Model of the career management services in HE in Lithuania
Name of the good/interesting practice/initiative/policy
Model of the career management services in HE in Lithuania
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
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
The Model of the career management services for students in higher education was developed as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania. Model represents an example of the agreement reached between the Ministry, university authorities, guidance practitioners and experts.
The initiative to develop the Model of the career management services for students in higher education represents the bottom-up guidance policy development. The process was provoked by the need to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education.
The Model was created in accordance with the Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies, 2008.
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 Model of the career management services for students in higher education is aimed at the career guidance policy-makers and higher education institutions which implement this policy by providing career services to students in Career centres. It was approved by the Ministry of Education and Science in 2011 and is recommended by the Ministry to be implemented in the higher education sector.
The Model describes the overall system of career management services in higher education institutions: their mission, vision, goals, tasks and evaluation criteria as well as group of main career management services. It also includes description of principles of career management services provision and organisational and financial issues.
The Model was developed by the group of experts as a part of an EU-funded project implemented by Vilnius University in partnership with 27 other higher education institutions in Lithuania
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)
The Model of the career management services for students in higher education is being implemented on national level in the course of the EU-funded project by Vilnius University in partnership with 27 other higher education institutions (2010-2014). The career centres of the higher education institutions are providing to their students 5 types of career services (face-to face as well as web-based) described in the Model. This process is complemented by the career monitoring system, developing of career materials, standards for career service delivery, etc.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The Model described the result and outcome criteria for the evaluation aims and tasks of the system of career management services on national and institution level. The aims of the Model are evaluated on national level by the outcome criteria related to the benefits to students:
- Number and percentage of students, which received career services;
- Number of different type and group of career services provided to students;
- Number of qualified career counselors in higher education institutions;
- Number of students who are registered users of web-based career management system;
- Number of higher education institutions in which career centres were established or renewed;
- The tasks of the Model are evaluated on institutional level by product criteria related to the material and intellectual products and services which are created by using the allocated resources. This type of criteria is defined by the higher education institutions in respect to their priorities and particularity.
The evaluation of aims and tasks of the system of career management services on national level is defined by the Ministry of Education and Science, on institutions level – by higher education institutions. The data for both evaluations are provided by the higher education institutions.
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
The career centres of the higher education institutions are providing to their students career services in accordance to the Model of the career management services for students. Career services are provided using the EU-funds (2010-2014) and with own higher education institution’s budget. Creation of the model and agreement on core principles of career management services provision as well as related initiatives related to standards for career services, training of career counselors, development of new career materials and web-based career management system helps to ensure the provisions of quality comprehensive career services to students.
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?)
The success lies in the bottom-up guidance policy development approach and initiative taken by Vilnius University in partnership with 27 other higher education institutions as well as involvement of other stakeholders and social partners in the process.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Higher education institutions are independent bodies therefore it is of high importance to reach the shared understanding of the nature and principles of career management services which should be provided to the students in higher education. In order to keep the quality career service provision in all higher education institutions the establishment of the consorcium or association for the provision of career management services to students is needed.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Ms Aleksandra Sokolova
Role (in policy initiative)
Representative of the Ministry of Education and Science of the Republic of Lithuania involved in the process of development of the Model of the career management services for students in higher education
Organization name
Ministry of Education and Science of the Republic of Lithuania
Address
A. Volano str. 2/7, Vilnius, Lithuania
Phone
+370 5 219 1240
Fax
+370 5 261 2077
aleksandra.sokolova@smm.lt
Website address
www.smm.lt
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Ms Aleksandra Sokolova, Deputy head of the Vocational Education and Guidance Division, Ministry of Education and Science of the Republic of Lithuania
No comments by users.
good practice, initiative, interesting practice, policy, career management services, career education, career evaluation, career counselling, career opportunities exploration, job search, higher education, Lithuania
Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning
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
No
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
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
- File: Handbook_Eng_0.pdf (1 361 KB)
- File: HB_APL_candidate_EN.pdf (950 KB)
- File: methodology_EN.pdf (261 KB)
- File: studija_EN.pdf (251 KB)
- File: TB_Assessor_Training_description.pdf (75 KB)
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
Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)
Name of the good/interesting practice/initiative/policy
Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
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
Main problems and challenges before the start of the project:
– The need of further development of the Open Information, Counselling and Guidance System (AIKOS) portal (www.aikos.smm.lt) in order to improve it’s usability, user-friendliness, appropriateness to different target groups, to ensure accuracy of information, to introduce on-line career information services. The need to develop and ensure effective interconnection of AIKOS and PLOTEUS II (Portal on Learning Opportunities throughout the European Space).
– The need to broaden the existing network of career information services by establishing 640 new Career Information Points (CIP).
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 project had two main objectives:
1. elaboration of the Open Information, Counselling and Guidance System (AIKOS).
2. developing of the career information system facilities and establishing the network of Career Information Points (CIP).
Direct beneficiaries – students of general education, vocational education and higher education schools, career advisors, teachers. Indirect beneficiaries – all citizens interested in learning opportunities.
Methodologies and tools: applying IT technolgies, making research, creating models.
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)
1. Development of the elaborated AIKOS portal programme equipment (new functional components, new contents produced according to the Standard – descriptions of occupations, qualifications, study programmes, other)
2. Development of the model of establishing the network of Career Information Points in the country. Establishing the CIP’S in the general schools, vocational schools, libraries, labour exchanges, prisons, etc. Equiping the CIP’s with the computors and other office facilities.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The main indicators are:
1. number of the new AIKOS portal functional components and new content items (e.g. number of the descriptions of occupations, etc.).
2. number of the instititions in which the Career Information Points were established.
The Ministry had contracted the IT company (JSC “Sintagma”) for the development of the AIKOS portal, this company worked together with the project partner – Centre of Informations Technologies of Education.
The Ministry worked in cooperation with the 60 municipalities in order to ensure the establishment of the network of Career Information Points in the country.
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
1. New programme equipment of the Open Information, Counselling and Guidance System (AIKOS) portal.
2. 640 Career Information Points established in various institutions.
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?
The main strength – usability of project results, free and easy access of the AIKOS portal and the network of Career Information Points for the beneficiaries (various groups of users).
The main weakness – need to find financial resoursces for persistent mainteneance of the AIKOS portal and support of the established Career Information Points.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Aleksandra Sokolova
Role (in policy initiative)
Representative from the The Ministry of Education and Science of the Republic of Lithuania in regard with the information about the Project
Organization name
The Ministry of Education and Science of the Republic of Lithuania
Address
A. Volano g. 2/7, LT-01516, Vilnius
Phone
00370 5 219 1190
Fax
00370 5 261 2077
Aleksandra.Sokolova@smm.lt
Website address
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm
Documents and publications
General information about the project (in Lithuanian) and it’s results is available on the official web-site of the Ministry of Education and Science of the Republic of Lithuania (www.smm.lt)
Direct link to the poject’s information:
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm
Attached files
Links
http://www.smm.lt/es_parama/projektai/smm_projektai/projektas_%20aikos.htm; http://www.smm.lt
This information was provided/updated by:
The Ministry of Education and Science of the Republic of Lithuania and Euroguidance
No comments by users.
good practice, initiative, interesting practice, policy, guidance, career management skills, access, quality, guidance in schools, people at risk, tertiary education, unemployed, employed, older adults, disadvantaged groups, career information, qualifications, Lithuania