Lithuania 2020

The LTQF combines the existing eight-level structure of the Lithuanian qualifications system ([5] Five vocational education levels (introduced in 1997) and three higher education levels (introduced in 1992).) with the descriptor principles introduced by the EQF. Level descriptors are defined according to two parameters: activity characteristics and types of competence.

Table 1. Level descriptors in the Lithuanian NQF

Source: Adapted from QVETDC, 2012.

The combination of the two parameters allows for detailed description of each level: the competence criteria broadly correspond to the EQF distinction between knowledge, skills and competence (autonomy and responsibility in the 2017 EQF recommendation) while the activity criteria elaborate further the third EQF pillar (QVETDC, 2012, pp. 36-41).

The learning outcomes (competence) approach is broadly implemented in all areas of Lithuanian vocational education and training (Lauzackas et al, 2009). Building on the progress in the past, the new law on vocational education and training adopted in December 2017, entered in force in February 2018, with some of the articles entering into force in January 2019. It addresses current challenges, such as the lack of practical skills of VET graduates and the mismatch between skills acquired in VET, and the functions and operations performed at the labour market. Following the new legal basis, qualifications standards (nationally referred to as sectoral qualifications standards), programmes and curricula are being reformed ([6] According to the law, the qualifications standards must be reviewed and updated at least once every five years (Article 14) and the relevant VET programmes must be reviewed and updated accordingly no later than 12 months after the entry into force of the update of the standard. ). Qualification standards have been reviewed with more focus on occupation-specific skills, general subject knowledge, and transversal skills and competences (Cedefop, 2020) ([7] At the end of 2020, 22 such standards were in place covering all LTQF levels.).

Level descriptors are considered as the basis for formulating qualifications and ensuring their integrity among different levels. Qualification standards, modular programmes, and higher education benchmark statements are written in line with qualification level descriptors. The learning-outcomes approach supports the modularisation of VET curricula. Coupled with the development of qualifications standards, the shift from subject-based to modular curricula has been developed and new guidelines and methodology for the preparation and registration of VET programmes were drafted. Since 2019, all formal IVET programmes ([8] In the national context, IVET programmes are considered only those delivered in lower, upper-secondary and post-secondary levels. CVET programmes are available to adults to acquire a second qualification in formal VET. ) consist of mandatory and elective modules defined in terms of learning credits ([9] A learning credit is a unit of learning volume that measures learning outcomes and a learner's working time. The Qualification and VET Development Centre (2019), Methodology for the development of formal VET programmes, p.5. https://www.kpmpc.lt/kpmpc/wp-content/uploads/2019/04/Moduliniu_programu_rengimo_metodika_2019.pdf ) aligned with LTQF level descriptors and along ECVET principles ([10] VET programmes vary from 30 credits (approximatively a half year), 45, 60 (one regular year), to 90 or 110 credits depending on the type/level of programme (Cedefop ReferNet, 2020). Formal VET programmes for adults consist of the same mandatory modules as in IVET. ). As of 2020/21, general education learners in grades 9 to 12 may take short vocational modules of 5 or 10 credits offered in VET schools instead of the technologies subject (technologijų dalykas) of the general education curriculum ([11] The technologies subject aims to develop practical skills; it is offered in lower- and upper secondary general education at different fields of studies. See more here. ); credits are recognised when enrolling in VET, shortening the programme duration (Cedefop ReferNet Lithuania, 2020).

However, overall and timely coordination of the update of qualification standards, formal revision of VET programmes and implementation has been challenging. To improve system efficiency, a methodical framework has been devised for the elaboration of qualifications standards (nationally referred to as sectoral qualifications standards) in line with the LTQF/EQF ([12] Within the framework of the 2016-21 ESF project Development of the Lithuanian Qualifications System (Phase 1). https://www.kpmpc.lt/kpmpc/kvalifikaciju-sistemos-pletra-i-etapas/ ) (Cedefop and Qualifications and Vocational Education and Training Development Centre, 2019; European Commission and Cedefop, 2020).

The level descriptors of the LTQF are used as an explicit reference point to improve consistency between single qualifications and across the different sectors. In the higher education sector, LTQF descriptors are taken into account when defining higher education study levels and study field descriptors; they are used as reference points for the development, review and renewal of university programmes and qualifications. Descriptions of study fields aim to link higher education and labour market needs better (Beleckiene, 2019). Higher education degrees (bachelor, professional bachelor and master) and doctoral degrees are referenced to NQF/EQF levels.

Work continues to reform general education competence-based curricula. Learning outcomes of lower and upper secondary general education programmes were referenced, respectively, to LTQF levels 3 and 4 ([13] The Qualifications and VET Development Centre (QVETDC), 2019. https://www.kpmpc.lt/kpmpc/en/information/qualifications-framework/). Guidelines drafted in 2019 for the preparation of the general curriculum framework focus on a learning-outcomes approach ([14] Decree No V-1317 of 18 November 2019 of Minister of Education, Science and Sport on approving guidelines for updating the general curriculum framework. https://www.e-tar.lt/portal/lt/legalAct/e3e9269009e511ea9d279ea27696ab7b
Article 47(1) indicate that the curriculum should reflect six broad competences: social, emotional and healthy lifestyle competence, cognitive competence, creativity competence, civic competence, cultural competence and communication competence.). Work is under way; pilots are expected in 2021 with possible implementation as from 2022 (including new formative assessment practices) (European Commission, 2020).

Significant changes in recent years are related to qualifications at level 5. This level was previously empty. Two types of qualifications are placed at this level: VET diplomas level 5 (Profesinio mokymo diplomas) acquired in post-secondary VET programmes, and short-cycle HE programmes leading to study certificate (Studijų pažymėjimas). Amendments to the higher education law ([15] Amendment No XIII-1658 of 20 November 2018 of the law on science and higher education: https://www.e-tar.lt/portal/legalAct.html?documentId=eb9829b0f31911e88568e724760eeafa
Amendment No XIII-3415 of 10 November 2020 of the law on science and higher education: https://www.e-tar.lt/portal/lt/legalAct/65fcc8802b2d11eb932eb1ed7f923910) and LTQF framework ([16] Amendment 535 of 24 July 2019 No 764 of the 2010 government resolution on approving the description of the LTQF: https://www.e-tar.lt/portal/legalAct.html?documentId=a272f160aee011e98451fa7b5933515d
English translation of the legal act of 2010: http://www.kpmpc.lt/kpmpc/wp-content/uploads/2016/02/LTQF_official_translation.pdf) legitimated short-cycle studies at higher education level, awarding level 5 qualifications; programmes may be delivered jointly by higher education colleges and VET institutions. Preparations for short-cycle HE programme implementation are in process. Additionally, eight modular VET post-secondary level programmes leading to VET diploma, level 5 (Profesinio mokymo diplomas) are currently being implemented by higher education colleges and VET institutions ([17] Roofing master, bricklayer master, façade insulation master and finishing fitter master in the construction and civil engineering education field of studies, welding master and vehicle repair technician in mechanics and metalworking and ballet artist and contemporary dance performer in music and performing arts: https://www.aikos.smm.lt/Registrai/Mokymo-programos/SitePages/Pagrindinis.aspx?ss=a8a83417-f33f-4991-9c24-27abf017ca5b).