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Since the Lisbon Council met in 2000, the development of vocational education and training (VET) has been a high priority on European policy agendas, and, in 2002, the Copenhagen Declaration increased European cooperation in this field of education. The Baltic states, as newer members of the European Union (EU), have been involved in this process and this book of readings provides information about the reform and development of VET in these countries in light of this European activity. The introductory section examines the standing of VET in Europe, the sections following survey VET and VET teacher training in the Baltic states, and the concluding section looks at international cooperation in VET degree programs, including the development of the Masters Degree for VET, recognised both regionally within Europe and internationally. The chapters are as follows: Part one, ‘The European dimension of VET’: Higher education in Europe on the threshold of the 21st century / Nora Butter (p. 3-12); Lisbon, Bruges, Copenhagen: milestones towards a European vocational education and training sector: a critical survey of the current situation / Solveig Buder and Frank Bunning (p. 13-21); Part two, ‘VET in the Baltic states’: Vocational education and training in Estonia: reform processes and tendencies / Tiina Annus, Katrin Jogi and Lara Tilmanis (p. 25-45); Vocational education and training in Latvia: the problems and solutions / Anita Lanka and Elmars Murnieks (p. 47-68); Vocational education and training in Lithuania: reform processes and tendencies / Rimantas Lauzackas and Eugenijus Danilevicius (p. 69-92); Part three, ‘VET teacher training in the Baltic states’: The state of vocational teacher training in Estonia / Reeli Liivik (p. 95-108); Reform of VET teacher training in Latvia / Maira Apsite (p. 109-112); Development of a vocational teacher education strategy in Lithuania: challenges, reality and solutions / Kestutis Pukelis and Rimantas Lauzackas (p. 113-137); Part four, ‘International co-operation in VET degree programmes’: Internationalisation and co-operation in higher education: a multi-national Masters Degree programme in vocational education and training / Gordon Bellamy and Frank Bunning (p. 141-147); Developing globally competent university teachers / Graham Badley (p. 149-166).

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 highlights the need to reform the Latvian VET system to meet contemporary needs and focuses on issues associated with initial vocational education and training. The authors begin by providing a brief socioeconomic background to the current operation of the VET system. They then examine the reform vision and the intended elements of its implementation. The reform vision’s aim is the ‘modernisation of the existing VET system, in order to develop a self-sufficient VET system’. The focal points of the reform vision are: administration; integration of social partners and support institutions; networking of educational institutions; the development of national standards; learning and teaching methods; teacher training; a system of quality assessment; the development of a vocational/professional inservice training system; and funding sources. Several targets have been achieved in relation to legislation, the development of standards, governance, licensing and accreditation of training institutions, curriculum development, vocational guidance, training of teaching staff, and cooperation with social partners. The chapter also describes curriculum development processes and curricula at various levels, including secondary education and higher education, the qualification awarding procedure, the professions for which training is provided, and the avenues for social dialogue and public involvement. The conclusion makes some recommendations for facilitating the more rapid development of the VET system.

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 brief 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 author explains that until 1990, there had been no standardised concept of VET teacher training in Latvia. New legislation passed in 1999 and revised in 2000 required vocational teachers to undergo pedagogical training and possess relevant qualifications in order to teach in vocational schools. The chapter briefly examines the challenges facing the VET teaching profession, such as the ageing VET teaching staff and a shortage of qualified teachers and trainers to replace them, and the need for better financing and support of educational institutions. Some general recommendations for the reform and development of the VET system are made, including consistent policy development based on the experiences of Western educational systems, liaison with employers to facilitate graduate employment, and improving the image of VET. The author suggests that these reforms will improve the attractiveness of VET teaching as a profession.

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 begins with some background information about Estonia, its population and system of education as a context for understanding the current status and underpinning principles of vocational teacher training in the country. The author then examines the changes being made to teacher training as a part of the reform of the VET system. These include: the reorganisation of teacher training at the national level, which is articulated in the National Development Plan of Teacher Training 2003-2010; the development in 2003 of the Teacher’s Professional Standard, which is yet to be adopted; the introduction in 2004 of a ‘vocational year’ for graduates of teacher training; the introduction of a register of teachers; the launch of a number of projects related to vocational teacher training; and the specification of the content of inservice training courses. The chapter concludes with a description of the pathways to becoming a vocational teacher and the training courses available at the universities.

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 begins with the political, economic and social background of Estonia dating from 1990. It then provides an overview of the Estonian educational system, covering the following areas: current educational policy strategies and areas of educational reform; and a skill needs assessment, arguing that the key challenge in the Estonian labour market is the mismatch between the supply and demand of labour. The next section examines recent developments in education and training within a lifelong learning perspective, outlining policy development, the adaptation of a legal framework, governance and responsible bodies, and the contribution of the international PHARE projects. The authors then examine the modernisation of the education and training system, describing its structure and organisation, educational and occupational standards, certification processes, the teaching workforce, the modernisation of training infrastructure and equipment, rates of participation in education and training, guidance and counselling initiatives, and current activities. They conclude that, in terms of Lisbon targets, Estonia leads in comparison to other candidate countries but still has a way to go to equal most EU averages. The main issues are, however, already being addressed by the government. These include information and communications technology (ICT) development, increasing the employment rate, providing greater access to education, strengthening research and development, catering for foreign languages, and fostering lifelong learning.