Lithuania’s education system combines formal education, vocational training, and non-formal learning opportunities to address the varied needs of its population. The system is structured to provide individuals with the foundational knowledge and practical skills necessary for participation in the labour market.
VET plays a significant role in Lithuania’s education system, offering practical training designed to meet labour market demands. Programs provide students with hands-on learning in fields such as IT, engineering, healthcare, construction, and hospitality.
Lithuania’s VET system is supported by a variety of institutions:
In 2024, interest in vocational education remained steady. Data from LAMA BPO indicates that 30,521 individuals applied to vocational education programs, up from 28,104 in 2023. Of these, 20,759 signed vocational training agreements, slightly more than the 20,569 in 2023. Among the agreements, 20,540 were for state-funded placements, and 219 were for self-funded placements (Data source: here)
VET programs are accessible to individuals of all ages and education levels. They are divided into initial vocational training, which provides first qualifications, and continuous vocational training, which allows individuals to enhance existing skills or gain new ones. Qualifications range from levels 2 to 5 of the Lithuanian and European Qualifications Frameworks (EQF) and are based on professional standards.
Vocational training is often modular, enabling participants to complete full programs or focus on specific modules. Successful completion of a full program, coupled with passing final exams, leads to a vocational diploma. Individual modules earn state-recognized certificates, and skills gained through non-formal learning can be validated to obtain qualifications.
The system allows for combining vocational training with secondary education, enabling students to simultaneously gain a vocational qualification and complete their primary or secondary schooling. Graduates with high school diplomas can pursue higher education, with additional points awarded for applying to related university programs.
Lithuania’s VET infrastructure includes 44 public vocational education institutions and over 220 private providers, offering approximately 450 qualifications. Of these, 190 qualifications align with levels II–IV of the Lithuanian Qualifications Framework.
Vocational education is typically school-based but emphasizes practical training, which constitutes at least 70% of program content, with 10% dedicated to general competencies. Apprenticeship training is also an option, where students learn directly in workplaces under formal apprenticeship contracts (Data source: here)
Programs Responding to Labor Market Needs
Several VET institutions in Lithuania aim to align their offerings with industry trends. Institutions such as Code Academy, Vilnius Coding School, and TechIn provide training in fields like IT and engineering. Programs such as those for Junior Systems Administrators and Java Developers combine classroom instruction with practical application. Providers also regularly update their curricula to address emerging industry needs.
The Ministry of Education, Science, and Sport oversees vocational training policy, while the Qualifications and Vocational Education and Training Development Centre (KPMPC) supports the creation and updating of professional standards and curricula. KPMPC also coordinates competency assessments and adult education initiatives.
Sectoral Professional Committees, composed of industry and educational representatives, play a key role in aligning vocational training with labour market requirements. Social partners, including employers, contribute to the development of training content and evaluation processes, as well as participate in the management of vocational institutions.
Lithuania’s education and vocational training ecosystem seeks to balance academic and practical learning to address the needs of both individuals and the labour market. While efforts are made to align programs with industry demands and ensure accessibility, challenges remain in maintaining relevance and responding to economic shifts. By combining formal education, modular vocational training, and non-formal opportunities, the system provides pathways for skills development and workforce preparation.
This article was developed based on the project’s research document “Analysis and map of existing non-formal educational curriculums of VET programs in participating countries”.
If you want to learn more about the research, and read the full document, click here.
Cover picture: Photo by Igor Gubaidulin on Unsplash