- 2015Implementation
- 2016Implementation
- 2017Approved/Agreed
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
Description
A range of projects for continiuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million in 2016. The Competence voucher project has aimed to fund the training of almost 42 000 people in work by 2020. Within this project, companies can claim back 50 to 70% of training-related costs. The first call for this initiative was launched in March 2017, with its budget set at EUR 10 million. ESF-funded projects have been carried out since November 2016 to support apprenticeship-type training projects and other training schemes for company employees to improve their qualifications and career development. Applicants can be private or public entities, with the Ministry of the Economy and Innovation responsible for this measure. A budget of EUR 11 million was allocated for the 2016-20 period, with a target of training 2 573 employees. Employees of 1 639 enterprises had been trained by 2018.
With the full entry into force of the VET Law (2017) in early 2019, VET has become clearly divided into initial vocational education and training (IVET) and continuing vocational education and training (CVET). Formal CVET is funded by the education ministry and is intended for persons who already have at least one professional or higher education qualification. State-funded continuing VET is available to anyone seeking a second qualification or intending to improve an existing qualification. At the end of August 2020, 230 EQF level 2-4 CVET programmes were developed and approved. Admission to these programmes is provided through a centralised system. The main entrance to them takes place in summer, with an additional opportunity in winter. The duration of training is from half to one and a half years.
In 2020, the Ministry of Economy and Innovation launched a second call for projects Competency voucher under the European Union Investment Facility 2014-20. It aimed to provide employees of Lithuanian companies with the competences necessary to adapt better to the labour market affected by the COVID-19 pandemic. It is planned to allocate up to EUR 500 000 for the activities financed under this call.
In 2020, the Lithuanian Employment Service cooperated with online training platform Coursera.org and provided 50 000 free licences for everyone who was interested. Coursera.org provides more than 4 000 courses (such as languages, philosophy, history, photography, journalism, information technology and other subjects) in non-formal adult education that contribute to the improvement of personal competences. The most popular courses chosen were programming, strengthening Excel skills, mastering learning techniques, and creating e-mails in English.
The Lithuanian Employment Service continued to provide training services for people in employment who:
- intend to cease employment with the current employer;
- are planning to take up self-employment;
- would be transferred to a higher post in the same company (at least 20% salary increase);
- are being warned about dismissal because the job function is becoming redundant for the employer due to the emergency situation and quarantine.
Participants receive a training scholarship and have all their training, travel and accommodation costs covered.
The Lithuanian Employment Service continued the Self-employment initiative for special target groups: young unemployed (under 29 years), unemployed persons older than 45 years, and people with various disabilities limiting opportunities in labour market. This initiative provides guidance and counselling for special target groups aiming to create own working place. A person with a disability establishing a micro enterprise for the first time could apply for the compensation of expenses up to EUR 22 652 for the cost of development of an own place of employment. State support funds can be allocated to acquire, install and adapt working equipment or to repair and adapt own premises for the installation of the workplace. 718 persons received support in 2021.
In 2022, new employment paths were enabled through the update of several tripartite and bilateral learning agreement forms as well as vocational training agreement forms.
The Ministry of Social Security and Labour approved the 2022 list of national priority qualifications, focusing on high value-added jobs. Employed persons wiling to change their profession can apply to the territorial employment service and they can be proposed a retraining programme for a qualification from the list. For those persons who have a potential future employer, a qualification or part of the qualification required in the targeted workplace can be financed.
Additionally, employed persons can be trained for a new qualification or competences in the form of apprenticeship. In this case, their training is carried out by a company together with a VET institution. Practical training takes place in a real workplace (production company, organisation), and theoretical knowledge is acquired in the VET institution together with initial practical skills.
In 2023, the Lithuanian Employment Service continued to provide services in line with the priorities set in the previous years. A total of 5 600 people participated in vocational training as an employment promotion measure, with the majority belonging to the 30-44 age group.
Apprenticeship Training: 198 individuals were trained under the apprenticeship programme, with nursing assistants, personal care workers, sales management, and insurance management being the most popular fields. The programme achieved a high labour market integration rate of 80.6%.
Internship Programme: 165 unemployed individuals took part in internships designed for those who had been out of work for at least six months. Most internships were in wholesale and retail trade, healthcare and social work, and accommodation and food services.
Competence Recognition: 62 individuals had their competences assessed and recognised across 25 qualifications.
Non-Formal Adult Education: 5 100 people participated, with most opting to learn the Lithuanian language.
IIn 2024, the Lithuanian Employment Service continued to provide services according to the priorities set in the previous years. However, statistics about the 2024 Lithuanian Employment Service activities and results have not yet been provided.
Bodies responsible
- Ministry of Economy and Innovation
- Lithuanian Employment Service
Target groups
Learners
- Learners with disabilities
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
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 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).
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 providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Upskilling people in employment: 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/28339