Research on Internationalization and Mobility in VET Materials, numbers and needs The Lithuanian National Report Rasa Zygmantaitė, Lilija Zableckienė Marijampole VET centre rasazyg@zebra.lt lilija@mprc.lt Summary The National report is about the present situation of VET, competence based learning, internationalization and mobility in Lithuania. The authors provide data about the mobility in VET and an example of internationalization in the Marijampole VET centre.
Index : 1.Situation of VET in Lithuania 2. Competence based learning, the national competences (the current state of the implementation of EQF and ECVET) 3. Internationalization and mobility, numbers. National trends and strategies developed on national/regional level 3.1. Participation in mobility projects 3.2. Participation in Innovation Transfer projects 3.3. Participation in Partnership projects 3.4. Participation in Preparatory visits 3.5. Participation in Grundtvig programme 3.6. Participation in NordPlus programme 4. Research on target groups 5. Best practices 5.1. Involving international placement participants in preparation process for future placement participants at Marijampole VET centre (Lithuania) 5.2. Embedding ICT, communication, foreign language and work related skills into vocational teaching at Marijampole VET centre (Lithuania) 6. Conclusions and proposals Abbreviations References 1. Situation of VET in Lithuania Table 1. Diagram of Education in Lithuania Age Education Equivalent to ISCED 19 and more Higher studies ISCED 5 15-21 Vocational education ISCED 2,3,4 16-19 Upper secondary education ISCED 3 11-16 Lower secondary education ISCED 2 7-10 Primary education ISCED 1 6-7 Pre-primary education ISCED 0 3-5 Preschool education ISCED 0 The vocational education and training (VET) system in Lithuania comprises initial and continuing VET and vocational guidance and counselling. Responsibility for the development of the system lies with the Ministry of Education and Science. Education legislation, including VET, is developed following European Union VET policy provisions and principles, as well as national priorities. The key laws regulating VET are as follows: the Law on Education, the Law on Vocational Education and Training, the Law on Science and Study, the Law on Non-formal Adult Education, and the Law on Support for Employment. They regulate the general principles of VET. The concept of initial vocational education and training in Lithuania is presented in the Law on Education (2002): The purpose of vocational training is to assist a person in the acquisition, change or upgrading of qualification and preparation for participation in the changing labour market. Initial (or Primary as it is translated in the Law) vocational training is formal, universally available and intended for the acquisition of a primary qualification. It is provided to learners who have attained basic or secondary education levels. In the case of learners who have attained a basic education level it may be provided in parallel with secondary education. Initial vocational training may also be provided to students who have not attained a basic education level and are at least 14 years of age. Table 2. Detailed description of the main IVET pathways IVET AT LOWER SECONDARY LEVEL 1st stage Designed for pupils over 14 years of age who have not finalised lower secondary
vocational education and training programmes [ISCED 2] 2nd stage vocational education and training programmes [ISCED 3] 3rd stage vocational education and training programmes [ISCED 3] 4th stage vocational education and training programmes [ISCED 4] education. Pupils typical age is between 15 and 18. The programs last for 2-3 years and lead to a qualification certificate (ISCED 2). Those willing are given opportunity to acquire a basic school-leaving certificate. Basic school-leaving certificate provides access to upper secondary education, either general or vocational. IVET AT UPPER SECONDARY LEVEL Designed for pupils who have finished basic school (10 forms and have a basic school-leaving certificate) and only wish to obtain a qualification. Pupils typical age is from 15/16 to 17/18. The programs last for 2 years and lead to a qualified worker s diploma (ISCED 3). For graduates of upper secondary vocational education without a maturity certificate, there are no further progression routes apart from completing the maturity at secondary education schools. Designed for pupils who have finished basic school (10 forms and have a basic school-leaving certificate) and wish to obtain a qualification and general vocational education. Pupils typical age is from 15/16 to 19/20. The duration of studies is 3 years and graduation leads to a qualified worker s diploma (ISCED 3) together with a maturity certificate. For graduates of upper secondary vocational education with a maturity certificate, the progression possibilities to higher education are the