In December 2017 the Parliament of the Republic of Lithuania consented to the draft recasting of the law on vocational education and training. The draft law introduces fundamental changes into the VET system to align it with the needs of the economy.
The national system of vocational education and training and adult learning has been offering, in recent years, more opportunities for upskilling the workforce, particularly in occupations needed on the labour market.
The Ministry of Education and Science adopted an action plan for the development of lifelong learning for 2017-20.
In September 2017, the Ministry of Education and Science launched a public consultation on its VET development concept. The main focus areas are flexible learning pathways, attractive learning opportunities, and quality guidance services to match the interests of young people and of the labour market.
Occupational profiles for three new qualifications have been developed: trading in medical devices for home use and assistive technologies; food supplements; and providing professional guidance to the unemployed.
The first national conference on dual education took place on 22 November 2017 in Sofia. Participants discussed their vision for the development of dual education as a way to restructure the national VET system in Bulgaria over the years to come.
A unique career orientation solution developed by the Estonian Youth Work Centre, Civitta Eesti and Maru VR, presents opportunities to explore occupations in nursing and bioanalysis – fields that often suffer from a labour shortage – direct to young people and in virtual reality.
On December 21, 2017, draft legislation was approved by the government by which a new financing model for vocational education will be implemented in 2018. Financing will be provided for the activities and performance of education institutions as a whole. The present model is based on financing the number of students engaged in state-commissioned education, which means that school budgets fluctuate as students change their preferences. The present financing model also fails to ensure the work of support specialists, teaching young people who need a more individual approach, or motivating schools to perform better.