1. VYTAUTAS MAGNUS UNIVERSITY Centre for Vocational Education and Reserach THE VOCATIONAL EDUCATION AND TRAINING SYSTEM IN LITHUANIA Vidmantas Tūtlys 12 November, Kaunas 2007

2. VDU PRSC, T. Sabaliauskas, 2002 Reform of VET System  The 1 st stage (1988-1992) A new vision of VET was created, VET policy and strategy were formulated and international cooperation was developed. Organizational restructuring of the vocational schools.  The 2 nd stage (1993-1996) It is a stage of decentralization. The renewal of teaching and learning curriculum, development of social partnership, etc.  The 3 rd stage of the reform started in 1997 Main goal - to achieve a level of VET in Lithuania that would correspond to international standards; to assess the quality of study programmes; to work out teaching/study standards.

3. VDU PRSC, T. Sabaliauskas, 2002 Documents regulating Education in Lithuania  1991 – Law of Education  1992- The General Concept of Education in Lithuania  1997- Law of VET  1998 – White paper of Vocational Education and Training  2000 – Law of Higher Education  2007 – Ammendment of the Law of VET introducing the national Qualifications System of Lithuania  Other: Classification of levels of Vocational Education, the Structure of the National Vocational Standard, Law of Special Education, Law of Non-formal adult Education  On-comming legal regultions: in 2008 Law of Qualifications for the legal approval of the National Qualifications System and NQF

4. VDU PRSC, T. Sabaliauskas, 2002 VET Administration structure  Ministry of Education and Science (SMM) is responsible for the development of a general policy and strategy of VET (http://www.smm.lt)http://www.smm.lt  Ministry Social Care and Work (SADM) is responsible for labour market vocational training (http://www.ldrmt.lt)http://www.ldrmt.lt  The Methodological Centre for VET guarantees didactical provision of VET and develops vocational education and training standards (http://www.pmmc.lt)http://www.pmmc.lt  Lithuanian Labour Market Training Authority (LDRMT) implements the policy of labour market vocational training and counseling, expertise and coordination functions through regional authorities and training centres (http://www.ldrmt.lt)http://www.ldrmt.lt  Centre for Vocational Education and Research at Vytautas Magnus University (VDU PRSC) is an institution that performs VET research (http://www.vdu.lt/prsc)http://www.vdu.lt/prsc

5. VDU PRSC, T. Sabaliauskas, 2002 Vocational Education and Training  Vocational schools  Colleges  Professional colleges

7. VDU PRSC, T. Sabaliauskas, 2002 Vocational schools Teaching programmes  I stage vocational training For children under 14 years of age. Duration - 2-3 years. Opportunities are created for those who desire to acquire basic education and obtain a vocational qualification. First stage curricula lead to a Level 2 vocational qualification (ISCED 2)  II stage vocational training For basic school leavers who wish to obtain vocational qualification. Duration - 2 years. This curricula lead to a Level 3 qualification (ISCED 3)  III stage vocational training For young people from the age of 16 who have already acquired a basic education. It provides an opportunity to obtain both professional qualification and a secondary school education. Duration - 3 years. Vocational qualification correspond to a Level 3 qualification (ISCED 3)  IV stage vocational training For secondary school or gymnasium leavers who wish to obtain a vocational qualification. Duration - 1 - 2 years. The studies lead to Level 4 qualification (ISCED 4)

8. VDU PRSC, T. Sabaliauskas, 2002 VET financing

9. VDU PRSC, T. Sabaliauskas, 2002 Creation of the National Qualifications System of Lithuania  On 7 March 2005, the Lithuanian Labour Market Training Authority commenced the implementation of a national level project “Creation of the National Qualifications System” as financed by the European Social Fund of the European Union.  The principal aim of this project is to create a uniform and transparent qualifications system which would cover all levels of qualifications, secure transition between the levels, ensure the variety of ways of acquiring a qualification, and provides a possibility to flexibly respond to the requirements of the changing environment.

10. VDU PRSC, T. Sabaliauskas, 2002 What is the contents of the national qualifcations system ? The NQS is composed of the following sub- systems: 1. National framework of qualifications 2. Processes: - designing of qualifications; - supply / acquisition of qualifications; - evaluation and recognition of qualifications; - management and quality assurance of the NQS.

11. VDU PRSC, T. Sabaliauskas, 2002 What are the basic principles of the NQS ? - Relations between the system of activities and system of education. - Consideration of the education system of Lithuania : its structure, development, experience, traditions, development trends. - Methodological validity. There is established the unified theoretical understanding of the qualifications and qualifications framework. The concepts of qualifications and framework of qualifications match the European Qualifications Framework. - Social partnership. - Transparency and comprehensibility of qualifications. - Compatibility of the processes and measures composing the NQS.

12. QUALIFICATIONS FRAMEWORK 8 levels ASSESSMENT / RECOGNITION OF QUALIFICATIONS MANAGEMENT OF NQS DESIGNING OF QUALIFICATIONS ACQUISITION OF QUALIFICATIONS ESTABLISHMENT AND MAINTENANCE OF THE LEGAL BASIS QUALIFICATIONS SERVICE BOARD OF QUALIFICATIONS RESEARCH OF ACTIVITIES STANDARD SETTING INSTITUTIONS NATIONAL OCCUPATIONAL STANDARDS AND QUALIFICATIONS ASSESSMENT REGULATIONS ASSESSMENT METHODS ASSESSMENT AND RECOGNITION INSTITUTIONS CURRICULA OF FORMAL EDUCATION AND TRAINING (VET, HIGHER EDUCATION) INFORMAL AND EXPERIENTAL LEARNING QUALIFICATIONS PROVISION INSTITUTIONS National qualifications system

13. VDU PRSC, T. Sabaliauskas, 2002 Role of the NQF in the processes of the System - Designing of qualifications TASKS OF ACTIVITIES Definition of the qualification units – groups of competences needed for the execution of the tasks of activities. Competences (functional, cognitive, general) constituting the qualification unit and defined by the research of activities. Designing of competences and qualifications SYSTEM OF ACTIVITIES Attribution of the newly designed competences and qualifications to the levels of qualifications in the NQF National Qualifications Framework

14. VDU PRSC, T. Sabaliauskas, 2002 Role of the NQF in the processes of the System - Provision of qualifications AIMS OF EDUCATION AND TRAINING Provided knowledge Provided functional skills Provided key skills Acquired (achieved) learning outcomes – knowledge, skills and key skills. SYSTEMS OF VET AND HE Provision of the learning outcomes leading to the competences and qualifications Ensures continuinty in the transition of learners from the IVET to HE and from the IVET to CVT. National Qualifications Framework

15. VDU PRSC, T. Sabaliauskas, 2002 Role of the NQF in the processes of the System – Evaluation and Recognition of qualifications Evaluation and the learning outcomes Recogntion of acquired competencies and qualifications SYSTEM OF ACTIVITIES Evaluation and recognition of competencies and qualifications Information for the evaluation of the learning outcomes, provision of the criteria for evaluation National Qualifications Framework

16. VDU PRSC, T. Sabaliauskas, 2002 Challenges of the implementation of the integrated NQS and NQF – System of Education  Integration of the higher education qualifications (especially provided by the universities) in the common framework.  Institutional improvement of the transition pathways from the IVET to higher education and from the IVET to CVET.