ministry of education and science of the republic of lithuania participation of lithuania in...

ministry of education and scienceof the Republic of Lithuania

Participation of Lithuania in implementation of EU Education and Training program 2010

Ričardas Ališauskas

Ministry of Education and Science

of Lithuania


Facing the challengeThe Lisbon strategy for growth and employment

Report from the High Level Group chaired by Wim Kok

• “Unfortunately progress to date has been inadequate, largely due to lack of commitment and political will. More political ownership is the precondition for success.”

• “Coherence and consistency means that those involved should all be aware of and share the same goal.”

November 2004


Coherence of Education Strategies

EU ET2010 Lithuanian Strategy 2003-20121. To increase the

quality and

effectiveness of education and training systems in the EU

2. To facilitate the

access of all to education and training systems

3. To open up education and training systems to the wider world

1. To create an effective and

harmonious education system based on responsible management, precise financing and rational use of resources

2. To escalate a continual education system that has a guarantee of lifelong

learning, is accessible to all, and is equitable

3. To guarantee quality of education geared to meet the demands of persons residing in an open civic society and market economy


Concord of Education StrategiesLithuania European Union

Improvement of management

More efficient use of resources (increase of investment in human resources, quality assurance, involvement of social partners)

Improvement of infrastructure

Open atmosphere for learning (lifelong learning, flexibility, school network)

Improvement in support

Increase in the attractiveness of education (learning motivation and possibilities)

Improvement of content

Training in areas important for a knowledge society (ICT, entrepreneurship, etc.)

Improvement of staff training

Improvement in education and training of teachers and instructors (requirements, in-service training, etc.)


Socio-economic challenges faced by EU

• Globalisation (emergence of new competitive economies)

• Demography (ageing population and migration flow)

• Rapid change (in the nature of the labour market)

• ICT revolution (technology driven)

People with low qualifications are at an increasing risk of unemployment and social exclusion

Communication from the Commission to the Council and to the European Parliament,

COM (2006) 481 final


Challenges for Education in Lithuania

Freedom Globalisation (learning to be)

Rapid change (learning to do)

Information explosion (learning to know)

Societal differentiation (learning to live together)

Guidelines for Education, 2002 Troškūnai, 2000.09.15 Jacques Delors, 1996


Lithuania 2000 EU 2006

Freedom

Globalisation Globalisation

Rapid change Rapid change

Information explosion ICT revolution

Societal differentiation Demography


National Lisbon program:to motivate person to learn

basic competencies in better environment

• Restructuring of post-compulsory education• More support for teachers and students• Raising standards of premises and supply

• Actualization of curriculum

• Professional development of teachers

• Change of school management culture


Experimental composite indicator on education2000 2003 2005

Finland Finland Sweden 115,4Sweden Sweden FinlandIreland Slovakia Ireland

UK Ireland UKPoland Denmark SlovakiaFrance Slovenia DenmarkAustria UK Slovenia

Denmark France FranceSlovakia Czech Rep. Austria

Czech Rep. Austria Lithuania 104,5Netherlands Poland Czech Rep.

Slovenia Lithuania 103,1 PolandBelgium Belgium BelgiumEstonia Estonia Latvia

Lithuania 100,1 Hungary EU 25 (100)EU 25 (100) EU 25 (100) Netherlands

© Mircea Badescu, Michela Nardo, CRELL, 2006


Early school leavers without secondary education in age group 18-24, %

14,3

11,8

9,5 9,210,3

13,7

16,7

17,6 17,3 17,1 16,5 16,0 15,6 15,3

10

0

3

6

9

12

15

18

21

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Lithuania Lithuania's benchmarks EU 27 mean EU benchmarks

Source: EUROSTAT


Percentage of 20-24 population with at least secondary education, %

80,5 81,384,2 85,0

87,8 88,2

78,9

76,6 77,477,176,876,776,6 77,8

85

50

55

60

65

70

75

80

85

90

95

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Lithuania Lithuania's benchmarks EU 27 mean EU benchmarks

