EUCEN EQF PRO LITHUANIA LITHUANIAN NATIONAL … · Current situation of Lithuania’s system of qualifications The statehood of Lithuania was restored in 1990, but the movement for

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EUCEN EQF PRO LITHUANIA

LITHUANIAN NATIONAL QUALIFICATIONS FRAMEWORK: 5th and 6th LEVEL OF QUALIFICATIONS

Current situation of Lithuania’s system of qualifications

The statehood of Lithuania was restored in 1990, but the movement for the independence of education from the Soviet Union commenced earlier in 1988 by proclaiming the Concept of Secondary General Education School of the Lithuanian SSR, also known as the Concept of National School, which provided for the restructuring of education in Lithuania based on the principles of democracy and national culture.

In the Soviet system educational and vocational training qualification was nothing more but a tool for the distribution of persons to the labor force categories, needed for the planned economy, used solely by the institutions, performing the labor force planning and distribution activities. Personal initiative when planning professional career was rather limited therefore the vocational qualification was not a guide for professional development. In addition, vocational qualification was construed as a set of certain specialized competences and skills, acquired once and determining a person’s professional activities throughout his lifetime. The educational and professional activity processes in the planned economy and planned vocational training system were strictly separated. Such a position completely corresponded to the mechanism of functioning of planned economy and the related educational and vocational training system, which would not be able to stay alive in the labor force professional mobility environment.

Right after the restoration of independence the institutional reform of Lithuania’s vocational training was launched. The secondary vocational technical schools, inherited from the Soviet times were renamed into vocational schools and four level training programmes were offered. The coercive appointment to vocational schools was refused and the principle of voluntary choice of vocational schools was implemented. In 1991 technical schools were transformed into further education schools. In 1992 Lithuania’s Labor Market Educational Service was established with the purpose of coordination of vocational training for the labor market. When reforming the network former education combinates and their branches and subsidiaries, which existed in Lithuania till 1990, were transformed to the first vocational training centers for adults.

The following three stages of vocational training reform in Lithuania are distinguished in Lithuania’s Vocational Training and Training White Book:

• The time period of 1990-1993, the most important feature of which was the elimination of all the centralized institutions, serving the vocational training system and delegation of development of training programmes, provision with training materials and graduation examination organization functions to schools;

• The time period of 1994-1995, which was dedicated to the evaluation of the situation and legal recognition of training and studies programmes. “The educational institutions and studies and training programme registers were developed, their structure was focused on the Recommendations of the European Union” (the White Book, 1999) ;

• The time period, following 1996 is characterized as the time period of raising the vocational training quality level up to the international standards. During the phase the priorities were given to development of vocational training standards, evaluation of studies and training programmes’ quality and implementation of advanced training technologies. The following Lithuania’s vocational training reform quality ensuring factors are distinguished in the White Book: the grounding of the reform by the PHARE programme, involvement of Lithuania into the European Union programmes - Leonardo da Vinci, Socrates, etc., establishment of vocational training studies and methodology development institution – in 1996 the vocational training methodology

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centre was established and in 1997, at the initiative of the Ministry of Science and Education the Centre for Vocational Education and Research was founded at the Vytautas Magnus University.

The analysis of the situation of Lithuania’s system of qualifications, i. e. planning, provision,

assessment and recognition of qualifications as well as the analysis of management institutions and processes is still a significant prerequisite for the development of a national system of qualifications. The national system of qualifications is the totality of qualifications, corresponding to the country’s activities system needs, based on the national qualifications structure, developed and supported by planning, provision, assessment and recognition of qualifications, as well as management and quality assurance processes. The uniqueness of the national system of qualifications is determined by the country’s activity system needs and the structure of qualifications, i. e. the totality of the levels of qualification in the country, defined by the qualification criteria and reflecting the competences, necessary for activities. The largest influence on the particularity of the national structure of qualifications is brought by the specificity of the country’s labor market and educational system; it depends on the interaction of the activity system with the national educational and vocational training system and non-formal education. Planning of qualifications means identification of qualifications, needed for the activity system and foreseeing provision, assessment, recognition and management of those qualification functions as well as performers of those functions, by studying activities, labor market and vocational training and preparing qualification, vocational training standards and study regulations. Provision of qualifications means the training and studies processes, performed at official educational institutions as well as the non-formal self-contained learning processes, as a result of which students gain qualifications. Assessment and recognition of qualifications means assessment of the competences, acquired in the education system and labour market, granting official recognition of the acquired qualification by certificates, diplomas and other documents. The management of the system of qualifications means the arrangement and supervision of the system of qualifications processes, performed by recognized state institutions and interest groups (collegiate supervision institutions) by accreditation of the institutions qualification granting, training and studies programmes and other means. All of the above predicates that the development of an essentially new national system of qualifications must be based on the analysis of not only the present situation of institutions and the processes but also their development. Lithuanian education system consists of the following levels:

1) Pre-school education (pre-school and pre-primary preparatory curricula); 2) Primary education (primary education curricula); 3) Basic education (basic and alternative education curricula); 4) Secondary education (secondary education curricula); 5) Post-secondary education (not resulting in the attainment of college or higher education level); 6) Post-secondary studies (post-secondary education curricula); 7) Higher education (university studies and non-university studies); 8) Doctoral studies and post-graduate art studies.

The comparison of the level V and level six in European and National qualification systems.

