REPORT COMMISSIONED BY THE EUROPEAN TRAINING FOUNDATIONUSING THE OECD CAREER GUIDANCE QUESTIONNAIRE

REVIEW OF CAREER GUIDANCE POLICIES

FINAL REPORT

LITHUANIA

Authors:

Aldona MACIUNIENEManager of Vocational Guidance Centre Vilnius

Jone SIKORSKIENEDirector of the Vilnius Labour Market Training and Counselling Service

This report was the subject of an official consultation process during May and June2003 with the Lithuanian Ministries of Education and Science and Social Security and

Labour. The text has not yet been subject to final editing or language revision.

This national report (based on the OECD questionnaire on career guidance policies) wasprepared in November 2002 by the following experts:

Aldona Maciuniene is Manager of Vocational Guidance Centre within the system of initialVocational Education and Training, Vilnius. E-mail for correspondence: aldoma@takas.lt

Jonė Sikorskienė is Director of the Vilnius Labour Market Training and Counselling Service,a not-for-profit state body responsible for the organisation of labour market career guidance,counselling and vocational training in the city of Vilnius and surrounding districts. E-mail forcorrespondence: sjone@vilnius.ldmt.lt

CONTENTS

1. Overview

2. Key goals, influences, issues and initiatives

3. Policy instruments for steering services

4. The roles of the stakeholders

5. Targeting and access

6. Staffing

7. Delivery settings

8. Delivery methods

9. Career information

10. Financing

11. Assuring quality

12. The evidence base

Annexes

1 OVERVIEW

Here we would like a brief overview of arrangements for information, guidance and counselling servicesin your country.

1.1 Please provide a brief (no more than one page) overview of nationalarrangements for career information, guidance and counselling services inyour country.

In answering this please describe the principal service providers, and indicate the extent to which theprovision of career information, guidance and counselling overlaps with or is integrated with otherservices. Indicate how responsibility both for managing and for funding information, guidance andcounselling services is divided: between different Ministries (for example Education and Labour);between different levels of government; and between governments and other providers. If possible,include as an Annex the contact details and homepages of key players and main providers ofservices. (Note: questions that allow more detailed descriptions of services can be found elsewherein the questionnaire).

Year 1931, when psycho technical researches as well as practical counselling activity werestarted in Kaunas Vytautas Magnus University, is considered as the beginning of vocationalguidance and counselling in Lithuania. After Lithuania became a part of Soviet Union relatedactivities were stopped because of all psycho technical researches and vocational counsellingwere forbidden in the country. In year 1958 compulsory VET for lagging pupil and so calledindustrial training were introduced. This leaded to the legalization of VET guidance andcounselling activity. VET guidance units were functioning in each general secondary school.The Vocational Career Guidance Centre of the Republic of Lithuania started its activity in1960. The counselling units have been established in all vocational schools and colleges. TheYouth Centre of vocational quidance was founded in 1986. Its divisions were beingestablished all over the country. System of vocational guidance and counselling hasexperienced great changes after Lithuania has regained its independence in 1990. At thattime existing system was reorganised to Lithuanian Labour Market Training and CouncellingAuthority.

Ministry of Education and Science and Ministry of Social Security and Labour are the maininstitutions responsible for the vocational guidance and counselling development on nationallevel. Vocational counselling and guidance providers in labour market work in collaborationand supplement each other.

Ministry of Education and Science implements vocational counselling and guidance atschools and in few centres under their supervision (Vocational guidance centre in LithuanianYouth Technical Creativity Palace and Pedagogical-Psychological Services). The share ofthose consulted in institutions under the Ministry of Education and Science is only 1-2% oftotal number of school students.

Ministry of Social Security and Labour supervises two state institutions:

• Lithuanian Labour Exchange and 46 territorial labour exchanges. Lithuanian LabourExchange implements state employment guarantees on labour market, providesassistance for job seekers in finding job, provides employers with necessary skilledlabour force, provides registered job seekers into active labour market measures(vocational training and retraining, organisation of own business, placement intopublic works and works financed from the Employment Fund, establishment of newjobs, activities of job clubs) and pays unemployment benefits.Tripartite commissions functioning on a voluntary basis are set up at the labourexchanges for the consideration of issues concerning the population employment.The commissions consist of representatives of trade unions, employers and publicauthorities.

