European Lifelong Guidance Policy Network Database, ELGPN Database

Name of the good/interesting practice/initiative/policy

Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning

Country

Lithuania

I am proposing that this example will be published also in the KSLLL database

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

In three partner countries – Lithuania, Latvia and Estonia – there are modular study programmes based on the acquisition of competencies, but there is no possibility for VET teachers to assess and recognize their non-formal and informal learning achievements. Project activities and results will promote the development of VET teachers’ education system by establishing the methodology for the assessment of the prior (non-formal and informal) learning and the study module based on this methodology. The possibility to recognize non-formal and informal learning achievements would increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

The aim of the project is to enrich the existing VET teachers’ education programmes in three partner countries – Lithuania, Latvia and Estonia by developing introductory module for Assessment of Prior Learning (APL). The possibility to recognize non-formal and informal learning achievements will increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification. Expected project results:
• study of APL in VET teachers’ education systems in partner countries;
• methodology for assessment of VET teachers’ prior learning, basing on “donor” – partner (Jyvaskyla University of Applied Sciences) experience;
• study module for assessors of VET teachers’ prior learning developed and tested in partner countries;
• trained groups of assessors of VET teachers’ prior learning in three partner countries – Lithuania, Latvia and Estonia;
• introductory module for assessment of VET teachers’ prior learning developed and tested in partner countries.
Target groups:
•VET teacher educators.
•VET teachers.
•Researchers of education.
•Education policy makers.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

•A study of APL in VET teacher education systems in partner countries (EN) (LT) (LV) (EE)
•Methodology for assessment of VET teachers’ prior learning (EN) (LT) (LV) (EE)
•Study module for assessors of VET teachers’ prior learning
◦Handbook (EN) (LT) (LV) (EE)
◦Study module description (EN) (LT) (LV) (EE)
•Trained groups of assessors in three partner countries (LT, LV, EE).
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates (EN) (LT) (LV) (EE)
•Special issue of scientific journal "Quality of Higher Education"
The material is available on-line: http://projects.ambernet.lt/timabalt/en/7415

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Aušra Fokienė

Role (in policy initiative)

Project manager

Organization name

Vytautas Magnus University, Centre for Quality of Studies

Address

S. Daukanto st. 27-314, LT-44249 Kaunas, Lithuania

Phone

0037037327973

Fax

0037037327973

E-mail

a.fokiene@skc.vdu.lt

Website address

http://projects.ambernet.lt/timabalt/en/7415

Documents and publications

•A study of APL in VET teacher education systems in partner countries
•Methodology for assessment of VET teachers’ prior learning
•Study module for assessors of VET teachers’ prior learning
◦Handbook
◦Study module description
•Trained groups of assessors in three partner countries
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates
A special issue of the scientific journal The Quality of Higher Education No. 6 - http://skc.vdu.lt/index.php/en/journal/archive/no6
All documents and publications are available in LV, LT, EE and EN languages online: http://projects.ambernet.lt/timabalt/en/7415

Attached files

Links

http://projects.ambernet.lt/timabalt/en/7415

This information was provided/updated by:

Euroguidance LT

No comments by users.

good practice, initiative, interesting practice, policy, competence assessment, competence recognition, competence-based qualifications, competences, continuing education, education planning, education provision, educational development, evaluation of informal learning, evaluation of non-formal learning, further vocational qualifications, lifelong learning, quality, validation of non-formal and informal learning, valuation process, vocational education and training, vocational studies teacher, vocational teacher education college, career management skills, co-operation, tertiary education, employed, qualifications, effectiveness, Lithuania

Subject of the Policy document

The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020

Reference data

Adopted/Released by European Ministers of Vocational Education and Training, European Social Partners, and the European Commission

Year of adoption 2010

Reference number

Available at http:// http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/1673&format=HTML&aged=0&language=EN&guiLanguage=en

Available in English at http:// http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf

1. Additional narrative description of the reference to Lifelong Guidance

The role of “easily accessible and high-quality lifelong information, guidance and counselling
services” as a part of European VET systems is highlighted in a global vision for VET in 2020. The importance of guidance is emphasised in enabling citizens to make sound decisions and in helping them to manage their learning and career (p. 6).

The document notes the role of guidance in promoting international mobility among VET learners, which has remained low despite the emergence of the European area of education and training (p. 4).

To enhance the attractiveness of VET, a provision of high quality guidance is needed to introduce different vocational trades and career opportunities to young pupils in compulsory education (p. 7).

In improving the quality and relevance of VET, participating countries and providers of vocational education and training are encouraged to make use of data guidance service provide on the transition from VET to work or further learning (p. 9).

The document highlights the importance of integrated guidance services, encompassing both employment and counselling services, in facilitating transitions from education and training to work and between jobs (p. 11).

One of the short term deliverables at the national level concerning strategic objectives 3 and 4 is the provision of ”integrated guidance services closely related with labour market needs” (p. 12).

Guidance services are noted as one of the measures which can help to maximise the contribution of VET in reducing early school leaving to below 10 per cent (p. 15).

Actors at the national level are encouraged to consider specific measures, such as using appropriate guidance and support services, to raise the participation levels of “at risk” groups in education and training (p. 16).

Attached files

This information was provided/updated by:

Outi Ruusuvirta

No comments by users.

policy, adult education, apprenticeship, continuing VET, companies, Copenhagen process, C-VET, European Education and Training Area, Europe 2020, flexible pathways, initial VET, integrated guidance services, I-VET, key competences, mobility, national qualifications framework, permeability, quality assurance, transition, transnational mobility, validation of non-formal and informal learning, VET, VET professionals, vocational education and training, work-based learning, European union, communication, career management skills, quality assurance and evidence-base, social inclusion