EQF levels Offering NQF levels Present Lithuanian vocational training levels

V LEVEL Extensive theoretical knowledge and practical skills are needed for obtaining the level. It is required to be able to apply the knowledge and skills for either abstract or concrete problem solving. Learning skills is a background for independent learning, and qualification is based on work or studies, including human resources and project management.

Activities consist of complex actions and operations, which are held in one or a few activity fields. Qualification consists of comparable multipurpose competences that overpass one work-place and allow understanding and effectively organizing and managing activities, performed in a few different work-places. Qualification at this level can be

IV level. 1 sub-level: competence to perform a complex job in those activity fields where responsibility, independence, profound knowledge and specific skills is required. The ability to organize and administrate group work is obtained. Minimal qualification background: secondary education.

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obtained at secondary vocational training and adult vocational training institutions. It can be also obtained in short 2 years study cycle in colleges.

VI LEVEL Particular theoretical knowledge and practical skills and abilities, related with study or work area, is needed to obtain the level and part of the knowledge should be up to date. Such qualifications require applying the knowledge for generating and maintaining arguments, solving problems and in decision-making.

Qualification consists of special professional practice knowledge, activity process management and working in team ability, creativeness and ability to manage methods and tools in constantly changing special vocational environment. Qualification is obtain in higher education institutions (main studies – first level consistent university and non-university studies) or through non-formal learning and appropriate qualifications are recognized in a working place. VI qualification is accepted when a person is granted with a Bachelor diploma. Sectoral and vocational institutions may offer to recognize self-learning in a working place.

IV level. 2 sub-level: competence to independently perform a complex responsible activity in a specific work area. Ability to independently perform planning, organizational, administrative and maintenance functions is obtain. Minimal general background: higher non-university education. V level. Competence to independently perform creative, responsible activity in a specific work area. Comprehensive knowledge based abilities allow to plan and evaluate tasks, to perform managemet functions. Minimal general background: higher university education.

Characteristics for obtaining the qualification

V level. This qualification may be acquired at the initial vocational training or adult vocational education or training institution, or through non-formal and informal learning. By the routes of acquisition of qualifications, there are 2 sub-levels of the level V qualifications: 5a and 5b. Sub-level 5a qualifications may be acquired upon completing at least a half of the Bachelor’s studies at a university without achieving the Bachelor’s degree. Sub-level 5b qualifications may be acquired upon completing a short 2-year studies programme at a college. Both sub-level qualifications also may be achieved through non-formal and informal learning. The specifying point of acquisition this qualification is that cognitive and general competences are obtained and that allows solving tasks that are more complex than manual tasks at level I to level IV. Combinations of functional competences acquired at vocational training institutions or through practice and cognitive competences of higher level acquired mostly at higher education institutions enable to deal with complex problems of activities and perform activities related to other speres of learning. Learning at this level demands from the learner a well developed independence, coaching, and control functions that are realized only through learning outcomes assessment. At this level teacher’s as a consultant’s or mentor’s activities are very important. The achievement of qualifications at level V provides access to higher education programmes at universities or colleges.

VI level. Learning situations at IV level usually are not stable and require solving of complex

problems during the learning process. Learning is often highly specialized. Learning for level VI qualifications usually takes place in higher education institutions (universities and colleges). There is wide range of programmes offered at the universities. The programmes cover particular fields of science and are aimed at acquisition of fundamental knowledge and development of skills. Studies are based on scientific research and presentation of findings to students. Qualifications acquired at colleges are based on studies of narrower orientation then at universities. Function and general competences are dominated at the colleges. Studies are based on applied scientific research. Qualifications are recognized by colleges itself. Combined theoretical and practical learning is applied to studies at this level. Students are encouraged to work independently and to perform research-related tasks. Qualifications at VI level are

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associated with the first cycle qualifications in higher education in the framework developed under the Bologna process. VI level qualification allow carrying professional job and often it is a background qualification seeking a career in professional or managing positions. This qualification also provides access for further learning opportunities in the same field of studies or moving to related field of studies.

According to the Law on Higher Education of Republic of Lithuania the following types of consecutive studies are distinguished:

1) basic studies (level one); 2) post-graduate, special professional studies (level two); 3) integrated studies (coordinated levels one and two); 4) resident, art aspirant, graduate school studies (level three).

Bachelor, Master or Doctorate degree is obtained by taking above mentioned studies. The scope of general university studies is no smaller than 140 credits and no greater than 180 credits (when professional qualification is provided) and 200 credits (when the degree of master of sciences is acquired), but no greater than 240 credits, with the exception of medical studies, where the scope is no greater than 280 credits. The first part of studies (160 credits) is attained to the first level of the general studies and the remaining part (20-80 credits, 80-120 credits in case of medical studies) is attained to the second level of sequential studies.

The duration of graduate school studies is no longer than four years. The duration of art aspirant studies is no longer than two years. The persons, graduating the general university studies are granted professional qualification and/or the Bachelor’s degree, the ones who graduate the nonuniversity general studies are granted professional qualification. The master of sciences studies programme is dedicated for preparation for self-contained scientific or art-related work or an occupation, requiring good scientifi c knowledge and skills. Master of sciences studies are provided at universities, at which scientific research, corresponding to the study programme of studies is performed. Special professional studies are intended for better preparation for occupation, requiring special practical skills. Residential studies are intended for the persons, who acquire qualifications of the study programmes set by the state for preparation to self-contained practical activities. Art postgraduate studies are taken according to the provisions of art postgraduate studies.

