Transcript Document

VYTAUTAS MAGNUS UNIVERSITY
Centre for Vocational Education and Reserach
THE VOCATIONAL EDUCATION AND
TRAINING SYSTEM IN LITHUANIA
Vidmantas Tūtlys
12 November, Kaunas 2007
Reform of VET System
 The 1st stage (1988-1992)
A new vision of VET was created, VET policy and
strategy were formulated and international
cooperation was developed. Organizational
restructuring of the vocational schools.
 The 2nd stage (1993-1996)
It is a stage of decentralization. The renewal of
teaching and learning curriculum, development of
social partnership, etc.
 The 3rd stage of the reform started in 1997
Main goal - to achieve a level of VET in Lithuania that
would correspond to international standards; to
assess the quality of study programmes; to work out
teaching/study standards.
VDU PRSC, T. Sabaliauskas, 2002
Documents regulating Education
in Lithuania
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1991 – Law of Education
1992- The General Concept of Education in Lithuania
1997- Law of VET
1998 – White paper of Vocational Education and
Training
2000 – Law of Higher Education
2007 – Ammendment of the Law of VET introducing the
national Qualifications System of Lithuania
Other: Classification of levels of Vocational Education,
the Structure of the National Vocational Standard, Law
of Special Education, Law of Non-formal adult Education
On-comming legal regultions: in 2008 Law of
Qualifications for the legal approval of the National
Qualifications System and NQF
VDU PRSC, T. Sabaliauskas, 2002
VET Administration structure
 Ministry of Education and Science (SMM) is responsible for
the development of a general policy and strategy of VET
(http://www.smm.lt)
 Ministry Social Care and Work (SADM) is responsible for
labour market vocational training (http://www.ldrmt.lt)
 The Methodological Centre for VET guarantees didactical
provision of VET and develops vocational education and training
standards (http://www.pmmc.lt)
 Lithuanian Labour Market Training Authority (LDRMT)
implements the policy of labour market vocational training and
counseling, expertise and coordination functions through regional
authorities and training centres (http://www.ldrmt.lt)
 Centre for Vocational Education and Research at Vytautas
Magnus University (VDU PRSC) is an institution that performs
VET research (http://www.vdu.lt/prsc)
VDU PRSC, T. Sabaliauskas, 2002
Vocational Education and
Training
 Vocational schools
 Colleges
 Professional colleges
VDU PRSC, T. Sabaliauskas, 2002
HIGHER EDUCATION INSTITUTIONS
UNIVERSITIES
PROFESSIONAL
COLLEGES
COLLEGES
VOCATIONAL SCHOOLS
GENERAL SECONDARY EDUCATION SCHOOL
4 STAGE
2 STAGE
18
17
16
15
14
13
12
3
TECHNOLOGICAL
GYMNASIUM
GYMNASIUM
SECONDARY SCHOOL
1 STAGE
14
13
12
11
10
9
8
10
9
8
7
6
5
BASIC SCHOOL
4
3
2
1
PRIMARY SCHOOL
PRE-SCHOOL EDUCATION
LEGEND
TOWARDS LABOUR MARKET
MATURITY CERTIFICATE
MAJOR ROUTE
OPTIONAL/POSSIBLE ROUTE
Vocational schools
Teaching programmes
 I stage vocational training
For children under 14 years of age. Duration - 2-3 years.
Opportunities are created for those who desire to acquire basic
education and obtain a vocational qualification. First stage
curricula lead to a Level 2 vocational qualification (ISCED 2)
 II stage vocational training
For basic school leavers who wish to obtain vocational
qualification. Duration - 2 years. This curricula lead to a
Level 3 qualification (ISCED 3)
 III stage vocational training
For young people from the age of 16 who have already
acquired a basic education. It provides an opportunity to obtain
both professional qualification and a secondary school
education. Duration - 3 years . Vocational qualification
correspond to a Level 3 qualification (ISCED 3)
 IV stage vocational training
For secondary school or gymnasium leavers who wish to obtain
a vocational qualification. Duration - 1 - 2 years. The
VDU PRSC,
T. Sabaliauskas,
studies
lead to 2002
Level 4 qualification (ISCED 4)
VET financing
8%
0%
92%
Budget of state
Resources earned by school
Charity, national ir international donors
VDU PRSC, T. Sabaliauskas, 2002
Creation of the National Qualifications
System of Lithuania
 On 7 March 2005, the Lithuanian Labour Market
Training Authority commenced the implementation of
a national level project “Creation of the National
Qualifications System” as financed by the European
Social Fund of the European Union.