same as for graduates of the different directions of general upper secondary education. Admission to the different institutions of higher education is based on the maturity exams grade and (in some cases) on special entry exams. IVET AT POST-SECONDARY (NON-TERTIARY) LEVEL Designed for those having maturity certificate and wishing to obtain a qualification. Typical age of students is between 18 and 21. The duration of studies depending on the complexity of the profession is from 1 to 2 years. Graduation leads to a qualified worker s diploma (ISCED 4). The progression possibilities of graduates to higher education are the same as for graduates of the different directions of general upper secondary education. Admission to the different institutions of higher education is based on the maturity grade point average and (in some cases) on special entry exams. IVET AT TERTIARY LEVEL Designed for those having a maturity certificate and wishing to obtain non-university Non-university higher education. A typical age of students is between 18 and 22. The duration of higher education studies is 3-4 years and graduation leads to a higher education diploma (ISCED 5). programs The programmes are provided in higher education institutions - colleges. For [ISCED 5B] graduates from colleges, there is no generally agreed possibility to progress to university and transfer credits from the college education. Usually, these graduates would have to start from the first year at university. Source: http://www.kpmpc.lt/skelbimai/det-ivet-report-eng-final%20%281%29.pdf Colleges started their activity in 2000. They were established during the reform of the post-secondary studies sector. The main result of the reform was gradual elimination of professional college education and formation of non-university education. Professional colleges were institutions providing a qualification and postsecondary vocational education not recognised as higher education. The admittance of students to programmes of professional colleges is already stopped. In Lithuania, a VET provider may be any school, enterprise or other provider that is entitled to implement VET programmes. The main VET providers are vocational schools, which implement both initial and continuing VET. At the start of the 2009 2010 school-year, there were 78 vocational schools. Initial VET is mainly funded from the State budget, and provided to students over 14 years of age. Continuing training is usually funded by enterprises, the Employment Fund or other funds, or the learner. Vocational guidance covers both vocational information and vocational counselling. In 2004, the Open Information, Counselling and Guidance System (Atvira informavimo, konsultavimo, orientavimo sistema, AIKOS: http://www.aikos.smm.lt), explaining learning opportunities in Lithuania, was started. Users of AIKOS (students, employees, and others) may find learning and personal professional career-related information on occupations, qualifications, study and training programmes, education and training institutions, admission rules, training licences, Europass certificate supplements, training and employment statistics, etc. In seeking to ensure the accessibility of vocational information services across all of Lithuania, a network of Vocational Information Points (VIPs, profesinio informavimo taškai) has been established by the Ministry of
Education and Science. At the moment, there are around 700 VIPs in general education and vocational schools, libraries and labour exchanges. Vocational training programmes are designed for persons of different ages and educational attainment level. They are developed in accordance with the relevant VET standards. Practical training comprises 60% to 70% of the total time allocated to teaching vocational subjects, and is usually carried out in school-based workshops and companies. Parallel with a vocational qualification, students are provided with opportunities to acquire a lower or an upper secondary education. In the case of the latter, they may continue studies in Lithuanian institutions of higher education on university or college study programmes. The most successful graduates, or those with work experience in the field of the acquired qualification, are awarded additional entrance points when applying to higher education. This increases their opportunities for receiving state funding for their studies. In 2003, the decentralisation of VET management started through a change of status of state-run vocational schools to self-governing institutions. This change enables different stakeholders (enterprises, social partners, regional and municipal government, etc) to participate in the management and funding of VET providers. The new status also increases their financial independence. At present the optimization of VET network is being implemented. At the end of the year 2010 VET institutions network was as follows: a total of 81 state public vocational training institutions, among them: 56 -the founder of which only the Ministry of Education, 3 - the founder of which Ministry of Education and the Municipality, 13 public vocational training institutions the shareholder of which is Ministry of Education, 9 are Labour Market Training Centres. 