Development of a vocational teacher education strategy in Lithuania: challenges, reality and solutions

The Baltic states, as newer members of the European Union (EU), have been involved in the process of developing vocational education and training (VET) that was initiated by the Lisbon Council in 2000 and built upon by the 2002 Copenhagen Declaration. This chapter contributes to a collection of readings that provide information about the reform and development of VET in these countries in light of this European activity. The chapter discusses the following topics: new challenges for VET teachers and VET schools emerging from the shift to a lifelong learning paradigm for education; the current state of qualifications for VET teachers in Lithuania; the main actors in VET teacher education and training; the readiness of VET schools for change; the experiences of organisational development within VET schools gained during a three-year European Training Foundation (ETF) project; and the national strategy for VET teacher education and training. The authors recommend that the acquisition of pedagogical qualifications is the most urgent need for VET teachers in Lithuania as more than 70% of them do not have any pedagogical background. However, many have years of work experience so assessment of prior learning is also a priority. The chapter concludes with a summary of the main points and a series of tables illustrating aspects of the VET teaching workforce, such as age, general educational and pedagogical background, industry field experience, and pedagogical experience.

The volume from which this chapter is taken is indexed at TD/TNC 86.560. Selected chapters are indexed from TD/TNC 86.584 to TD/TNC 86.591.

The Baltic states, as newer members of the European Union (EU), have been involved in the process of developing vocational education and training (VET) that was initiated by the Lisbon Council in 2000 and built upon by the 2002 Copenhagen Declaration. This chapter contributes to a collection of readings that provide information about the reform and development of VET in these countries in light of this European activity. The chapter discusses the following topics: new challenges for VET teachers and VET schools emerging from the shift to a lifelong learning paradigm for education; the ...  [+] Show more