Institutional structure for qualifications

The following institutions, participating in the qualifications planning process can be distinguished:

1) State institutions – ministries of education, economy, social matters and labour perform the role of coordinators, formulate the objectives and tasks for planning of qualifications.

2) The economy branch expert groups and the central economy experts group, which were established on the basis of tripartite cooperation. In the qualification planning process the said groups perform the roles of consultants, providers of information and assessors of qualifications. Via the economy branch expert groups the organizers of qualification planning receive the necessary information on the activity world’s demands for competences and qualifications.

3) The research institutions. The Methodological Centre for Vocational Education and Training and the Centre for Assessment of Quality of Studies develop the vocational training standards and the higher education regulations, influencing the qualification planning process. The vocational training standards define vocational qualification, training objectives, general skills, describe the vocational education levels and the fi nal assessment. The standards are developed by the Methodological Centre for Vocational Education in cooperation with the economy branch expert groups. At present 86 standards have been prepared and approved. It should be noted that the vocational training institutions and labour market training institutions, preparing persons for the professional activities, for which no vocational training standards have been prepared and approved, must prepare certain temporary standards, according to which training programmes or modules can be prepared on their own. The Order of the Minister of Science and Education of the Republic of Lithuania of 11 December 2003 on the composition of the study programme studies regulations approved the following composite parts of the study programme studies regulations: study programme name and code; qualification level and/or vocational qualification, provided upon graduating university or non-university studies programme of the study programme and the

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name of the issued diploma; the minimum allowed scope of the studies programme of the study programme or the scope limit in credits and the possible forms of studies; the main enrolment conditions (general education requirements and additional enrolment conditions; special requirements where they have been set; the taught subjects to be chosen in the comprehensive school); the main objectives of the studies, defining the purpose of knowledge and skills, acquired by the students.

According to the Republic of Lithuania Law on Higher Education the Ministry of Science and

Education, referring to the proposals of Science Council of Lithuania, Lithuania’s University Rectors’ Conference and Lithuania’s College Principals Conference prepares the list of qualifications, granted to those who graduate continuing studies according to the approved study programmes. The list is approved by the Government. The form and the procedure for printing, accounting, registration and issuance of the documents, proving granting of higher educational qualification and scientific degree is also set by the Government. The higher educational institutions evaluate and recognize the qualifications and education, acquired by their graduates themselves. An advisory role in assessment and recognition of the qualifications, acquired at higher educational institutions of Lithuania is played by the Centre for Quality Assessment in Higher Education, a state budget institution, supervising the quality of studies and assessing and validating the higher educational qualifications, acquired abroad. The Centre for Quality Assessment in Higher Education cooperates with other state institutions, Science Council of Lithuania, the Lithuanian Academy of Sciences and other science and education experts’ institutions, Lithuania’s students’ organizations, professional and employers’ organizations, foreign institutions, ensuring the quality of science and education and assessing and validating qualifications. The Centre for Quality Assessment in Higher Education assesses the qualifications, acquired abroad and examines whether they comply with the secondary or higher education qualifications, provided in the Republic of Lithuania. The Centre also arranges qualification examinations for the persons, attempting to academically recognize their qualifications, acquired abroad in the Republic of Lithuania.

List of Professions, Regulated by the State Competent institution Profession

The Ministry of Environment

Architect Territory planning specialist

The Ministry of Culture

Immovable culture values protection specialist Renovator

The Ministry of Social Security and Labor

Social worker

The Ministry of Transport and Communications

The trainer, training drivers to convey hazardous cargos Drivers’ trainer Driving instructor

The Ministry of Health Medical doctor Odontologist Obstetrician Kinesy-therapist Ergo-therapist Masseur Diet specialist Dental mechanic Ocular hygienist Assistant odontologist Nurse Pharmacist Pharma-technician Bio-medicine technologist Medical cosmetologist

The Ministry of Science and Education Special educator Social educator Teacher

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Lecturer Vocational trainer School psychologist Mentor

The Ministry of Justice Attorney-at-law Assistant attorney-at-law Patent attorney

The Ministry of Interior Police officer Firefighter rescuer State border guard officer

The Securities Commission of the Republic of Lithuania

Stock broker

State Nutrition and Veterinary Service Veterinarian State Tourism Department under the Ministry of Economy

Guide

Assessment of Qualifications within the Higher Education System

The assessment is performed in the following ways: 1. The qualification, acquired at universities during the general studies is evaluated during the

subjects’ examinations and the final bachelor thesis. Bachelors are issued the higher education diploma of the form, set by the state with the annex, containing separate subject evaluation scores. The qualification, acquired at colleges is evaluated by way of examinations and defence of the final thesis. College graduates are issued the non-university education diploma of the form, set by the state with the annex, containing separate subject evaluation scores.

2. The qualification, acquired during master of sciences studies is evaluated during the subjects’ examinations and the master of sciences thesis.

Distribution of the students in terms of qualifications and institutions

There were more than 200.000 young people seeking for higher education in 2007. 42% of 20-24 years old young people were studying at the state universities (1 and 2 diagrams).

1 diagram. 20–24 yers old students, studying at the higher education institutions percent, comparing with all 20-24 years old residents

29,0 31,134,3 36,2 38,8 39,0 40,1 41,6

2000 2001 2002 2003 2004 2005 2006 2007

2 diagram. Students in higher education institutions in European states as a % of the population aged 20-24 in 2002-2003

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50 institutions of higher education qualify students – 22 universities and 28 colleges (amongst them 7 universities and 12 colleges – independent). The number of institutions didn’t change during 2007, but there were 5.000 students more than previous year. The number of students has increased by 1.000 in universities and by 4.000 in colleges, and reached the number of accordingly 144.300 and 60.100 (1 table).