2. Competence based learning, the national competences (the current state of the implementation of EQF and ECVET) Lithuania is currently developing an overarching National Qualifications System (NQS) as an integrative part of the National Qualifications System which is being designed at the moment. The system of qualifications consists of the qualifications framework and the process of the designing, provision, evaluation and the recognition of qualifications. It is planned that NQS implementation will be finalised in 2012. The Lithuanian NQF will have 8 levels. The characteristics of the level descriptors will follow the pattern of the European Qualifications Framework (EQF). Lithuanian legal texts do not refer explicitly to learning outcomes, although such an approach is being used in developing a new qualification system. Qualifications systems in VET are based on skills, competences and learning outcomes. A new national Law on Qualifications will be issued to provide a basis for the framework. The NQF will also be covered by the new Law on vocational education and training. Vocational education curriculum reform is being continued. The aim of it is to ensure that the curriculum is being adapted to changing economic needs timely and flexibly. Among the priority activities - training programs for the modular and credit system. In October 2010 the national project "Formation of qualifications and building of modular vocational training system began its implementation. It is expected to develop a modular training system model and reform part of vocational training programs into modular. The project will create favorable conditions for the implementation of European Parliament and Council Recommendation on the European Qualifications Framework (EQF) and European Credit System for VET (ECVET). 3. Internationalisation and mobility, numbers National trends and strategies developed on national/regional level In 2007 Education Exchange Support Foundation (EESF) - national agency responsible for implementing EU Lifelong Learning Programme in Lithuania- was founded. During 2000-20006 years before the EESF was founded 65 international projects were financed, but at that period mostly universities and higher institutions took part in these activities. From 2007 many projects were initiated and funded by EESF. 3.1. Participation in mobility projects In the framework of Leonardo da Vinci mobility projects, each year around 1000 persons go abroad to upgrade their professional qualification. Students account for around 45 % of this group. In 2008 a priority was given to projects organizing mobility for trainees, i.e. persons in a dual apprenticeship system or other vocational education system based on alternate learning or work-related training in enterprises and to projects organizing mobility of VET specialists.
Table 3: Participation in mobility projects 2006 2007 2008 STUDENTS 444 495 490 VET SPECIALISTS 674 512 551 TOTAL 1118 1007 1041 Source: http://www.smpf.lt/index.php?id=2496 The main tools for geographical mobility are projects in the framework of Life-long learning programmes (e.g. Erasmus, Leonado da Vinci, Grundtvig). Leonardo da Vinci mobility projects are intended for the mobility of VET students, VET specialists and employees. Participants of mobility projects can visit any of the 31 European countries involved in the programme for the purpose of professional development and improvement of professional knowledge and skills; or take part in practical traineeships in enterprises abroad. Based on information from Education Exchanges Support Foundation each year more than 1000 VET students and specialists participate in Leonardo da Vinci mobility projects. In 2007 2008 the amount of funds, allocated for Leonardo da Vinci mobility participants was as follows (all figures in Euro): Professionals in vocational training (VETPRO) 503 551 Trainees in initial vocational training (IVT) 489 490 People on the labour market (PLM) 1640 The table below shows the number of funded mobility projects in Lithuania in past 4 years: Table 4: Participation in VET mobility programmes 2007 IVT -26 projects PLM- 2 projects VETPRO- 37 projects 2008 IVT- 31 projects PLM- 6 projects VETPRO- 37 projects 2009 IVT- 35 projects PLM- 8 projects VETPRO- 32 projects 2010 IVT- 37 projects PLM- 14 projects VETPRO- 31 projects Source: http://www.smpf.lt/index.php?id=2496 3.2. Participation in Innovation Transfer projects Innovation Transfer projects (TOI) are multilateral projects designed to contribute to the improvement of teaching systems; these projects focus on transfer of