 The principal aim of this project is to create a uniform
and transparent qualifications system which would
cover all levels of qualifications, secure transition
between the levels, ensure the variety of ways of
acquiring a qualification, and provides a possibility to
flexibly respond to the requirements of the changing
environment.
VDU PRSC, T. Sabaliauskas, 2002
What is the contents of the national
qualifcations system ?
The NQS is composed of the following subsystems:
1. National framework of qualifications
2. Processes:
- designing of qualifications;
- supply / acquisition of qualifications;
- evaluation and recognition of qualifications;
- management and quality assurance of the NQS.
VDU PRSC, T. Sabaliauskas, 2002
What are the basic principles of
the NQS ?
- Relations between the system of activities and system
of education.
- Consideration of the education system of Lithuania :
its structure, development, experience, traditions,
development trends.
- Methodological validity. There is established the
unified theoretical understanding of the qualifications
and qualifications framework. The concepts of
qualifications and framework of qualifications match
the European Qualifications Framework.
- Social partnership.
- Transparency and comprehensibility of qualifications.
- Compatibility of the processes and measures
composing the NQS.
VDU PRSC, T. Sabaliauskas, 2002
National qualifications system
BOARD OF QUALIFICATIONS
QUALIFICATIONS SERVICE
ASSESSMENT /
RECOGNITION OF
QUALIFICATIONS
ESTABLISHMENT AND MAINTENANCE
OF THE LEGAL BASIS
MANAGEMENT OF NQS
RESEARCH OF
ACTIVITIES
ASSESSMENT
REGULATIONS
ASSESSMENT
METHODS
ASSESSMENT AND
RECOGNITION
INSTITUTIONS
DESIGNING OF
QUALIFICATIONS
QUALIFICATIONS
FRAMEWORK
8 levels
ACQUISITION OF
QUALIFICATIONS
CURRICULA OF FORMAL EDUCATION AND
TRAINING (VET, HIGHER EDUCATION)
INFORMAL AND EXPERIENTAL LEARNING
QUALIFICATIONS PROVISION INSTITUTIONS
STANDARD SETTING
INSTITUTIONS
NATIONAL
OCCUPATIONAL
STANDARDS AND
QUALIFICATIONS
Role of the NQF in the processes of the
System - Designing of qualifications
SYSTEM OF
ACTIVITIES
Designing of
competences
and
qualifications
TASKS OF ACTIVITIES
Definition of the qualification
units – groups of competences
needed for the execution of the
tasks of activities.
Competences (functional,
cognitive, general) constituting
the qualification unit and defined
by the research of activities.
VDU PRSC, T. Sabaliauskas, 2002
National
Qualifications
Framework
Attribution of the
newly designed
competences and
qualifications to
the levels of
qualifications in
the NQF
Role of the NQF in the processes of the
System - Provision of qualifications
SYSTEMS
OF VET
AND HE
Provision of
the learning
outcomes
leading to the
competences
and
qualifications
AIMS OF EDUCATION AND
TRAINING
Provided
knowledge
Provided
functional
skills
Provided
key skills
Acquired (achieved) learning
outcomes – knowledge, skills and key
skills.
VDU PRSC, T. Sabaliauskas, 2002
National
Qualifications
Framework
Ensures
continuinty in the
transition of
learners from the
IVET to HE and
from the IVET to
CVT.
Role of the NQF in the processes of the
System – Evaluation and Recognition of
qualifications
SYSTEM OF
ACTIVITIES
Evaluation and the
learning outcomes
Evaluation
and
recognition of
competencies
and
qualifications
Recogntion of acquired
competencies and
qualifications
VDU PRSC, T. Sabaliauskas, 2002
National
Qualifications
Framework
Information for
the evaluation
of the learning
outcomes,
provision of the
criteria for
evaluation
Challenges of the implementation of
the integrated NQS and NQF –
System of Education
 Integration of the higher education qualifications
(especially provided by the universities) in the
common framework.
 Institutional improvement of the transition
pathways from the IVET to higher education and
from the IVET to CVET.
VDU PRSC, T. Sabaliauskas, 2002