education and training has increased from 3.8% (2003), to 5.3% (2007).

Quality Assurance

Responsibilities in the field of quality assurance are defined by the Laws on Education and VET, according to which, VET providers external and internal quality assessment and monitoring are implemented. The main responsibility for VET quality assurance lies with the VET provider, who:

together with stakeholder is responsible for proper facilities for training provision;
organises the development of training programmes corresponding economy needs and relevant VET standard;
implements internal assessment of management and training provision.

The Minister of Education and Science (or institutions authorised by the Minister) confirms the general curricula for vocational training and non-university (higher education) studies. The Ministry and its authorised institutions ensure the quality of education based on research findings they ensure the updating of formal education programmes, introduction of new programmes, interplay and coherence across programmes of different levels.

The preparation of vocational education and training programmes is delegated to the providers of vocational education and training . A newly developed programme has to be coordinated with a competent, employer representing institution. In 2008 a national ESF project “Development and Implementation of a Single System for Quality Assurance in Vocational Education and Training” was finalized. Results of the project cover the quality assurance concept and model for both initial VET and continuing training, a set of vocational education and training quality criteria and indicators (Quality standard), methodologies and recommendations for self assessment and external quality assessment. Further implementation of VET quality assurance system is foreseen through the implementation of the Programme for Practical Training Resources Development (Praktinio mokymo išteklių plėtros programa, 2007).

For monitoring of education policy measures, the state education monitoring system was launched in 2005. A list of State education monitoring indicators is constructed, where indicators are grouped into the following sections: education context, provision and organisation, personnel, pupils and students, participation in education, teaching and learning processes, learning results and education outcomes. The indicators are published in Education Management Information System (Švietimo valdymo informacinė sistema, http://www.svis.smm.lt).

EQARF Indicators

The following PDF attachment summarises evidence identified that relates any indicators used at national level to the ten indicators proposed in the EQARF recommendation: EQARF Indicators Lithuania