• Lithuanian Labour Market Training Authority with 14 vocational training Centres and 6Territorial Labour Market Training and Counselling Authorities. Tripartite Experts

Committee is advisory body for vocational training and councelling matters Purposeof six Territorial Labour Market Training and Counselling Authorities is to providevocational information, guidance and counselling services for schoolchildren,students and adults. Service covers about 13-15% all Lithuanian schoolchildren.

The tasks of these ministries differ by target groups for whom consulting services areprovided:

! The competence of the Ministry of Education and Science includes ensuringvocational guidance at general education and vocational school. Their clients areschoolchildren, their parents and teachers.

! The competence of the Ministry of Social Security and Labour includes organizingextra-curricular vocational guidance for youth and other labour market participants(Republic of Lithuania Law on Vocational Education and Training). Institutionssubordinated to Ministry of Social Security and Labour consult schoolchildren, theirparents and teachers and also provide counselling and guidance services to thosewho are unemployed or facing unemployment, employers, employees and sociallydisadvantaged groups.

Other providers of vocational counselling and information are:

! Vocational career centres in higher education establishments. Biggestuniversities have vocational guidance centres. They provide counselling for thosewho are making vocational choices, planning their careers; organizing furthereducation and internship (programs) in the country and abroad; informing aboutsituation in labour market, helping to organize job search. These centres are helpingstudents to find their place in local labour market and prevent �intelligence flight� fromthe country.

! Services in private sector. At the moment there are about 20 organizations thatprovide counselling. Their main clients are qualified specialists and managers fromprivate organizations. Managers, representatives of private, joint or foreigncompanies and employees who must meet special requirements are recruited withthe help of consulting companies most frequently.

NRCVG Lithuanian National Resource Centre for Vocational Guidance (or Lithuanian Euroguidance Centre) was established in 1998 together with the National Agency for Leonardo daVinci. The main purpose of this Centre is the production and dissemination of guidancematerial as well as supporting mobility across Europe, providing information about Leonardoda Vinci programs.

! Internet. Internet becomes more and more popular tool to deliver vocationalguidance services. More and more organizations working in vocational information,guidance and counselling field provide their services this way: The Ministry ofEducation and Science (www.mokykla.smm.lt); Lithuanian Labour Exchange(www.ldb.lt); Lithuanian Labour Market Training Authority (www.darborinka.lt);NRCVG (www.nrcg.lt) a special section for youth is introduced(www.nrcg.lt/jaunimas); private agencies (www.personpremier.lt, www.cv.lt,www.cvonline.lt, www.preile.lt).

In order to improve the quality and accessibility of vocational counselling, guidance andinformation, the main task at the moment is to create the national system of vocationalguidance, counselling and providing information. In September 2002 was established a workgroup from representatives of Ministry of Education and Science, administrators andpractitioners working in vocational guidance and counselling area and EU expert MoiraMcKerracher (Twining Light Project �Strengthening of Institutional Capacity in VocationalTraining for Economic and Social Cohesion�). The task of this group is to prepare nationalstrategic document for vocational guidance and counselling.

2. KEY GOALS, INFLUENCES, ISSUES AND INITIATIVES

Here we would like you to provide information about the broad goals for information, guidance andcounselling services, about the influences that are shaping these services, about the key issues in theirorganisation, management and delivery, and about important recent initiatives.

2.1 What are the key objectives and goals of national policies for information,guidance and counselling services in your country? Please describedifferences in objectives and goals that might exist between Ministries. Wherea legislative basis exists for these objectives and goals, please providedetails.

National employment and labour market policy implementation functions lie with two stateinstitutions in Lithuania, i.e. Lithuanian Labour Exchange (established in 1991) and LabourMarket Training Authority (established in 1992). These are two independent, supplementingone another institutions under the Ministry of Social Security and Labour.

