3.3 Skills forecasting
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Forecasting system(s)
Since 1995 the Lithuanian Labour Exchange has been annually carrying out labour market forecasts for the upcoming years. The methodology of the labour market forecasting was created jointly with the experts of the Swedish National Labour Market Board and is based on the results of the employer surveys conducted in September/or October. Since 1997 Lithuanian Public Employment Service has been annually issuing publications “Labour Market Forecast” and since 2003 it has been issuing “Barometer of Opportunities of Getting a Job”.
A methodology has been approved for the implementation of labor market monitoring. The latest methodology was adopted by the Employment Service under the Ministry of Social Security and Labor of the Republic of Lithuania by Order No. V-353 "On the Implementation of Labor Market Monitoring" of September 2020, updated in 2022 (here). Publication of labor market trends on the Employment Service website, in the publication "Labor Market Trends", in the media, at events with social partners MIS responsible employees In February. publishing the publication "Labor Market Trends" is carried out annually in February.
Lithuania's forecasts are also included in the European Labour Market Barometer. The reviews are published on the Employment Service website.
Government Strategic Analysis Center STRATA (till 2019-07-01 - MOSTA - Research and higher education monitoring and analysis centre) is a state budgetary institution, an analytical and advisory body that draws up recommendations on the development of the national higher education systems, performs monitoring function, analyses the state of the Lithuanian education system, and participates in the development and implementation of research, education and innovation policies.
Since 2010, information on the courses of study chosen by students has been collected and processed in a central national level student tracking database called the "Register of Students". The data is used to track the skills and career progression paths of students during their life-courses. The Register of Students has been commissioned by Statistics Lithuania and the Ministry of Education and Science. It contains information on the prior education of students, their courses of study (e.g. course changes, dropouts and final degrees) and socio-economic characteristics. Data is regularly provided by higher education institutions and aggregated, analysed and circulated by Statistics Lithuania and other statistical offices. The main aim is to collect reliable and up-to-date student data for decision-making bodies. The data also enables individual higher education institutions to draw conclusions about their student population. At present, the register is still at a developmental stage.
Individual universities also maintain their own student tracking databases. Several of them conduct graduate surveys but with no discernible common approach.
Skills development
Task 2.3 of the 2021–2030 National Progress Plan (hereinafter referred to as the NPP) is to increase the employment opportunities of job seekers and the effectiveness and efficiency of the employment support system. To increase the inclusion of the unemployed in the labor market in order to ensure a suitable job and a source of income, and, at the same time, to better utilize the potential of free labor resources and address the problem of the shortage of qualified employees. By implementing the task, the efficiency of the employment support system is increased, in order to find a suitable job for the largest possible share of the unemployed as quickly as possible and to ensure the sustainability of their employment and long-term survival in the labor market.
By Order No. A1-1048 of 28 October 2020, the Minister of Social Security and Labour of the Republic of Lithuania approved the Procedure for the Development of Youth Practical Skills. The aim of the development of youth practical skills is to provide services in a comprehensive manner, developing the personal and social skills of a young person, providing the young person with knowledge and abilities that allow them to integrate into the labour market and (or) return to the education system. This form of work with youth is particularly effective in providing individual services to disadvantaged and inactive young people aged 15 to 29. Practical skills development organisations can be found here and here. National Youth Information and Counselling Network Coordinator (hereinafter referred to as the National Coordinator) – an institution or organisation that has won the competition for the selection of the National Youth Information and Counselling Network Coordinator organised by the Agencyof Youth Affairs under the Ministry of Social Security and Labour, is responsible at the national level for providing methodological assistance to the Centres and Points and coordinating the Points. The National Coordinator is responsible for coordinating the Points at the national level and providing methodological assistance to the Centres and/or Points. In carrying out the function of coordination and providing methodological assistance, the National Coordinator organises campaigns to raise awareness of youth information and counselling services at the national level (source). Ongoing competitions are announced here. Youth information and counseling information points are posted here.
Vocational training is both initial and continuing
Initial vocational training is intended for persons aged 14 or over who are seeking to obtain their first qualification. Students are provided with the opportunity to acquire basic or secondary education along with their vocational qualification. Graduates of vocational training institutions who have obtained a maturity certificate may enroll in higher education institutions. Additional points are awarded to those enrolling in higher education study programmes in the same field of education.
Formal initial vocational training is provided to persons with primary, basic, secondary education, persons with special needs, as well as persons who do not have secondary or basic education, but who are seeking to acquire basic or secondary education along with their qualification.
Continuing vocational training, intended to improve a person’s existing qualification or to acquire another qualification, is both formal and non-formal. Continuing formal vocational training programmes are intended for persons with various levels of education. Requirements for practical experience or necessary qualifications may be imposed on learners.
Formal vocational training can also be provided by other vocational training providers for whom vocational training is not their main activity – companies, institutions and other organizations. Non-formal vocational training can be provided on demand by any training provider. Non-formal vocational training is provided according to the needs of an individual or employer (order). Relevant information about enrolling in vocational training programs: https://igykprofesija.lt/
The assessment and recognition of competences acquired in the non-formal adult education system is carried out by a person in order to obtain a higher education qualification or a document of official confirmation of competences (other than a diploma certifying a higher education qualification) in order to increase their opportunities in the labour market. Competences acquired in various environments are assessed in higher education: while working, improving qualifications, participating in the activities of various organisations and groups, carrying out voluntary activities, doing work useful to the community, studying in institutions providing non-formal education or independently, studying in their free time, etc. The service of assessment and recognition of competences acquired in the non-formal adult education system is provided by universities and colleges (source).
Self-directed learning is a naturally occurring process that occurs when engaging in various activities (e.g., developing digital skills through some leisure activity).