1 table. Students at the higher education institutions

Students admitted

Total number of students

Granted with diploma

2006 2007 2006–2007

2007–2008

2006 2007

Colleges 21138 23749 56297 60096 12475 11940 Universities 44311 46918 143204 144336 30120 31153 Primary (Bachelor) studies

31188 32308 113745 112624 20609 21402

Master and special vocational studies

11944 13352 25593 27795 8757 8883

At the beginning of 2007-2008 there were 113.000 students at the Bachelor level studies, and

28.000 at higher – Masters – level. As in previous years, 6 from 10 students were at Masters after finishing the Bachelor studies (3 and 4 diagrams).

3 diagram. University students by cycles of studies in 2004-2005, %

4 diagram. University students by type of studies at the start of the 2004-2005 academic year, %

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More and more students choose night or part-time studies (42% of university’s students and 56% of college’s students). 21.600 (15%) university students and 2.600 (4%) college’s students are distant learning students. Almost ¾ college’s and university’s students are younger then 25 years old. There are 17% older that 30 years old. The average age in Bachelor studies is 24 and in master studies – 26 (5 diagram).

5 diagram. Evening and part-time students at higher education institutions Percent

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40 41 424453 52 56

2000 2005 2006 2007

Universities Colleges

The most popular study area is business and administration. There were 46% of college students and 20% of university students studying in those area programmes. Every fifth (23,4%) student was studying natural, technical and applied sciences. To become engineers seeks 9,7% of colleges’ and 10,6% of universities’ students, law – accordingly 6,1% and 10,3 %. Less popular was pedagogy: 6,4% colleges and 12,9% universities’ students. The number of students in this area decreased by 12% and 7%. 43.100 students graduated in higher education institutions in 2007, which is 5.000 or 1% more than in 2006.

The number of students is very disproportionate between vocational education institutions, colleges and universities: according to LT statistics department, there were 143.000 students at universities, 56.300 at colleges and 45.400 at vocational education institutions in 2006 and in 2007-2008 there were already 144.300 at universities, 60.100 at colleges. In the progressive western countries allocation of the post-secondary sector students is completely opposite: there are more students at the vocational education institutions and least at the universities. Therefore Lithuanian education system is like an upside-down pyramid that we need to reform.

In 2004-2005, engineering and business and administration accounted for 48.7% of all vocational school pupils. Less than 0.5% of vocational school pupils studied computing and health.

2 table. Distribution of the Bachelors level students at the Lithuanian and other countries higher education institutions according to study area (%)

Structure of average number of the students

Study area Number of students and its Eastern and Central Northern European

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structure at the Lithuanian higher education institutions

European countries higher education

institutions

countries higher education institutions

1995/96 1996/97 1999/2000 1996/97 1995/96 Total number Among them:

45753 100,0

49341 100,0

64252 100,0

1150146 100,0

680067 100,0

Educology 23,0 21,8 22,3 15,0 16,4 Humanity and religion sciences 6,9 6,8 6,3 9,5 13,4 Fine and applied arts 4,8 4,2 3,8 1,8 1,8 Law 6,7 6,1 6,7 6,2 4,4 Social and psychology sciences 3,7 3,3 3,6 7,3 9,1 Business administration 11,3 12,0 15,2 16,4 11,0 Mass media and documents’ administration

1,3 1,2 1,4 0,8 1,1

Home economy - - 0,2 0,6 0,05 Services - 0,7 - 0,1 - Natural sciences 2,3 2,2 2,6 2,9 4,8 Mathematics and computers 2,4 2,6 4,0 2,0 4,8 Medicine 6,7 6,0 0,8 6,0 12,1 Technique 21,6 24,6 23,7 20,6 15,3 Architecture and city planning 0,9 0,9 0,8 0,9 0,8 Crafts and industry - - - - 0,12 Transport and communication - - - 0,7 0,08 Agriculture 6,9 6,5 4,8 6,0 2,0 Other 1,5 1,7 2,9 3,2 2,7 Note. Countries that are analyzed in the above table: • Central and Eastern European countries: Bulgaria, Estonia, Czech, Latvia, Poland, Slovenia, Slovakia; • Northern European countries: Island, Denmark, Finland, Norway, Sweden.

6 diagram. Proportion of pupils in vocational schools by field of training in 2004-2005

Non-formal and informal learning situation in Lithuania

Adult education encompasses formal and non-formal education. Formal adult education is comprised of general education, vocational training, advanced

vocational and higher studies. Those adults who have not acquired basic or secondary education may choose to study at adult training centers and secondary education schools for adults. The purpose of non-formal adult education is to provide an individual with conditions for lifelong learning, to meet the needs of cognition, to upgrade qualification, and to acquire additional qualifications. The programmes of non-formal adult education are designated for people aged 18 and older. In 2004, the Lifelong Learning Strategy and its implementation plan were approved. The Strategy lays down the main goals of developing lifelong learning. Lifelong learning becomes a priority of the State of Lithuania, and adult education occupies a major part of continuing education. In recent years Lithuania has been making

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active efforts in redirecting not only the activities of education institutions, but also the entire education system in the direction of lifelong learning. There is an upwards trend of increased adult participation in learning activities.

