- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Discontinued
Background
Non-formal adult education creates opportunities for people to learn throughout life and meet cognitive needs, as well as improve their qualifications and acquire additional ones. This type of education is open to all those over 18 years of age, with services provided by 60 adult schools, centres and general education establishments across the country's municipalities, as well as at public and private institutions. Lithuania has made significant progress in access to education, ranking since 2010 among the top 10 EU countries with the highest number of people of working age (25-64) with at least an upper secondary education. However, it has lagged in terms of access to lifelong learning. There has therefore been a call for the development of alternatives to the education system that are accessible, attractive and valuable to society groups that currently have limited involvement in learning, including young people at social risk, adults and the rural population. There has been a need for the country to provide a wider range of incentives and training opportunities for people of all ages (including those living in remote rural areas), as well as develop everyone's ability to assess their situation in the labour market, and their knowledge and competences acquired through self-study or practice or non-formal education.
Objectives
The strategic goal of this policy is to aid the creation and development of non-formal adult education and continuing education, guaranteeing an accessible, socially just education system that meets the needs of individuals and society in the labour market. The programme's objectives are to:
- create and develop a sustainable system of adult education;
- reconcile lifelong learning with the needs of the country's economy and society.
Description
The programme, which was approved by the government in April 2016, relates to the country's 2013-22 national education strategy. It aims to create a coherent adult education system and matching lifelong learning with the needs of society and the economy. Among the measures planned (and already implemented by 2018) was the creation of a network of adult education coordinators at municipality level. To support the network, the Qualifications and VET Development Centre (KPMPC) is putting in place national project coordinators for the implementation of the European agenda for adult learning. In 2015-17, the network of local coordinators organised events, gathered information about local providers of adult education programmes and the needs of local populations, and developed local action plans. In 2017, a total of 11 municipalities received funds to implement their development programmes for adult education. Based on progress in this area, the Ministry of Education, Science and Sport made the decision to strengthen the funding mechanism. As of the end of 2019, EUR 3.5 million has been allocated to this mechanism.
In 2019, a large-scale project (No 09.4.2-ESFA-V-715-01-0002) continued in which adults acquire or strengthen their general and basic competences, increasing their motivation to engage in lifelong learning. The project has contributed to improvements in the quality of social and economic life, and reduced the risk of social exclusion among some adults. Quality educational content and its delivery to adult groups strengthens the system of non-formal adult education and lifelong learning.
In 2020, the project for the development of the adult education system by providing learners with general and basic competences (No 09.4.2-ESFA-V-715-01-0002) continued. The KPMPC provided training on general and basic adult skills in different municipalities on the following topics: Parental education (193 participants) and Intercultural communication (49 participants). KPMPC also provided training courses on basic skills (foreign languages, cultural and artistic education, project preparation and management) that aimed to improve the quality of non-formal adult education on the following topics: Adult non-formal education and continuing education planning training in municipalities, and Training in the preparation and implementation of adult non-formal education projects. A total of 82 people participated in these training sessions. Due to the pandemic, part of the events was moved to 2021.
In 2020, the Ministry of Education, Science and Sports approved a new Lithuanian Council for Non-Formal Adult Education. The Council consists of 15 members delegated by State and municipal institutions, business self-government and employer organisations, organisations representing the interests of employees, and an association representing adult education. The activities of the Council have been renewed in order to involve social partners in the development and improvement of the adult education system.
In 2021, the implementation of the project Development of the adult education system by providing learners with general and basic competences (2016-23) continued. EUR 702 200 was allocated to adult education and non-formal vocational programmes, such as those conducted in many municipalities on the topic Intercultural communication (40 academic hours, 264 persons trained).
A two-part training programme on key competences was provided in seven municipalities to adults interested in lifelong learning opportunities with a total of 120 people trained.
62 new non-formal learning programmes have also been developed and approved.
During 2022, the project 'Development of internationalisation of vocational training and adult education system' was implemented (project No. 09.4.2-ESFA-V-715-04-0001).
The target group of the project was pedagogical and non-pedagogical staff of vocational training and non-formal adult education institutions.
During the course of the project, professional training for adult education institutions' professional and non-pedagogical staff was organised in the form of international internships, as well as training visits of foreign experts to Lithuania. Thanks to these measures, the internationality of the vocational training and adult education system and the international mobility of its participants have significantly increased.
Through participation in the project and internships, 95 employees of vocational training and adult education institutions improved their professional competences. This created prerequisites for improving the quality of adult training and increased the possibilities for lifelong learning of employees of vocational training and adult education institutions.
In 2023, an extensive survey was conducted to assess the demand and supply of non-formal adult training. The findings highlighted significant challenges, particularly in attracting and retaining adult learners, with low-skilled and low-income individuals being the most affected. Most municipalities engage with this target group in a fragmented manner, and adult learning is often not recognised as a priority.
To address these issues, strengthening information and outreach efforts at the municipal level is essential to raise awareness of lifelong learning opportunities. Additionally, fostering a learning culture is crucial to embedding education as a continuous practice rather than a one-time activity.
Starting in 2024, lifelong learning (LLL) measures will be implemented through individual learning account platforms.
Bodies responsible
- Ministry of Education, Science and Sport
- Qualifications and VET Development Centre (KPMPC)
Target groups
Learners
- Adult learners
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). The 2016-23 non-formal adult education and CVET development programme: Lithuania. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/es/tools/timeline-vet-policies-europe/search/28333