Source: EUROSTAT


Science and technology graduates in the age group 20-29, %

14,8 14,616,3

17,5

13,5

10,0

12,412,111,110,6

11,5

0

2

4

6

8

1012

14

16

18

20

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Lithuania Lithuania's benchmarks (+15%) EU 27 mean EU benchmarks (+15%)

Source: EUROSTAT


Lifelong learning in the age group 25-64, 4 weeks before the study, %

2,8 3,5 3,0 3,86,0 4,95,9

12,510,810,3

9,27,97,87,9

0

3

6

9

12

15

18

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Lithuania (status) Lithuania (goal 2012) EU mean

Source: EUROSTAT


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De

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Sp

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rtu

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Fin

lan

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Ita

ly

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ton

ia

50

55

60

65

70

75

80

85

90

95

100EU average 1995 – 1999 - 2003

Lithuania in IEA TIMSS

Percentage of students achieved at least lowest TIMSS level in math, %


Lithuanian Education in the EU context

Indicator Place in EUEU

goal

Science & technology graduates, 20-29

5 (2004)

Youth educational attainments, 20-24

5 (2006)

Early school leavers, 18-24 7 (2006)

Spending on human resources15 (2003

)

Life-long learning, 25-6421 (2006

)

~

~Source: EUROSTAT


Public expenditure on education, % of GDP

5,185,855,895,636,135,995,455,185,125,6

4,66

5,25,14,994,714,774,784,79

0

2

4

6

8

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Education Lithuania's aim EU 25

Source: EUROSTAT


Targets for Improvement of Management

Sh ared respo n s ib ility

A ccou n tab ility

Su b s id ia r ity

N o rm al exp enses:b aske t and w ag es

M o nitoring Pu blic co n su ltatio ns

Strategic p lan nin g andp roject financ ing

D is tr ibu tion of fun ds

Pu blic exp en ditu re(% G D P)

T ax exam p tio ns

Priva te co ntr ib ution(% G D P)

So urces o f fu nd ing

T ransperan cy o f fu nd ing


S truc turalch an ge

N arro w in g th e g apb e tw een g en era l e du cation

an d vo ca tion a l tra in ing

C u m ula tive learn ing C o m p etence re cog nition

L ife lo nglearn ing

E d u ca tio na l services d eve lo pm ent

D is tan ceed ucation

T each erem plo ym ent

S ch o oln e tw o rk

o p tim ization

T ran sp ortation

A cces s ib ility to p ro gram m es

Targets for Improvement of Infrastructure


N u rsery scho ol

Pre-scho ol edu cation

H ea lth care

L earn in g con sultation

T o ols an d textb oo ks

M u seu m edu cation

R eno vatio n o f bu ild in gs

G eneral su p po rt

F o rtifica tion of paren talrespo n s ib ility

C h ild ren n ot in scho ol

Pro blem atic an d h ig h r iskch ild ren

Su pp ort fo r d rop ou ts

G ifted ch ild ren

M igrant ch ildren

Eth nic m in ority g rou ps

Sp ec ial Ed ucation

D ay care cen tres

L o ans for S tu d en ts , e tc.

C o nd itio na l su p po rt

Targets for Improvement of Support


In fo rm ationsk ills

G eneralco m p etences

P ro fess ion a l sk illsacco rding

to th e jo b m arket

R e levan cy o f con tent(c ivic, kno w led g e an d m arke t based so cie ty)

B a lan c ingth e lea rn ing

w o rklo ad

T eachingan d s tu dying

m eth ods

A ssesm ento f pu pils'

ach ievem en ts

In d ivid ua lizatio n o f Teach ing

Targets for Improvement of Content


M o de l ofsys tem

F un dingand orders

R equ irem en tsan d recog n ition

T eacher 'sp re -service and

in -service train ing

H ead teacher 'scertificatio n and

in -service train ing

Targets for Improvement of Staff


Self-evalua-

tion

Socialdialog

Indi-viduali-zation

Compe-tencies

Equity

Links

Lifelonglearning

Valuableeducation

Educationstrategy

Culture ofmanagement


Education and training are vital for growth, jobs and social cohesion

2710th Council meeting

Brussels, 23 February, 2006


Today, life itself waits for education to take on a more ambitious cultural and social role.Is this the case now?

© Meilė Lukšienė. Links, 2000

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