At present the diversity of qualifications in Lithuania is too low – there are only qualifications, granting the degrees of a bachelor, master of sciences and PhD, however there are no qualifications without any degree. No degrees are granted to the ones who graduate non-sequential studies (only a certificate is issued), although the studies, according to Resolution of the Government of 23 January 2001 “On the Procedure for Recognition of Higher Education according to the Results of Sequential Studies” can be integrated into the programmes and even an individual studies programme can be developed. Another important issue is granting of no-degree qualifications to the persons, who finish the training, implemented during different non-sequential studies and their inclusion into the total system of degrees. A lot of training courses are arranged at universities and outside universities, a significant part of those courses corresponds and in some cases exceeds the scopes of certain subjects. It is reasonable to consider provision of qualifications to different unfinished or partial studies – to the aforementioned 20 credits additional studies and maybe to unfinished bachelor studies. A person, who has studied the basics of specialty at the bachelor studies for a least two years or who failed to complete the studies could have the right to a certain qualification (at a vocational basis or otherwise). However in that case it is important that the first year is spent not for studying the general subjects, but the specialized subjects, while the general subjects could be studied only after acquiring of the specialty basics.

Legal basis for the assessment and recognition of competences, acquired by the way of nonformal and self-contained learning is quite fragmentary, it lacks organization. The Republic of Lithuania Law on Nonformal Education of Adults (1998) foresees that the participants of nonformal education of adults can receive an assessment of the competences, acquired in the nonformal educational system and a document, proving completion of education, a degree of education, a part of a separate regulated programme or a module, recognized by the state only upon passing the examinations at an official educational, vocational training and higher education institution. According to Order No. 1353 of the Minister of Science and Education of the Republic of Lithuania of 1 October of 2001 “On the Approval of the Temporary Procedure for Assessment of the Knowledge, Acquired within the Nonformal Adults Education System or in a Self-Contained Manner and for Obtaining of Qualifi cations and Documents of Completion of Further Education and Vocational Education or Certain Degree of Module of Further Education or Vocational Education, Recognized by the State” and Order No. 70 of the Minister of Social Security and Labour of the Republic of Lithuania of 31 May 2002 “On the Approval of the Procedure for Selection of Labour Market Vocational Training Institutions and Enterprises for Equivalency Examinations” the competences, acquired by the way of nonformal and self-contained training are assessed only by the way of equivalency examinations, taken at the vocational training institutions. The finance mechanism of the assessment, foreseen in mentioned above legal acts, when the initiator of assessment is a student, employer or the state (in case of assessment of the competence of unemployed) pays for it, does not encourage people, receiving low income to learn and strive for assessment of their competences, it also lessens employers’ initiative to strive for assessment of competences of their employees. The legal framework, existing at the present does not foresee the possibility of co-financing of assessment of competences, acquired by nonformal and self-contained ways. The training programmes of schools and training centres for adults are not sufficiently flexible, the module training is not developed, adults are trained according to programmes without considering their needs and experience. Adults, who failed to acquire higher education, possibilities to participate in the continuous training or retraining studies at a university is limited. The system, which would allow transferring credits from one parallel institution to another or from a lower institutional level to a higher one in a smooth way has not been developed yet. The insufficient activity of social partners (employers, professional organizations, other non-governmental organizations) in the vocational training and continuing education processes brings the risk of unemployment and ambiguity of the quality of qualifications. Although, according to the data of Social Studies Institute, until 2005 the demand for different vocational training for adults amounted to 100 000 persons, the existing insufficiently developed continued vocational training system is incapable to solve the problem and ensure availability and continuity of training for adults. The mismatch between the initial vocational training and qualifi cation and qualifi cation development needs and their satisfaction still remains unresolved and the resolution is insuffi ciently efficient.

Learning opportunities for adults are expanding: non-formal adult education projects receive increased financing. The monitoring of continuing education is being carried out: research is being

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conducted, learning motivation of adults and problems are being analyzed, problem solving methods are being explored.

National Qualifications Framework (NQF)

On 7 March 2005 the Lithuanian Labour Market Training Authority launched a project of national significance “Creation of the National Qualifications System“ under Measure 2.4 “Development of Conditions for Lifelong Learning“ of Priority II “Development of Human Resources“.

Key objective of the project was to develop a unified and transparent system of qualifications embracing all the qualifications levels, ensuring transferability between levels, guaranteeing diversity of the ways of acquiring qualifications, and enabling flexibility in the rapidly changing environment.

The main outputs of the project were to complete a model of the NQF, to complete qualifications standards in construction and hospitality (hotel and restaurant) sectors. Also to prepare human resources for the implementation of the NQF and to compile dictionary of terms of the qualifications system and monograph “The Lithuanian Qualifications System“.

The NQF will help employers to evaluate of employees‘ competences, knowledge and skills and educational establishments to plan the development and skills improvement programmes for both future and current employees. The system covers qualifications arranged in levels that are determined by the complexity and nature of the works performed. The NQF is based on the labour community requirements and the labour market needs. It will facilitate realisation of the concept of lifelong learning and ensure the transferability between qualifications levels and the diversity of ways of acquiring qualifications.

The system helps people to adapt to the changing environment. Implementation of the NQF provides opportunities for the evaluation and comparison of

qualifications of workers in different countries. It enables students to understand what they know and what they do not know yet and workers to find jobs corresponding to their qualifications and to develop in order to increase their professional potential.