Lithuanian Labour Exchange (LLE) is assigned a major task to ensure employmentguarantees provided by the state to the unemployed and strive to restore balance on thelabour market with the help of active policy measures. LLE is composed of the NationalLabour Exchange and 46 territorial labour exchange offices situated throughout Lithuania.Major settlements in rural areas have their own subdivisions of territorial labour exchangeoffices.

Lithuanian Labour Market Training Authority (LLMTA) is assigned a task to perform thefollowing functions: organise labour market vocational education and training, vocationalguidance, consulting, coordination, supervision and methodological leadership. It has 6subordinate regional Authorities dealing with the vocational guidance and counselling foradults and youngsters (out-of-school). Besides that LLMTA regulates the activities of 14labour market training centres and more than 60 Training providers:

Prepares labour market training programs, program modules and non-formal trainingprograms.Examines documents submitted by enterprises, organizations and educational organizationsfor issuing a licence to trainExamines material training basis.

Ministry of Education and Science and Ministry of Social Security and Labour are the maininstitutions responsible for the vocational guidance and counselling development on nationallevel. Responsibilities of two ministries are set out in the Law on Vocational Education andTraining (approved in 1997). The main purpose of institutions subordinated to theseministries is in cooperation with training institutions (general secondary and vocationalschools, colleges and higher education schools) as well as with territorial labour exchanges,employers and representing them organizations to organize vocational information andguidance aiming to ensure the rational occupational choice instead of accidental decisionsand to encourage a person for active carrier development. The tasks of these institutionsdiffer by target groups for whom consulting services are provided.

Differences in objectives and goals between Ministries

The competence of the Ministry of Education and Science includes ensuring vocationalguidance at general education and vocational school and the competence of the Ministry ofSocial Security and Labour includes organizing extra-curricular vocational guidance of adultsand youth for improving employability and carrier possibilities (Republic of Lithuania Law onVocational Education and Training).

Institutions subordinated to the Ministry of Education and Science provides consultationservices to those studying at schools including their parents and teachers. Institutions

subordinated to Ministry of Social Security and Labour consult school student, their parentsand teachers and also provide counselling and guidance services to those who areunemployed or facing unemployment, employers, employees and representatives of sociallydisadvantaged groups.

Legislative basis

Laws and resolutions listed below regulate the system of vocational education and trainingincluding vocational guidance services:

• Republic of Lithuania Law on Support of Unemployed; 13 December 1990 No I-864;this law was originally adopted as the Law on Employment of the Population in 1990and in 1996 its title was changed to the �Law on Support for the Unemployed�

• Republic of Lithuania Law on Vocational Education and Training; 14 October 1997 NoVIII-450

• Republic of Lithuania Law on Nonformal Adult Education; 30 June 1998 No VIII-822• Order No 465 of the Minister of Education and Science on Vocational Guidance

procedure; 20 March 1998• Order No 108 of the Minister of Social Security and Labour on Labour Market

Vocational Training Regulations; 30 June 1998• Order No 89 of the Minister of Social Security and Labour on Labour Market

Vocational Training Procedure; 10 October 2000• National Development Plan 2002-2004; October 2001• Republic of Lithuania Poverty Reduction Strategy 2002-2004• Project of Measures for the implementation of the Poverty Reduction Strategy; April

2002

The criterions and procedure for performing psychological consultation are defined by legalacts mentioned in section 1 as well as by the Regulations of Lithuanian Labour MarketTraining Authority (LLMTA), Territorial Labour Market Training and Counselling Authorities(TLMTCA), Career Planning unit of the LLMTA and Career Planning units of the TLMTCA.Order No 06-03-32 of the Director of LLMTA (26 March 2002) on the Procedure onApplication of Diagnostic Methods in Labour Market Vocational Counselling and Code ofEthics approved by Congress of Lithuanian Psychological Association in November of 1996also regulate the process of counselling.

