The national quality assurance approach for VET is set out in the VET quality assurance (QA) system concept (2008). The approach includes licensing and supervision of training providers, mandatory self-assessment by all VET providers, external evaluation of the quality of training programmes, support to VET providers (related training and counselling), and a national regulation on developing standards for learning outcomes. The 2017 Law on VET (
) set the rules for quality assurance in line with the European Quality Assurance in Vocational Education and Training (EQAVET).
Internal quality management systems
The same QA arrangements apply for IVET providers as well as for CVET providers offering formal CVET programmes which are under the responsibility of the education ministry (MoES):
- new national monitoring indicators were created in 2017 and are used to conduct annual forecasts (
- most VET schools have introduced an ISO evaluation system adapted to education;
- since 2018, a new system of supervisor and school assessment is under development (system of leadership promotion).
No specific requirements are in place for non-formal VET providers (
VET providers are free to choose their quality management model and to define periodicity and criteria for self-assessment.
The PDCA (plan-do-check-adjust) method is embedded into VET provision and is regarded as the backbone of VET quality assurance.
External evaluation and accreditation of VET providers
VET programmes have to follow qualifications standards. Training programmes are designed by the Qualifications and VET development centre (centrally) or by any other VET provider. In the latter case, the quality of the VET programmes must be checked by the Qualifications and VET development centre. If the VET programme receives a positive evaluation it is included in national register of qualifications (
). A licence to carry out a registered VET programme is issued to a VET provider if it has sufficient resources to implement the VET programme, and vocational teachers or candidates for vocational teachers meet the requirements prescribed in VET programmes and the Law of Education;
Monitoring framework for VET and HE (state level)
Following the 2017 VET Law, the Research and Higher Education Monitoring and Analysis Centre (MOSTA) ensures the monitoring framework for VET and higher education, research and innovation. It plans human resources and forecasts new qualification requirements in line with national policies and the needs of the economy.
A unified electronic system for admissions to HE and VET institutions is place (2017). It is run by LAMA BPO, the ‘Lithuanian higher institutions association for organizing Joint Admission’- LAMA BPO (
). The association involves 19 universities, 21 colleges (providing higher VET programmes) and over 70 VET institutions.
Design and approval of sectoral qualifications standards -which are the basis of VET programmes - and assessment of learner achievements are under the sole responsibility of the Qualifications and VET Development Centre (KPMPC).
As of 2019 sectoral qualifications standards will be approved by the director of KPMPC (
) after sectoral professional committees have endorsed them.
Several EQAVET indicators are used, including those on the destination of VET learners, the share of employed learners on completion of their training, and the mechanisms to identify training needs in the labour market (
Relevant divisions of the MoES supervise the teaching process and activities, and audit activities, while the State audit office performs random checks of VET institutions, during which the rationale of their activities is also analysed.
An independent system for validation of prior learning is being developed through a four-year ESF-funded project (
) launched in 2018. It aims to improve the system of assessment and recognition of non-formal and informal learning and create monitoring and information tools for the assessment and recognition of prior learning.
Reforming the network of IVET and CVET providers
Funding for state schools (general or vocational ones) is calculated based on the number of students which leads to competition between the two types of school in attracting and keeping learners. Since 2015, a network of 42 sectoral practical training centres (SPTCs) was established in selected VET institutions to offer quality practical training in simulated environments using state-of-the-art technologies and equipment. The aim is to provide learners with skills valued in the (local) economy. These centres are open to VET and HE students, employees in enterprises, vocational teachers, etc. (
). Recent study commissioned by the education ministry suggest that selected SPTCs should become ‘competence centres’ with extended responsibilities, including piloting new training methods and VET programmes; and supporting the continuing professional development of VET teachers and training.