National VET team

Policy development
Practical measure/Initiative
Lithuania
Download PDF version
Timeline
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
38752

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The Education Exchanges Support Foundation carried out initial analysis of the implementation of ESF-funded projects for the design and development of VET reforms. It found that ECVET is quite sufficiently used, as the result of projects of the ECVET team, while EQAVET is used to some extent. However, there is a demand to perform a needs analysis on the use of the EU VET tools in the national context and implementation in Erasmus+ projects: what are EU VET tools; how VET tools could be used and improve the quality of the Erasmus+ projects; how could VET tools be useful in the national context of the projects; how could the tools be used in the projects; on what specific issues are the consultations needed?

The Education Exchanges Support Foundation will assist the National Authority in the process of selecting and appointing a VET team of five to seven experts (Profesinio Mokymo Ekspertu Tinklas- ProMet), representing different sectors and who are familiar with the VET national context, Erasmus+ programmes and with the use of different EU VET tools.

Objectives

Goals and objectives of the policy development.

The aim of the national VET team is to support the implementation of EU VET tools in Erasmus+ projects in Lithuania; its objectives are to:

  1. raise the awareness of Erasmus+ potential applicants and beneficiaries about EU VET tools;
  2. improve the understanding of Erasmus+ potential applicants and beneficiaries about the implementation of EU VET tools in the projects in the national context.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The work plan of the national VET team, to be established in 2021, will focus on:

  1. carrying out analysis on the use of EU VET tools in the national context;
  2. providing promotional material about EU VET tools (one e-booklet and two newsletters);
  3. organising discussions engaging the National Authority and relevant stakeholders on the implementation of EU VET tools in Erasmus+ projects, a monitoring seminar and presentations on the use of EU VET tools in Erasmus+ projects.
2021
Implementation

The public procurement for setting up the team of national VET experts took place in 2021 and seven experts from different regions and institutions (headmasters of VET centres, policy analysts, expert teachers) have been selected.

In November 2021, the national VET team organised a meeting with representatives from VET institutions to discuss international strategic initiatives and the implementation of activities and projects. During the event, the main European tools for mobility and internationalisation of VET were presented and discussed.

2022
Implementation

In 2022, the national VET team organised national meetings and activities focusing on two main topics:

  1. support for implementing mobility activities working with project managers from Education Exchanges Support Foundation and VET teachers from VET institutions;
  2. organisation of a community for VET practitioners engaged in the implementation of Erasmus+ programme goals.

In 2022, Pro Met experts prepared a publication with the title: 'Programme Erasmus+ mobility projects in VET sector. Guide to preparation training contracts for mobility' for project managers. This publication was prepared on demand of project managers from VET institutions as new Erasmus+ programme was released, and the European Commission updated the Learning Agreement template for participants in mobility activities (learners and employees).

2023
Implementation

In 2023, the composition of the national VET team was renewed, with nine new experts joining to work on three main topics:

a. identification, development, assessment, recognition and application of learning outcomes for VET staff mobility;

b. inclusion and diversity in VET;

c. Development of Centres of Vocational Excellence.

Throughout the year, the team carried out several initiatives. An annual thematic monitoring seminar was organised for the community of practice, bringing together 62 participants. The publication ,I care. Mantas story. Inclusion in my organisation: The present and a vision for the future, was drafted. Additionally, a survey was conducted among target groups to assess competence development in mobility projects. Moreover, the National team of experts held three expert meetings. During these and other meetings within the VET community, experts provided individual consultations to participants.

2024
Implementation

In 2024, national VET team experts released the publications ,I care. Mantas story. Inclusion in my organisation: the present and a vision for the future, and the ,Guidelines for identifying, writing, assessing, recognizing and applying the learning outcomes of persons responsible for the educational process within the Erasmus+ program projects,. Four National VET team meetings and training sessions were organised. Representatives of the national VET team participated in the VET Teams' Riga meeting ,Joint Inspiration for future success, with national VET teams from Estonia, Finland, Ireland, Latvia and Romania. Additionally, experts provided individual consultations and engaged in meetings with the VET community.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Education Exchanges Support Foundation

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

  • Teachers
  • Trainers

Entities providing VET

  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Promotion strategies and campaigns for VET and lifelong learning

This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Information about National VET team (only in Lithuanian)

Country

Lithuania

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). National VET team: Lithuania. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/38752