The consultation criterions and procedure for the institutions functioning under the Ministry ofEducation and Science are set out in regulations of separate institutions (PedagogicalPsychological Centre, Pedagogical Psychological Services, Vocational Guidance Division inthe Lithuanian Youth Technical Creativity Palace). Code of Ethics is also followed.

2.2 What are the major social, educational and labour market influences that arecurrently shaping national policies for information, guidance and counsellingservices?

The Ministry of Social Security and Labour, Ministry of Education and Science, LithuanianLabour Market Training Authority and Lithuanian Labour Exchange are main institutionsdeveloping national policy in respect to vocational guidance authorities.

Social influences:In response to general social situation (high unemployment level, poverty in the country) aProject of Measures for the implementation of the Poverty Reduction Strategy was developedin April of 2002. It contains a chapter on vocational guidance including current situationanalysis and main problems in the field. The main purpose set out in the document is toincrease employability and social cohesion via development an effective vocationalinformation, guidance and counselling system and to increase accessibility of information andcounselling services to adults and youth. Also, concrete measures to achieve definedobjectives are presented.

Educational influences:In 1998 a model of specialised education has been introduced in Lithuanian educationsystem, i.e. in the final grades of secondary school pupils should choose teaching profile -science, humanities, technology (the last one provided only in vocational schools). To helpschool student in forming the well-grounded opinion on his appropriateness to a certainoccupational field as well as in deliberate selection of a profession and preparation for furtherstudies in the dimension of life long learning is between the main goals of the programme onspecialised education.

The specialised education covers all school students in final grades of secondary school (i.e.11 and 12 grades) and gymnasium (i.e. 3 and 4 grades) as well as those in vocationalschools. This educational model creates friendly environment in respect of occupationalchoice and purposeful preparation to the activity selected. The implementation of profileeducation system in secondary schools is being linked with school students� vocationalguidance.

Labour market influences:The development of vocational information, guidance and counselling policy directly dependson labour force demand and related changes in the labour market. Rapidly changing demandon new sills and new type of labour force creates great demand of councelling and carriercouncelling.

2.3 What are the most important issues facing policy makers in your country inthe organisation, management and delivery of information, guidance andcounselling services?

Main problems in the field are as follows:• Lack of human resources development strategy;• Lack and insufficiency of information concerning a certain profession;• Lack of state recognised requirements for the competencies by occupational groups;• Lack of comprehensive vocational guidance and counselling system and insufficient

coordination of related activities.• Lack of information and long � lasting prognosis about situation in the labour market.• Lack of information about counselling services.• There are not enough up-to-date methods of psycho diagnostics.• There are no united requirements for counsellors� qualification and quality standards

for providing vocational information and counselling.• There is no training institution for vocational counsellors.• There are not enough vocational guidance providers/counsellors.• Subject of vocational guidance is not integrated in secondary school curriculum yet.• Vocational guidance is mostly available only for senior schoolchildren in secondary

schools.• Dropouts. As there are not enough counsellors, focus is on the active consumers and

not on the youth and adults who are not motivated to learn and/or work.• Not all the quarters are adapted for disabled people.

2.4 Please describe any recent (last five years) initiatives and changes that are ofparticular significance for the organisation, management, funding, staffing, ordelivery of information, guidance and counselling services.

For example you might like to describe initiatives such as: government reports that haverecommended new approaches or new priorities, new methods and philosophies of providingservices (for example within the context of lifelong learning), new or proposed legislation andregulations, new or upgraded services or the down-sizing or elimination of existing services, changedpriorities for access to services, changed responsibilities between agencies for the provision ofservices, new education and training requirements for staff, initiatives to engage citizens in theplanning and delivery of services, changes in the involvement of the private sector, technologicaldevelopments that have made a real difference to the ways in which services are delivered and/oraccessed

Government reports that have recommended new approaches or new priorities:

