In 2015, Lithuania entered a new stage of the vocational education and training (VET) curriculum reform with the introduction of the national competence-based qualifications standards and the modularisation of the VET curriculum on the basis of these standards. Competence in Lithuania is understood holistically as a 'totality' of knowledge, skills and attitudes. The statements of competencies in the standards mainly reflect work processes and it is the role of curriculum designers and vocational education and training teachers (VET teachers) to 'uncover' all domains of competency in learning outcomes, learning assignments and assessment criteria. In the Lithuanian context, the modularisation of VET programmes challenges integration of theory and practice within and between different modules and calls for more intensive cooperation of teachers in planning and implementing instruction. This paper aims to explore how knowledge representation has changed in the Lithuanian national and school VET curricula, how changes brought by the curriculum reform reflect in everyday work of VET teachers and, consequently, what challenges vocational teachers face in learners' knowledge formation. The paper is based on content analysis of the national and school level curriculum documents and semi-structured interviews with VET teachers and administrative staff.

Knowledge formation practices in the context of the {VET} curriculum reform in Lithuania

Lina Vaitkute
2021

Abstract

In 2015, Lithuania entered a new stage of the vocational education and training (VET) curriculum reform with the introduction of the national competence-based qualifications standards and the modularisation of the VET curriculum on the basis of these standards. Competence in Lithuania is understood holistically as a 'totality' of knowledge, skills and attitudes. The statements of competencies in the standards mainly reflect work processes and it is the role of curriculum designers and vocational education and training teachers (VET teachers) to 'uncover' all domains of competency in learning outcomes, learning assignments and assessment criteria. In the Lithuanian context, the modularisation of VET programmes challenges integration of theory and practice within and between different modules and calls for more intensive cooperation of teachers in planning and implementing instruction. This paper aims to explore how knowledge representation has changed in the Lithuanian national and school VET curricula, how changes brought by the curriculum reform reflect in everyday work of VET teachers and, consequently, what challenges vocational teachers face in learners' knowledge formation. The paper is based on content analysis of the national and school level curriculum documents and semi-structured interviews with VET teachers and administrative staff.
Vocational education and training
VET and the labour market
competence
standards
teacher development
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11562/1051216
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