innovations in the area of vocational training including linguistic, cultural and legal adaptation of various innovative products developed to suit national needs under diversified conditions. In Lithuania Innovation Transfer project applications are being joined by many other types of organization: business entities, vocational schools, training centers, public institutions and other organizations. In 2008, as many as 17 organizations participated in the competition (in 2007 only nine). In addition to an increased number of participants, the geographical distribution has also expanded. Applications for the competition were submitted not only by organizations from Vilnius, but also from other towns. Statistics about financing TOI projects is as follows: Table 5: Innovation Transfer projects 2007 TOI-5 projects 2008 TOI-5 projects 2009 TOI-6 projects 2010 TOI-5 projects Source: http://www.smpf.lt/index.php?id=2496 3.3. Participation in Partnership Projects
A Partnership Project creates a framework for cooperation activities between vocational education and training institutions from countries participating in the Lifelong Learning Programme. By participating in a Partnership Project, the parties seek mutual benefit. The duration of a Partnership Project is two years. The competition for Partnership Projects under the Leonardo da Vinci programme was organized for the first time in 2008. The Education Exchange Support Foundation received as many as 76 Partnership Project applications: 11 applications for projects to be coordinated by Lithuanian organizations and 65 applications for projects where Lithuanian organizations intended to be partners. The 16 top-rated applications were selected for financing: three projects coordinated by Lithuanian organizations and 13 projects where Lithuanian organizations perform the role of partners. Statistics about financing Partnership projects is as follows: Table 6: Partnership Projects 2008 PRT-16 projects 2009 PRT-12 projects 2010 PRT-14 projects Source: http://www.smpf.lt/index.php?id=2496 3.4. Participation in Preparatory Visits The aim of Preparatory Visits is to participate in contact seminars organized by foreign national agencies or to meet potential project partners from abroad who are seeking to establish a new Mobility, Innovation Transfer or Partnership Project under the Leonardo da Vinci programme. In 2008, the Education Exchange Support Foundation received 73 applications for grants for preparatory visits. 37 applications were approved for financing and allocated 36,425 euros; 31 applications were for contact seminars and six for Preparatory Visits. 3.5. Participation in Grundvig programme The purpose of the Grundvig programme is to improve the quality of adult education and access to adult education by supporting collaboration and mobility of institutions working in adult education.the purpose of Grundvig Learning Partnerships is to improve the process of adult education according to EU standards. The programme includes small-scale, two-year projects aimed at collaboration of various organizations involved in adult education (in its broadest sense). 3.6. Participation in NordPlus programme Since 2008 Lithuania participates in NordPlus programme operating in Nordic and Baltic region. Nordplus Junior Programme aims to strengthen and develop cooperation and to create networks of preschools, primary schools, and secondary schools (general or vocational). The programme supports mobility of classes and individual students, mobility of teachers and other pedagogical staff, preparatory visits and work experience visits. Similar programmes are intended for higher education and adult learning. In 2008, 12 NordPlus Junior, 6 NordPlus Adult and 3 NordPlus Higher Education projects provided by Lithuanian institutions were approved for funding. 4. Research on target groups The authors of this report made a research about mobility and internationalization in their own institution- Marijampolės profesinio rengimo centras (MPRC) (eng. Marijampole VET Centre). The target groups of the field research were students, teachers, specialists and administration. Marijampolė VET centre was founded in 2000. Marijampole VET centre is the biggest and only vocational institution in the South of Lithuania, taking in all 5 municipalities of Marijampole region. And it is one of biggest in the country. As the regional institution it is more flexible in reacting to changing needs, able to adapt its curricula more quickly and ensure financial efficiency and a more flexible use of teaching staff. Students from 15 to over 20 can acquire high, secondary as well as professional education, which encompasses 28 most marketable professions. Marijampole VET Centre is the main actor in training and retraining adults in the region, working together with regional Job centre and in close relations with enterprises and work environment of the region.