The NQF under development in Lithuania is related to the European qualifications system. The elaboration of the concept of the qualifications system is based on an analysis of foreign

countries‘ experience. National working groups have made study visits to the United Kingdom, Ireland, Finland and France. The purpose of the study trips was to analyse these countries‘ experience in the development, implementation and management of national qualifications systems and to study qualifications registers and the qualifications‘ formation and conferring practice. Upon comparison of experience of different countries a model acceptable to Lithuania will be developed.

Major Lithuanian universities and institutes will assist the project promoter to develop the NFQ. There were seminars and conferences for the public to be introduced about the project and its

outcomes, to be able to give their comments and recommendations. Proposed structure of qualifications levels of the NQF of Lithuania, as a fundamental basis of the

framework, is built on the methodological basis and is of relevance of practical application. The span and quality of this structure reflects the needs of the system of activities and is in accordance with the possibilities to acquire qualifications provided by the system of education. The levels of the NQF are linked with the European Qualifications Framework (EQF). The levels of the NQF are clearly differentiated one from another and coordinated with all relevant stakeholders, i.e. providers (educational institutions), learners, employees, and end-users (employers). The NQF is composed of the 8 levels of qualifications. The number of levels of qualifications has been defined primarily referring to the needs of the system of activities of Lithuania and only then taking into consideration the compatibility with EQF.

The role of employers, social and other potential partners in development of NQF

The time period of 1990-2000 is characterized by rather diverse trends of labor force demand and acquisition of qualifications. In 1991 23% of persons, who applied to labor exchanges were those who had further and higher education. However already during the three following years the share of persons with higher education, registering at labor exchanges reduced to 7,5%, the share of persons, who have further education reduced to 17,5%. Starting from 1992-1993 the following trend is observed: more and more persons with low qualification or no qualification at all become unemployed. From 1993 to 1998

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the number of the unemployed, having no vocational qualification grew from 16.800 up to 53.300. At the end of the independence period a huge employment problem was related to the seniors, who used to work in large enterprises, especially those, who had vocational qualifications, acquired at Soviet vocational training institutions. With the changes in the activity world and implementation of new production technologies, changes of organization of labor the vocational competence and qualification priorities also changed. Performance, efficiency and ability to work at several work places with different equipment, etc., became the most important requirements for employees. The role of general skills, especially foreign language knowledge and computer skills grew significantly therefore employers drew greater attention to young and educated employees. When analyzing the trends of changes of the number of unemployed, having vocational education it can be noticed that before 1995 their number was growing (in 1993 the number of unemployed, having vocational education was 31.600 and in 1995 - 61.100), and after 1995 the number was reducing. That could be explained by the commencement of labor force emigration and certain turning point in the economy restructuring processes, when the development of activities of start-ups or the old re-organized enterprises started to influence the growth of demand for labor force. In 2000-2005 quite significant employment growth trends were observed in almost all age, education and profession categories. In 2000-2002, out of all the employed persons the 40-44 years age group grew the most – from 230.600 up to 239.800 in 2001 and up to 249.800 in 2002. During 2001-2004 the increase of employment rate within all age groups can be observed, with the exception of 15-19 years age group, where the employment reduced from 12.200 down to 11.300. It can also be noted that in 2000-2002 the employment of persons, having higher and further education reduced insignificantly – from 77.5% in 2000 down to 76.6% in 2002 and the employment of persons, having general education – from 22% in 2000 down to 20.23% in 2002 however in 2000- 2002 the employment of the persons, who acquired the special secondary and post-secondary vocational education increased – from 351.800 in 2000 up to 405.400 in 2002. When analyzing the trends of employment of representatives of different professional and qualification groups during the period it can be noted that in 2000-2002 the employment of younger specialists and technicians increased – from 112.200 in 2000 up to 140.000 in 2002, the employment of qualified workers grew from 235.500 in 2000 up to 243.600 in 2002, the employment of equipment, machinery operators and mounting specialists increased from 130.800 in 2000 up to 137.700 in 2002. However a reduction of employment of unqualified workers can be observed during the same time period – from 143.100 in 2000 down to 137.600 in 2002.

There are very little graduated students or scientists working at high technologies companies. Only 0,03% of all employees work in scientific research and applied activities services. EU average is 0,19%. 71% of produced addition value in industry is low technical intensity industrial sectors (EU average is 55 %), i.e. food, oil industry, where relatively low number of scientists is needed. Many countries are moving forward in business development with the help of scientists. If the proportion of industry (high technologies or knowledge-intensive high technologies industry sectors) sectors changed in Lithuania, there would be higher demand of scientists. Now Lithuanian companies require students from vocational education institutions, but not from universities.

Even though now Lithuanian economy is competitive, but for low investment to scientific research and technological development in Lithuania in long term might lose its competitiveness advantage by using cheap labor power resources. Contribution to the qualifications

Encouragement of cooperation between employers and vocational training institutions in the areas of provision and recognition of the initial and continued vocational training and qualifications is needed. A closer cooperation between the activity world and vocational training institutions in the areas, coordinated with the employers’ attempts to increase work remuneration, improve the labor conditions and develop the professional career possibilities would increase the prospects of employment in Lithuania and attract highly qualified employees.

Encouragement of agreements between the employers and employees regarding development of the employee qualifications, professional career possibilities and the competence, acquired on job and recognition of qualifications. In this way employers can strive for safeguarding against the drain of qualified labor force from the domestic labor market.

In certain cases this can motivate employers to limit training of employees or focus it to the provision of narrow competence, necessary for a specific job and officially recognize such competence in

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order to “tie” an employee to his/her job and limit his/her professional mobility. This can more often manifest in the field of adaptation of lower qualification persons to the requirements for the job.

