Profesinis Rengimas : Tyrimai Ir Realijos 2 0 0 8 / 1 6 Historical Development of Vocational Education and Training in Lithuania and Its Implications for Designing and Implementation of Regional Vet Partnerships (original) (raw)
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2008
Article aims at disclosing the conditions and requirements posed by the historical development of vocational education and trai ning in Lithuania to the designing and implementation of regio nal VET partnerships. The development of vocational education and its context in three main periods (evolution of the society and statehood of Lithuania in the first half of the 20th century, the Soviet occupation and the development of the society and state after the restoring ofthe statehood in 1990) are analyzed, seeking to disclose the implications of this development for the designing and implementation of regional VET partnerships..
Features and tendencies of vocational education and training strategy and policy change in Lithuania
2002
The change of vocational education and training system reform is a natural process constantly affected by external economic and social factors. However, this process demands to determine the preconditions for change, i.e. the strong and weak levels of the reform. The article analyses the key dispositions that have provided foundation for VET reform in Lithuania during the last decade and highlights major contradictions of the reform that create preconditions for a new reform strategy.
European journal of vocational training, 2004
In this article the contemporary state of pedagogical qualification of Lithuanian vocational teachers is discussed. The new role of VET teacher and VET school in vocational teacher training, following the lifelong learning paradigm, are discussed. Main approaches, principles and parameters of the new vocational teacher training strategy in Lithuania are revealed and grounded. The structure of VET teacher's professional standard and general scheme for vocational teacher education and training in Lithuania are presented and discussed.
The evolution of vocational education and training in Hungary and Poland 1989-2035
Hungarian Educational Research Journal, 2022
The article uses a multi-faceted approach to present the major challenges to vocational education and training (VET) that Hungary and Poland have been facing during the transformation of their economic systems in 1989 and integration into the EU in 2004. The evolution of VET is examined according to historical traditions, its declining prestige, the introduction of dual training, governance, and the involvement of social partners. We also look at recent changes in the two countries as a result of the COVID-19 pandemic and discuss the current situation in the light of VET scenarios recently developed by Cedefop.
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Vocational Guidance in Lithuanian General Education Schools: Achievements and Aspects to Be Improved
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
This paper summarizes the achievements and aspects to be improved in vocational guidance in Lithuanian general education schools in order to stimulate discussion about the experience in vocational guidance. The object of the research is an analysis of achievements and challenges in vocational guidance in Lithuanian general education schools. The aim of the research is to present and summarize the results of the analysis. The results suggest that Lithuania has managed to develop a vocational guidance system with infrastructure and monitoring. However, further development of the system of vocational guidance is hindered by changes of vocational guidance priorities, ongoing discussions about the concepts of vocational guidance and its definition as well as their interpretation within the system, lack of professional research, absence of systemic evaluation of the competence of the authorities that coordinate vocational guidance, difference in the experience of specialists and structural units in collaboration with scientists, when such cooperation is poor or even non-existent.
Hungarian Educational Research Journal
Vocational education and training is more complex than academic education. It is also subject to important differences among countries due to at least two factors: a) the particular fabric of the productive system of the country and b) the involvement of social actors (employers and unions) as well as the labor market relations and the balance between capital and work. Historical and comparative vocational education and training has deployed a series of analytical tools which have contributed to identify different patterns of existing vocational education systems. Some institutions have also worked in order to help vocational education advance in the past decades: among these, the European Center for the Development of Vocational Training (Cedefop) has twice devised future scenarios in Vocational education, at the turn of the 20th century and right before the Covid-19 pandemics. The combination of current VET systems and suggested scenarios indicate that transformations are subject ...
History of Vocational Education and Training in Europe
Peter Lang CH eBooks, 2016
Domestic Community Education based on respect, trust and loyalty (savoir être) Civic Equality Education open to everybody, transfer of general knowledge (knowledge; savoir) Inspired Vocation Vocation for education that fosters passion and creativity Fame-based Public opinion Visible education of good reputation Projectbased Network Flexibility, open education that fosters mobility Referring to the outlined justification-theoretical framework, we ask how the two different vocational education systems-the dual and the school-based model-could assert themselves in the Cantons of Geneva and Lucerne at the transition from the 19 th to the 20 th century. Who were the interest groups and to which order of justification did they refer in order to argue for an adequate organisation of VET? Which related educational coordination principles and their respective educational policy principles did they mobilise? Which lines of conflict and which compromises ensued? 3. Research design and methodology Methodologically we select two contrasting cases: Lucerne and Geneva. The Canton of Geneva was first when it came to regulating dual vocational education at the cantonal level in the early 1890s, and the Canton of Lucerne did so a decade later. Both cantons differ substantially with respect to their