Vocational education and training and employment services in Lithuania (original) (raw)
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This paper is a follow-up to the study “VET trainers in public and private training ininstitutions” (EAC/09/06 Studies on Trainers in Vocational Educatio io n and Training: key acactors to make lifelong learearearning a reality in Europe LOT 2) that was commisissioned by the European Commisissio io n to Resea ea rch voor Beleid (RvB) & PLATO in 2008. The author of this paper – which focuses on the professionalizatio io n proocesses of VET trainers and ininstructors wororking in public training ororganizations in South-Eastern Europe – was ininvololved in the study as a resea ea rch expert for a cluster of countries that inincluded Bulgaria ia , Cyprus, Greeeece and Turkey. The paper looks upon current isissues of VET trainers’ career paths, thei ei r roles and competencies, thei ei r qualification and recruituituitment processes as well as the varied policies and professioonal developopment acactivities for this group of people, from a comparative perspective. The paper cononcludes with some recommendations for imimproving acaccess and wororking cononditions, suppororting professional developopment and raising atattracactiveness of the proofessio io n in this part of Europe.
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.