The co-ordination of continuing education policy has improved: social partners are gathered together to implement the Strategy and various continuing education programmes. The Adult Education Division has been formed at the Teacher Professional Development Centre and the Lithuanian Distance Education Centre has been restructured into the Lithuanian Adult Education and Information Centre. Access to education is undergoing improvement: legislation providing adults with more flexible opportunities to return to the general education system have been enacted. Professional development of the staff of adult education institutions is being enhanced through andragogic publications and introduction of andragogic teaching methods. Lack of funds, courses and time main barriers to training

The main difficulties faced by the employers in relation to the organisation of informal education for their employees were lack of funds – reported by 43% of those surveyed – and lack of appropriate courses and training – cited by 35% of employers. In addition, many employers mentioned that training took too much time and that employees often moved to competitors after completion of training courses. Employers view training favourably

The survey revealed the positive attitude of the employers towards informal employee education and that they considered it necessary for their personnel. This opinion was supported by 95% of those surveyed. Employers providing training for their employees identified the improvement of professional qualifications and improved labour productivity and quality as the most important benefits of informal education of employees. According to the employers, administrative and executive staff are most in need of informal education: 55% of those surveyed believed that administrative employees most required such training, while 52% thought the same in relation to executive personnel (7 diagram). Conversely, 28% of employers considered that blue-collar workers were most in need of informal education.

7 diagram. Distribution of employers by employee groups most requiring informal education, according to the employers (%)

More training offered in public sector and in large companies

According to the survey findings, 79% of the employers reported that they provided staff training. Training courses were much more often held in public sector organisations compared with private enterprises: 92% of public sector employers and 69% of private sector employers offered training to their employees. Similarly, staff training was more often organised in large and medium-sized companies than in small-sized enterprises. On average, 87% of employers in large and medium-sized companies and 67%

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of employers in small-sized enterprises, including micro-enterprises with less than 10 employees, organised training for their personnel.

Only 4% of companies organising informal education for staff had an in-house licensed training unit, 15% of companies held some training courses in their in-house training units and the rest (81%) of employers arranged all courses for employees in other training institutions.

Private sector companies demonstrated their growing understanding of the importance of employee training and investment by assigning an increasing proportion of funds for training purposes (8 diagram). Compared with 2004, the proportion of enterprises setting aside funds for training purposes increased in Lithuania in 2005.

8 diagram. Distribution of private sector employers by proportion of turnover assigned for staff training (%)

Superiors recommend employees for training

According to the survey findings, employees were most often selected for training based on the recommendation of their immediate superiors: 46% of the companies surveyed applied this method of selection. Some 36% of the employers reported that a system of obligatory qualification requirements operated in their enterprises, necessitating regular qualification improvement for employees in certain positions. About one third (31%) of the survey respondents simply announced the training available and compiled lists of employees willing to attend such training (9 diagram).

9 diagram. Distribution of employers by methods of selecting employees for training (%)

The bigger the company was, the more often training was held. These larger companies laid greater emphasis on improving employees’ qualifications: the need for training was more often surveyed on a regular basis, employees were recommended for training by their immediate superiors and systems of obligatory qualification improvement operated.

Most of the adults are working, so the possibility for continuing learning depends mostly of the employers. But not every employer invests in their training or acquiring qualification. For example in 2006 40,3 % of working adults were learning non-formal way. For 60% of their learning expenses were

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covered by employers and 12,7 % partly covered by employers. Only 22% adults were learning just because it was required by their employers. Barriers, discontinuity or continuity of qualifications in level V and level VI in NQF Fragmented understanding of qualifications and the system thereof.

It is noteworthy that institutions which provide education – including providers of vocational education – assess learning attainment and recognize it, plan and manage these processes, perceive qualifications and the system of qualifications quite vaguely and in a fragmented way; consistency and uniformity is also lacking in relation to the interpretation of qualifications in various laws, legal acts and strategic programme documents. On the other hand it is worth mentioning that there are preconditions for a uniform and well defined understanding of qualifications and their system to be shaped. Vocational education standards prepared by the Vocational Education Methodology Centre read that these standards guarantee competencies, prerequisite to obtain a particular profession and job according the qualification obtained. These standards also define conditions to obtain qualification i.e. taking a final majors examination.

School and university students have the right to take the final qualification majors examination only after they complete all requirements set out in the learning or studies curricula:

• Each learning or studies subject planned in the curricula must be assessed in grades; • Internships, planned in the learning or studies curricula must be finished and assessed positively; • Final internship must be completed and assessed positively by a major’s teacher and enterprise

manager. Existing preconditions and elements of the system of qualifications lack inter-coordination and systemic approach.

