- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Sectoral practical training centres (Sektoriniai praktinio mokymo centrai) were established on the basis of a concept paper (2007) and as part of the national development programme (2008). They built on the concept of specialised training workshops previously set up at VET institutions. The first two SPTCs were established in 2012, with 42 in place by 2015 in a variety of sectors: agriculture (4), engineering (5), energetics (3), transport (4), motor vehicle repair (3), wholesale and retail trade services (3), construction (8), hospitality (5), beauty services (3), textiles (1), the wood industry (1) and food production (2). These training centres were established during the implementation of measures included in the 2007-13 programming period for EU financial assistance (phase No 1 of implementation).
Objectives
Their main aim of policy in this area is to provide state-of-the art technologies and equipment in physical environments to learners engaged in VET to help them acquire skills for jobs. The idea was that specialists trained at centres would better meet the needs of the labour market and employers, as well as more quickly find a job that matches their qualifications and adapt more easily to specific workplaces. A further expectation was that use of these centres' infrastructure would significantly improve the quality of practical VET education and increase the efficiency of the training process. The overall goal of the centres is to increase the availability of high-quality VET and better respond to labour market demands.
Description
In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training centres should become competence centres with extended responsibilities, including the piloting of new training methods and programmes, support for the continuing professional development of VET teachers, the training of employees and higher-education students, and the handling of career education for students in general education. The 2017-20 action plan for lifelong learning includes measures for the development of sectoral practical training centres. It provided that, taking into account the demographic situation in Lithuania and the trends in the country's economic sectors, only 22 SPTCs would be further developed in different cities. It was decided that it was particularly important to create preconditions for using the training services at these centres to enable the largest possible flow of students, as well as facilitating short stays for those coming from remote areas of the country. During the course of implementation of measures...
In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training centres should become competence centres with extended responsibilities, including the piloting of new training methods and programmes, support for the continuing professional development of VET teachers, the training of employees and higher-education students, and the handling of career education for students in general education. The 2017-20 action plan for lifelong learning includes measures for the development of sectoral practical training centres. It provided that, taking into account the demographic situation in Lithuania and the trends in the country's economic sectors, only 22 SPTCs would be further developed in different cities. It was decided that it was particularly important to create preconditions for using the training services at these centres to enable the largest possible flow of students, as well as facilitating short stays for those coming from remote areas of the country. During the course of implementation of measures in the EU's 2014-20 programming period, these 22 SPTCs have been further improving the practical training infrastructure and renovating dormitories managed by the relevant VET institutions (phase two of implementation).
The piloting of the new approach started in 2018, focusing on three competence centres covering the widest variety of sectors with the highest number of qualifications: accommodation and catering; construction; and engineering.
Since 2018, within the framework of the 2018-22 ESF project for the development of a national system for assessing and recognising competences and professional qualifications, coordinated by the Qualifications and VET Development Centre (KPMPC), 18 SPTCs have been selected to become assessment centres. In parallel, a model for the assessment of competences and the recognition of qualifications is being developed. It has been stipulated that it is important for this to be designed in such a way that allows for the assessment and recognition of competences acquired through informal and non-formal learning, and so that it is optimally adapted not only to the needs of clients looking to improve their qualifications, but also to those seeking retraining. In this way, it will allow the country to focus on increasing the opportunities for lifelong learning and rapid retraining among people of working age in cases where they lose their job or the parameters of their role change significantly due to rapid technological change and economic trends.
After the completion of the inspection of SPTC development projects in 2018 and the signing of financing agreements, the years 2019-21 are dedicated to the implementation of these projects. There were no significant changes in the SPTC network in 2019, as the procurement procedures for the first investments of the project (acquisition of equipment and inventory or infrastructure development works) took a particularly long time.
In parallel with this project, the Ministry of Education, Science and Sports of the Republic of Lithuania is preparing a draft description of the procedure for assessing the competences acquired by a person. Its latest version in August 2020 was still being discussed and agreed with the social partners. Thus, the new competence assessment mechanism has not yet been approved and no SPTC acts as a competence assessment body for graduates of other VET institutions.
