signposting the apprenticeship path in lithuania: cedefop’s … · 2016-02-29 · •presentation...
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Signposting the apprenticeship path in Lithuania:
Cedefop’s thematic country review
SIMONAS GAUŠAS, VISIONARY ANALYTICS (Lithuania)
Presentation held at the Cedefop event ‘Governance and financing of apprenticeships’,
Brussels, 8 and 9 February 2016
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Cedefop‘s Thematic
Country review:
signposting the
apprenticeship path in
Lithuania – governance
Simonas Gaušas Partner/ Research Manager
9th February 2016, Brussels
CEDEFOP event „Governance and financing
of apprenticeships“ © Visionary Analytics, 2016
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Visionary Analytics
• Research based policy advisory founded on March 2012,
specialising in education and innovation policy areas
• Relevant experience:
– Apprenticeships: A Cross-National Overview (CEDEFOP)
– Monitoring of the learning commitment in the
campaign on the construction sector (DG GROW)
– Initial action plan for apprenticeship (Ministry of
Education and Science, Lithuania)
– TCRs on apprenticeships in Greece, Italy and Slovenia
(CEDEFOP)
– TCR on apprenticeship in Lithuania (CEDEFOP)
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About the TCR
• First pilot (together with Malta)
• Implemented 2014.05 – 2015.05
• Two levels of objectives:
– National (in-depth diagnosis of the system with a recipe)
– European (build evidence base and support comparison)
• Key methodological principles:
– A common analytical framework (governance a priority)
– An inclusive, participatory and collaborative approach and
policy learning (Steering Group + 95 interviewees)
– An evolving and iterative approach: three rounds of
consultations:
1. implementation level stakeholders (practitioners and beneficiaries)
2. Institutional level stakeholders (e.g. administration, social partners)
3. System level (policy-makers, social partners, experts)
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Distinguishing features
• Systematic long-term training alternating
periods at the workplace and in an
education and training institution
• An apprentice is contractually linked to the
employer and receives remuneration
• An employer assumes responsibility for the
company-based part of the programme
leading to a qualification
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School-based VET and apprenticeship
VšĮ VJDRMC (2015). Pameistrystės organizavimo gairės profesinio mokymo įstaigoms (projektas)
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Kas yra pameistrystė? (1)
378 Flash Eurobarometer,
2013
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Governance-related enablers
• Legal framework exists + new amendments
• New sectoral qualification standards approved
• Modular programmes prepared and being tested
• Mechanisms for the social partners’ involvement in
place (e.g. sectoral agreements, shareholders)
• More external organisations assess competences
• Traditions of cooperation between learning venues
• Experiments with apprenticeship (mostly in CVET)
• 42 sectorial practical training centres
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Main governance-related challenges
• Vision, coordinated planning, targets
• Status of an apprentice
• Common understanding of apprenticeship
• All actors know how to proceed
• Vocational guidance and counselling system
• Capacity to experiment in IVET
• Modularisation and recognition of prior
learning
• Role of sectorial practical training centres
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Similar to PT situation
CEDEFOP (2016). Governance and financing of apprenticeships
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TCR
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Initial action plan – key suggestions
1. Structure for overall monitoring, evaluation and further strategic planning (3 alternatives) incl.:
– Consultations for VET schools
– Overall guidance
2. One-stop shop mediation service between VET schools and employers (2 alternatives) incl.:
– Direct consulting
– Explanation of guides
– Web-based mediation
3. Permanent inter-ministerial forum for coordination (Law)
4. Activation of sectorial practical training centres: – Filling the gaps in practical training
– Hiring in-company trainers and up-skilling teachers
– Generating income for amortization
5. Further optimisation
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Initial action plan (helicopter view)
0 • Vision, plan, team and communication
1 • Pilots
2 • Pilot support
3 • Framework conditions to scale-up apprenticeships
4 • Scaling-up apprenticeships
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Next steps
• Presentation of the TCR publication (LT
version)
• Finalisation of action plan and
implementation (parliament election in
October 2016)
• The project „National Authorities for
Apprenticeship: Implementing Work Based
Learning in Latvia, Lithuania and Estonia (WBL-
Balt)“ until Sep 2016
• The Baltic Alliance of Apprenticeship and
Work Based Learning (BAfA)