Analysis of the current processes of education and vocational education planning, provision of education, assessment and recognition as well as the analysis of activities of the institutions involved, allows one to notice that in most cases these processes are fragmentary, incomplete and, in terms of their contents, do not come close to processes of qualification planning, provision, assessment, recognition and management of the system of qualification in those countries that have their own system of qualifications. Functions of qualification planning at this point in time in Lithuania are restricted to sector-focused analysis and activity surveys that are necessary for the development of standards of vocational education. There is no institution responsible for the coordination of qualification planning, including activity surveys. Vocational education standards are only being prepared at the moment. Assessment of competences and recognition of qualifications in the reformed system of vocational education and colleges has been made the task of employers (since 2002 final evaluation and recognition of qualification is carried out by regional Chambers of Commerce, Industry and Trade) whereas in the system of higher education competences are evaluated and recognized by universities. At this point in time, however, the systems of assurance of the quality of vocational education training, accreditation of vocational training institutions do not exist; there is no single assessment methodology approved, professional assessors of vocational qualifications are lacking. Currently only qualifications of the second, third, fourth and fifth vocational education levels are recognized; the system for the recognition of qualification obtained non-formally or by way of self-education does not exist. Development of a college sector by way of transformation of former technical schools is nearly complete. Colleges, provide a possibility to attended leveling out courses upon whose completion non university higher education degree is conferred upon graduates of former further education schools, this being done with the view to faster and smoother integration of education levels of people who had graduated from vocational schools earlier into the new system of levels of education, after the non-university higher education sector emerged. Current preconditions of the institutional infrastructure for the development of the system of qualifications.

It is noteworthy that good preconditions for the development of the system of qualifications are created by the institutional infrastructure. Such expert institutions as Vocational Education Methodology

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Centre, The Centre for the Assessment of Quality of Studies, Centre for Vocational Education and Research at Vytautas Magnus University, Labor and Social Research Institute, Lithuanian Labor Market Training Authority are worthwhile mentioning. The mentioned institutions may be entrusted with the functions of planning of the system of qualifications, vocational activity and qualifications research. One of the key tasks in this area is the development of a mechanism for the coordination of qualifications planning and setting up a coordinating body if necessary, to adjust and coordinate activities of the mentioned expert organizations in the area of qualification planning. There is another important institutional precondition for the arrival of the Lithuanian system of qualifications i.e. there are numerous collegiate, advisory institutions that involve social partners including employer organizations and trade unions. Of these, Central exert group of branches of economy and branch expert groups who participate in the development of vocational education standards, are worth mentioning; other institutions include The Council of Vocational Education, The Council of Higher Education, The Council of Occupancy. This layer of institutional infrastructure, however, is underdeveloped yet. The main problem here is the lack of initiatives and traditions in the area of social partnership, too narrow an attitude of social partners, including employer organizations, trade unions, vocational education and higher education establishments, to cooperation objectives, opportunities and the role of the mentioned institutions themselves in the process of cooperation.

The causes of the problem include relatively slow and complicated development of the mentioned stakeholders, and in particular that of employer organizations and trade unions, lack of experience in terms of representation and protection of various social groups and lack of experience in coordination of interests of different social groups including employees, employers, vocational education and higher education institutions. Another problem stems from the fact that institutions working on the basis of a tripartite co-operation act only as advisors at this point in time and can not be deeper involved in the solution of a number of topical issues pertaining to planning, provision, assessment and recognition of qualifications. The influence of these institutions exercised on political decisions taken at the governmental level on educational, vocational education, occupancy policies is very limited. It is likely that rapid change in the activity system, free movement of labor force in particular, and ever more important need of businesses to maintain competitive and qualified labor force will trigger mobilization among the mentioned interest groups, help them reach an agreement and pursue common strategic goals in the areas of development, provision, assessment and recognition of qualifications.

People of Eastern European countries still don’t trust the Government, therefore one of purposes of the adult education – citizenship education and democracy intensification. The civil activity of Lithuanian people is very low, even if its related with their needs: more than two thirds of citizens are not interested in any activity and don’t want to participate, more that half says they never participate, because they don’t know how they could. Because of lack of activeness there are no intensives and control of the government’s work and this is creating disappointment and encouraging people and countries alienation. References:

1. Analysis of the current state of qualifications in Lithuania. Vilnius: Lithuania’s Labour Market Training Authority, 2006.

2. Education in Lithuania, facts and figures. Vilnius: Ministry of Education and Science of the

Republic of Lithuania. 2006

3. Explanatory Dictionary of qualification system terms. Vilnius: Lithuania’s Labour Market Training Authority, 2008.

4. Gruževskis B., Čėsnaitė B. Specialistų su aukštuoju išsilavinimu rengimo kiekybinės ir kokybinės

kaitos tendencijos Lietuvoje. Vilnius: Darbo ir socialinių tyrimų institutas. 2007

5. Kaip padidinti suaugusiųjų mokymosi galimybes? Švietimo problemos analizė. Vilnius: Lietuvos Respublikos Švietimo ir Mokslo Ministerija. 2007

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6. Lietuvos nacionalinės kvalifikacijų sistemos koncepcija. Vilnius: Lietuvos darbo rinkos mokymo tarnyba. 2007.

7. Lietuvos Respublikos aukštojo mokslo įstatymas (2000),

http://www.smm.lt/teisine_baze/docs/istatymai/VIII-1586-2.htm

8. Lietuvos Respublikos neformaliojo suaugusiųjų švietimo įstatymas (1998), http://www.smm.lt/teisine_baze/docs/istatymai/viii-822.htm

9. Lietuvos Respublikos profesinio mokymo įstatymo pakeitimo įstatymas (2007),

http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=295408&p_query=&p_tr2= 10. Lithuanian scientist’s newspaper « Mokslo lietuva ». 2008-05-22, Nr. 10 (388).

11. Lithuanian Statistics departament

12. Methodology of the System of Qualifications in Lithuania. Monograph. Vilnius: Lithuania’s

Labour Market Training Authority, 2008.

13. Outline of the National Qualifications framework of Lithuania. Vilnius: Lithuania’s Labour Market Training Authority, 2007.

14. Social Report, 1999