Marijampole VET Centre has a department in prison, providing VET for people serving their sentence in Marijampole prison. One of the departments of MPRC was certified as technological gymnasium. Marijampole VET centre has been taking active part in international projects for 10 years. It has implemented PHARE and EU Structural Funds projects, many projects of Leonardo da Vinci programme and achieved good results in managing them. During 10 years Marijampolė VET centre took part in more than 30 projects. The most popular among them are Leonardo da Vinci programme projects total 24. Among them: IVT-11; VETPRO - 4; TOI-6; Partnership-1; Preparatory visits-2. Besides Marijampole VET centre implemented projects of other international/lll programmes-commenius-5 projects, DG COM-1, North Board-1; EU Structural Funds -1; EU Commission-1. About 250 students, teachers and specialists took part in implementation and various activities of these projects, e.g. in mobility and internationalization. About 90 students have been participated in mobility in 14 countries. Marijampole VET centre participated in the research within the framework of INtheMC project that was conducted by the Dutch students. The results of this research are available in the project materials. It should be noted, however, that the project team has on its part investigated into this issue, using the framework of the common research. The conclusions are as follows: About 85% of students think that international activities and mobility would be useful for their future career. It gives positive results for personal development, cultural awareness, acquiring extra professional skills and competences. These students would participate in international placements on the following conditions: Adequate financing Placement arranged by the institution Certification of the placement is acknowledged as part of the official work practice (part of the study programme) Most of them foreign language/communication problems name as the biggest obstacle for their unwillingness to go on an international placement. About 55% of teachers would like to participate in international activities in order to gain more diverse qualifications and new skills. This group represents younger generation of teachers/trainers. The older generation of teachers is more skeptical towards international mobility of VETRPO (themselves), because they lack knowledge of foreign language, needed for communication abroad. Some teachers think they should be paid extra, if their authorities should require them participate in international placements together with their students. Many teachers have other personal reasons. The position of senior management towards internationalization of activities, curricula and students placements is positive, if taken plans and theory. Nevertheless, when organizational funding and timetables are concerned, they lack flexibility. Moreover, even senior management possess very limited influence to change professional programmes, which are certified by the Ministry of Science and Education. Changing programmes and re-certifying them is time consuming and we feel that there should be a stronger political push and more influence from other stakeholders, in order to achieve great move in this field. 5. Best practices 5.1. Involving international placement participants in preparation process for future placement participants at Marijampole VET centre (Lithuania) The example is about how knowledge and experience of international placement participants can be used to instruct future-to-be international placement participants. Moreover, it is a good example of dissemination of project results and valorization of the project product. Two students of waiter/bartender training programme of Marijampole VET centre went on a 7 week placement to a restaurant in Turkey in September-October 2010 (Project No. LLP-LdV-IVT-2010-LT-0403). They gained new competencies, improved their professional skills and acquired new skills, which are needed for international placements participants. During the preparation stage of the new students group they acted as instructor, working hand in hand with the teachers and project managers. The knowledge and skills, gained through personal experience were of the greatest value and aid, in the preparation process. Conclusions: it is advisable to send several students of the 2 nd year on international placements. They could be good advocates of the LLL programme and perfect aids in preparation new students for their experience abroad. http://www.mprc.lt/index.php?page=110&news=137&lang=lt
5.2. Embedding ICT, communication, foreign language and work related skills into vocational teaching at Marijampole VET centre (Lithuania) This example demonstrates a capacity building approach for teachers in two vocational areas. Driving instructors (teachers of theory and practical driving) and tailoring teachers at Marijampolė VET centre and other Lithuanian vocational training institutions were encouraged to embed ICT, communication, interpersonal, foreign language and work related skills into their vocational teaching. The project Fashion - language without words (Developing professional competences of tailoring teachers using the experience of Western Europe) was implemented between September 2007 and August 2008. The project Stop the War on the Roads was implemented between September 2008 and August 2009. The mobility projects in the VET sector (VETPRO) aimed to use the experience of Western Europe for developing professional competences of Lithuanian driving instructors/teachers and tailoring teachers. Good practices of foreign colleagues helped Lithuanian teachers to renew their own methods, look at their profession from different angles and inspired them to strengthen the personal responsibility of their students. The Stop the War on the Road project, which was designed for driving instructors and driving theory teachers, also aimed to try to solve the very real problem in Lithuania from the inside, starting with the first level. Responsibility on the roads is the main feature that has to be instilled in future drivers minds. During these projects, experience and pedagogical methods, acquired at schools and other institutions of European countries during the visits, were generalised in each partner school of Lithuania. The partners were encouraged to communicate via e-mail and thus use ICT in their everyday life. In addition, vocational teachers want to be more confident in their own life skills and mobility projects help them to develop these skills. As part of these two projects, vocational teachers visited professional training institutions in France, Italy, Denmark, Spain, Czech Republic and Norway. Target groups were Vocational teachers of fashion/tailoring and Vocational teachers who teach driving. All teachers qualifications and life skills are very different. Actual activity The tailoring teachers had prepared material on how to embed life skills into vocational teaching, using the knowledge of their visits to Italy, Denmark and France. Now other vocational teachers can use it in training students. The driving teachers had also prepared material as above, using the knowledge of their visits to Spain, Czech and Norway which can be used by other driving teachers. In order to participate in a VETPRO mobility project, teachers had to undergo selection. The criteria for participants were as follows: Initial foreign (mostly English) language skills ICT skills Motivation and teamwork skills It appears that at least half of vocational teachers could not communicate in any EU language and they did not even have their own e-mail address, which is a must for a participant in Leonardo da Vinci mobility projects. During the preparation stage, teachers attended English language courses to be able to communicate on a daily basis. They had a course in ICT to be able to use e-mail and internet. Participation in the project was a direct motivation for them to start these two courses, because in their everyday life, if they can do without ICT and foreign languages, they find it too hard to find time. Effects The contents of tailoring and driving courses were refreshed with new methods; they were implemented not only in Marijampolė VET centre but also in other Lithuanian schools in which teachers took part in the project. The projects developed the initiative and creativity of tailoring and driving instructors/teachers. The participants in the project established a network of colleagues for sharing good practices and methods, which helped to strengthen the feeling of citizenship and responsibility of the future drivers/students. Vocational teachers learned how to use internet and created their own e-mail addresses; they filled in their final reports on the internet. The project also encouraged learning foreign languages, enhanced views, developed intercultural and international competences.
