Lithuania: EQAVET 2025 report highlights CVET quality in Lithuania

Since September 2023, the Qualifications and Vocational Education and Training Development Centre (KPMPC) has been implementing the Erasmus+ project “Support of the EQAVET Framework to Strengthen Continuing Vocational Education and Training” (2023–2026).

The aim of the project is to strengthen the quality culture of continuing vocational education and training (CVET) institutions and to promote adult learning by applying EQAVET tools, taking into account labour market changes and the requirements of the digital and green transitions.

CVET in a changing context

The report highlights the evolving role of CVET in Lithuania, as vocational education and training becomes increasingly accessible to adults. More adult learners are acquiring qualifications, retraining or upgrading their skills through VET institutions. Labour market, technological and societal changes, alongside the digital and green transitions, are intensifying the need for lifelong learning. In this context, the report underlines the importance of robust quality assurance systems and the continuous development of teachers’ competences.

These developments are consistent with Lithuania’s National VET Implementation Plan 2021–2030, which prioritises increased adult participation in VET and improvements in the quality of continuing CVET.

Research underpinning the report

The 2025 report draws on a multi-dimensional research analysis carried out in 2024, which examined CVET institutions’ readiness to apply EQAVET principles and identified key challenges and strengths. The research combined:

• a quantitative study involving learners and VET teachers from 19 VET institutions, as well as heads of 23 VET institutions;
• an overview of good practices in CVET quality assurance in Lithuania and Europe;
• a study on the competences of the VET teacher, evaluating the role of the VET teacher in shaping quality culture.

Key findings and methodological tools

The findings point to teacher competence as a major strength of CVET provision, with a large majority of learners and teachers reporting clear explanations, supportive attitudes and timely assistance. At the same time, the report identifies material resources and digital infrastructure as the most significant challenges, particularly with regard to the equipment of classrooms, practical training sites and access to digital technologies.

Based on the research results, the project developed several methodological tools to support quality assurance in CVET:

• An interactive CVET quality assurance guide designed for institutional self-assessment and for applying EQAVET indicators;
• A teacher self-assessment and professional development questionnaire to support the planning of competence improvement.

The methodological tools were developed based on the good practices from Lithuanian CVET institutions and on an analysis of quality assurance models from six European countries: Denmark, Finland, France, Germany, Spain, and Malta.

Next steps

According to the report, the methodological tools will be piloted and implemented in selected CVET institutions in 2025–2026. Their impact will be evaluated, and the findings will inform recommendations for strengthening national CVET quality policy in line with the EQAVET framework. The project results are expected to be presented at a national conference in 2026, focusing on the further integration of EQAVET principles in continuing vocational education and training.

Read more

• Qualifications and Vocational Education and Training Development Centre (KPMPC). (2023–2026). Project about the support of the EQAVET Framework to Strengthen Continuing Vocational Education and Training.
• Qualifications and Vocational Education and Training Development Centre (KPMPC). (2025). Final report: Support of the EQAVET Framework to Strengthen Continuing Vocational Education and Training.