In 2020, the Ministry of Education, Science and Sports approved a new procedure for the assessment of acquired competences, according to which a VET diploma is issued. This procedure will come in force from 1 September 2021. Possibilities to participate in the assessment of competences will extend to self-trained candidates who have acquired professional competences through apprenticeships, work experience, self-education, and non-formal learning. The competence assessment will be organised by the KPMPC. Accredited institutions uniting and representing employers' associations will delegate experts (practitioners and professionals of the sector from companies) to the competence assessment commissions, to assist in the preparation of the assessments. Candidates will be required not only to complete practical skills related tasks but also to take a standardised test on the theoretical part of competences to assess basic knowledge. This test will be performed centrally through an electronic testing system administered by the National Education Agency. The practical part of the assessment will take place in the sectoral practical training centres (SPTCs).
In 2020, ESF funding was allocated to increase the relevance of VET and adult education to the labour market and attractiveness by supporting and promoting the acquisition of practical skills in the workplace and sectoral practical training centres. A national mobility scheme has been set up to support the practical skills of VET students at SPTCs. For this action EUR 3.62 million were allocated from ESF funding.
In 2021, the earlier funded projects were implemented consistently and the infrastructure of sectoral practical training centres was strengthened. As from September 2021, the centres provide their facilities and staff for the running of competence assessment examinations organised by the KPMPC in line with the new legislation on competence assessments in VET approved in 2020.
The national mobility initiative was also further developed; it is planned that it would cover travelling within Lithuania, accommodation costs and teachers' working hours. The aim of the initiative is to enable short-term visits of trainees and teachers from vocational training institutions, which do not have a sectoral training centre for relevant training programmes, to sectoral training centres for practical training and introduction to new technologies and equipment.
Since 2022, a new funding initiative for the SPTC with the title 'Acquire practical skills through training in SPTC's' is implemented with the support of NextGeneration EU funding. The call for projects is aimed to help to acquire practical skills in SPTCs and enables short-term visits of trainees and teachers from VET institutions which do not have an SPTC for relevant training programmes. Learners have practical training during this short time mobility and teachers can have seminars introducing new technologies and equipment in related economy sectors.
VET centres not having they own SPTC but providing the training in the same economy sector have a possibility to send trainees and teachers to SPTC in other part of Lithuanian for short term practice mobility and afterwards apply to cover the expenses. Project funding covers:
- expenses intended for practical training in the SPTCs in line with the fixed unit costs for the mobility of students of VET institutions to SPTCs),
- expenses resulting from dissemination/provision of information about the projects,
- indirect costs and other costs according to the fixed rate of project costs.
The calls will be periodically (several times a year) open till 2026. Fundings are based on a study determining fixed unit costs for the mobility of students from VET institutions to SPTCs, which enabled the establishment of fixed cost rates for training in the SPTCs.
New calls for the project applications for national mobility aimed to help acquire practical skills in sectoral practical training centres (SPTCs) and enable short-term training visits of trainees and teachers from VET institutions that do not have an SPTC, were launched in September 2023. 43 VET institutions participated in the call out of 44. These mobilities allow students, teachers, and trainers to use the latest equipment, acquire practical skills, and improve their digital skills. It is planned to include 12 394 students of VET institutions in the project (from which at least 40% will improve digital skills). The project covers the costs of accommodation, transport, catering, the wages of the staff of the host VET institutions and the purchase of the necessary tools for practical training.
The call for project applications for national mobility in sectoral practical training centres (SPTCs) continued in 2024. Results from the previous year showed that 3 414 students from 43 VET centres had the opportunity to undertake practical training in the modern training facilities of other institutions.
Bodies responsible
- Qualifications and VET Development Centre (KPMPC)
- European Social Fund Agency (ESFA)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
- Persons in employment, including those at risk of unemployment
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Teachers
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
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 covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
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 all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Sectoral practical training centres (SPTCs): Lithuania. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/nl/tools/timeline-vet-policies-europe/search/28326