Driving and tailoring teachers embed ICT, communication, interpersonal, foreign language and work related skills into vocational teaching. 6. Conclusions and proposals At present such processes in Lithuanian VET system are taking place: the attractiveness of vocational education is being increased, as well as young people's interest in it; the accession conditions for higher education for students who have successfully completed the training programs is being improved; development of guidance and counseling system; development of a legal framework for the modular training system; improvement of the quality of vocational training, optimizing the network of vocational schools, vocational training institutions. In order to strengthen the training base of vocational training institutions, sector of specific practical training centers is being developed; vocational education curriculum reform is being continued. The network of vocational training programs is being optimized in order to use rationally funds for training, resources, teachers' professional expertise and resources to improve their skills, effective use of educational facilities, saving money for their operation, to ensure greater choice and quality of secondary education program. The target of VET development in Lithuania is to make VET an equal part of the lifelong learning system. Future priority actions are related to the development of the qualifications system, the reform of VET curricula (the implementation of modular training), the updating of resources for practical training (the establishment of sectoral practical training centres), the improvement of VET quality and attractiveness, and the decentralisation of the management of state-run VET institutions by the reorganisation of state institutions. The authors of the report wish that authorities of Lithuanian education system paid bigger attention to the mobility and internationalization of VET curricula, the bigger financing of Life Long Learning programme and projects of Leonardo da Vinci projects is provided. They propose that the project INtheMC proved that only practical implementation of mobility show the benefits of curricula internationalization, which would make young Lithuanian workers mobile, valuable and equitable participants of European labour market. We would like the project to help to activate more teachers by sensibilizing them to the topics of internationalisation and mobility. We hope that created project products will help to increase the interest of target group. If after the project more teachers will be able to use a structured internationalisation programme for preparing students to study or learn on the job in a foreign country; if numbers will increase and therefore students will have the opportunity of developing skills and competences necessary to be competitive in the EU job market, the project would have reached its goal. Abbreviations CVET continuing vocational education and training DG COMM - Directorate General of European Commision EESF - Education Exchange Support Foundation (Lithuanian national agency responsible for implementing EU Lifelong Learning Programme) ECVET- European Credit System for Vocational Education and Training EQF - European Qualification Framework EU - European Union ISCED International Standard Classification of Education ICT- information, computer technologies IVET initial vocational education and training IVT -Trainees in initial vocational training NQS - National Qualifications System PLM - People on the labour market TOI - transfer of innovation projects VETPRO - Professionals in vocational training VET-Vocational Educational Training VIPs - Vocational Information Points References http://www.smpf.lt/index.php?id=2496 http://www.cedefop.europa.eu/en/information-services/vet-in-europe-country-reports.aspx http:www.life-keyskills.info http:www.smm.lt
http://www.kpmpc.lt/refernet/lt/reports.html mokovas.wordpress.com/.../pertvarka-profesinio-mokymo-sistemoje/ http://bootis.itpa.lt/mokslo-lietuva/node/788?page=0%2c1 http://www.kpmpc.lt/skelbimai/det-ivet-report-eng-final%20%281%29.pdf