- 2022Implementation
Background
Shifting Lithuanian vocational training programmes towards modularisation created opportunities for learners to acquire a vocational qualification not only by studying a full training programme but also by taking individual modules and choosing the most suitable way and pace of learning. Experimental training programmes bring close together general education and vocational education and training.
Objectives
This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.
The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to the professional education programme and, at the same time, according to the general education programmes - the second part of the basic education programme and the secondary education programme - in order to acquire basic education, secondary education and national qualification framework (NQF) level 4 qualification.
The experimental vocational training programme is understood as the initial vocational training programme for obtaining the NQF level 4 qualification, implemented together with the second part of the basic education programme and the secondary education programme.
Description
According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been constantly decreasing, and in the 2018/19 academic year it was 9.5 times lower than the number of students studying in vocational education institutions in line with the second part of the basic education programme. In 2018, 90.5% of students who received basic education̨ in vocational training institutions continued their studies in initial vocational education programmes, together with the general secondary education programme in order to obtain secondary education together with qualifications (STRATA, 2020).
In 2020, a decision was made to conduct an experiment of convergence of general education and vocational education programmes in 10 vocational training institutions. Study hours have been recalculated for the students participating, and vocational training has started to be taught in parallel with general education from Grades 9 or 10, instead of the usual Grade 11.
In 2020, ninth grade students, who started studying in 10 vocational...
According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been constantly decreasing, and in the 2018/19 academic year it was 9.5 times lower than the number of students studying in vocational education institutions in line with the second part of the basic education programme. In 2018, 90.5% of students who received basic education̨ in vocational training institutions continued their studies in initial vocational education programmes, together with the general secondary education programme in order to obtain secondary education together with qualifications (STRATA, 2020).
In 2020, a decision was made to conduct an experiment of convergence of general education and vocational education programmes in 10 vocational training institutions. Study hours have been recalculated for the students participating, and vocational training has started to be taught in parallel with general education from Grades 9 or 10, instead of the usual Grade 11.
In 2020, ninth grade students, who started studying in 10 vocational training institutions participating in the experiment, have the opportunity to obtain not only a matriculation certificate, but also a professional qualification in the same year and enter the labour market in four years. Feedback from participating schools and students shows that interest in such an idea is growing and increasing numbers of schools would like to participate in the experiment.
After evaluating the expressed interest of schools and students, it is planned to develop the experiment in the framework of the national development programme New generation Lithuania, in order to ensure high-quality integration of general programmes of basic and secondary education and vocational training.
In 2022, a description of the measure, a description of the financing conditions of the measure, and an invitation to VET institutions to participate in the experiment of convergence of general education and vocational education programmes were prepared. 4 000 students who had completed the first part of the basic education programme had the opportunity to study according to the professional education programme, and at the same time to study according to the general education programmes - the second part of the basic education programme and the secondary vocational education programme - with the aim of obtaining basic education, secondary education and level 4 qualifications. Experimental vocational training programmes will enable more flexible and faster acquisition of professional qualifications while still studying under general education programmes.
Bodies responsible
- Ministry of Education, Science and Sport
- Qualifications and VET Development Centre (KPMPC)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners with migrant background, including refugees
- Learners at risk of early leaving or/and early leavers
- Learners with disabilities
- Adult learners
- Low-skilled/qualified persons
- 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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to the development and implementation of qualifications that are smaller than full qualifications (alternative credentials) or are acquired in a shorter learning experience. It includes microcredentials, partial qualifications, units of learning outcomes (ECVET principle), digital badges, etc. These are owned by learners and can be combined or not to get a full qualification.
European priorities in VET
VET Recommendation
- Flexibility and progression opportunities at the core of VET
- VET as an attractive choice based on modern and digitalised provision of training and skills