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VYTAUTAS MAGNUS UNIVERSITY
Centre for Vocational Education and Reserach
THE VOCATIONAL EDUCATION AND TRAINING SYSTEM IN LITHUANIA
Vidmantas Tūtlys
12 November, Kaunas 2007
VDU PRSC, T. Sabaliauskas, 2002
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
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
PRIMARY SCHOOL
1
2
3
4
BASIC SCHOOL
5
6
7
8
9
10
8
9
10
11
12
1314
12
13
14
15
16
17
18
VOCATIONAL SCHOOLSGENERAL SECONDARY EDUCATION SCHOOL
GYMNASIUM SECONDARY SCHOOL
1 STAGE
2 STAGE 3
4 STAGE
PROFESSIONAL COLLEGES
COLLEGES
UNIVERSITIES
PRE-SCHOOL EDUCATION
LEGENDTOWARDS LABOUR MARKET MATURITY CERTIFICATE MAJOR ROUTE OPTIONAL/POSSIBLE ROUTE
TECHNOLOGICAL GYMNASIUM
HIGHER EDUCATION INSTITUTIONS
VDU PRSC, T. Sabaliauskas, 2002
Vocational schoolsTeaching 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 studies lead to Level 4 qualification (ISCED 4)
VDU PRSC, T. Sabaliauskas, 2002
92%
8% 0%
Budget of state
Resources earned by school
Charity, national ir international donors
VET financing
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 sub-systems:
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.
QUALIFICATIONS QUALIFICATIONS FRAMEWORKFRAMEWORK
8 levels8 levels
ASSESSMENT / RECOGNITION
OF QUALIFICATIONS
MANAGEMENT OF NQSDESIGNING OF
QUALIFICATIONS
ACQUISITION OF QUALIFICATIONS
ESTABLISHMENT AND MAINTENANCE OF THE LEGAL BASIS
QUALIFICATIONS SERVICE
BOARD OF QUALIFICATIONS
RESEARCH OF ACTIVITIES
STANDARD SETTING INSTITUTIONS
NATIONAL OCCUPATIONAL
STANDARDS AND QUALIFICATIONS
ASSESSMENT REGULATIONS
ASSESSMENT METHODS
ASSESSMENT AND RECOGNITION INSTITUTIONS
CURRICULA OF FORMAL EDUCATION AND TRAINING (VET, HIGHER EDUCATION)
INFORMAL AND EXPERIENTAL LEARNING
QUALIFICATIONS PROVISION INSTITUTIONS
National qualifications system
VDU PRSC, T. Sabaliauskas, 2002
Role of the NQF in the processes of the System - Designing of 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.
Designing of competences
and qualifications
SYSTEM OF ACTIVITIES
Attribution of the newly designed competences and qualifications to the levels of qualifications in the NQF
National Qualifications Framework
VDU PRSC, T. Sabaliauskas, 2002
Role of the NQF in the processes of the System - Provision of qualifications
AIMS OF EDUCATION AND TRAINING
Provided knowledge
Provided functional
skills
Provided key skills
Acquired (achieved) learning outcomes – knowledge, skills and key skills.
SYSTEMS OF VET AND HE
Provision of the learning outcomes
leading to the competences
and qualifications
Ensures continuinty in the transition of learners from the IVET to HE and from the IVET to CVT.
National Qualifications Framework
VDU PRSC, T. Sabaliauskas, 2002
Role of the NQF in the processes of the System – Evaluation and Recognition of
qualifications
Evaluation and the learning outcomes
Recogntion of acquired competencies and
qualifications
SYSTEM OF ACTIVITIES
Evaluation and recognition of competencies
and qualifications
Information for the evaluation of the learning outcomes, provision of the criteria for evaluation
National Qualifications Framework
VDU PRSC, T. Sabaliauskas, 2002
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.