The 2001-2004 programme of the Republic of Lithuania for Increasing Employment(Resolution No 529, 8 May 2001). It is a programme document of the Government of theRepublic of Lithuania determining the national employment and labour market strategy. Itsmedium-term priority goals and actions are as follows: development of the system of jobs(enhancement of entrepreneurship), improving support of employment, strengthening thecapacity to adjust to changes, equal opportunities on the labour market, enhancing theintegrity of employment policy. The structure, trends and measures of this programmescorrespond to four pillars of the European Employment strategy as well as to national actionplans for the improvement of employment rate.Resolution No 10 of the Government of the Republic of Lithuania on Measures for Youthvocational guidance and their Integration into Labour Market (8 January 1998). The mainmeasures defined in the document are: 1) to take care of youth vocational guidance andcounselling; 2) to improve vocational training provided to youth; 3) to assist youth inintegration to the labour market. Between the main objectives set out in the document arethese: 1) to inform and consult youngsters in general education schools and other educationand training institutions on issues related to the profession; 2) to collect and provideinformation on training programmes in higher education (university and non university)schools and vocational schools and colleges; 3) to consult school students ant pedagogueson issues related to occupational choice.Project of Measures for the implementation of the Poverty Reduction Strategy was developedin April of 2002. It contains a chapter on vocational guidance including current situationanalysis and main problems in the field. The main purpose set out in the document is todevelop an effective vocational information, guidance and counselling system and to increaseaccessibility of information and counselling services to adults and youth. Also, concretemeasures to achieve defined objectives are presented.Project of Law on the Amendment of the Law on Education (2002) includes a clause oninformation support. It is stated that the purpose of information support is to assist schoolsand other education providers, teachers, school students, all Lithuanian citizens andinhabitants in receiving information on education and its quality as well as on demand ofeducational attainment and vocational qualification in the labour market.The National Development Plan for 2002-2004 The NDP sets out human resourcedevelopment as the key strategic priority for Lithuania along with the development of aknowledge-based economy as a pre-requisite for economic growth. The document stressesthe need to develop the motivation to study among labour market participants as well as toprovide conditions for learning while ensuring the capacity of the work-force to adapt quicklyto the ever-changing needs of the labour market. To this end, the strategy for thedevelopment of human resources in the National Development Plan sets out the followinggoals:

• increasing the competence of the labour force;• improving the accessibility and quality of the vocational training system;• promotion of social inclusion.• project of Law on the Amendment of the Law on Vocational Training,• project of LLL strategy.

New methods and philosophies of providing services: for example within the context oflifelong learning:

International conference on Vocational Counselling within the Context of Life Long Learning(May 2002, Vilnius). During the conference situation on vocational guidance in the countrywas discussed and main problems in the field were highlighted.The new programme � Work possibilities� introduced in 1991.Since 1999 Lithuanian Association of Adult Education annually has been organizing AdultEducation Week, purpose of which is to promote an approach of life long learning within thesociety and to draw Government�s and politicians� attention to individual�s advance througheducation.Consultation Process on the Memorandum of Lifelong Learning in Lithuania. Minister ofEducation and Science established Steering Committee of Consultation Process on theMemorandum. Discussion seminars were organized in regions and for groups thatrepresented various institutions and different interests. Consultation process involved stateinstitutions, tripartite councils and social partners, NGOs and different other institutions. Mainresults are presented in the report of the Consultation Process on the Memorandum ofLifelong Learning in Lithuania, June 2001.White Paper on the Vocational Education and Training in the Republic of Lithuania, 1999.Representatives of both Ministry of Education and Science and Ministry of Social Security andLabour developed the document. White Paper contains analysis of vocational education andtraining in Lithuania as well as general aims and principles, which are to be followed whenreforming VET in Lithuania. The book also presents VET system structure, discusses itsmanagement and certain issues such as VET standards, curriculum, teacher training, qualityassurance and quality control, legislative framework, financing, VET research, vocationalcounselling and information, lifelong learning possibilities and the specificity of private VET.International conference and publication �Experience of Labour Market Training andCouncelling� � 2003.

New or proposed legislation or regulations:

Amendments of Laws on Education and Support of the Unemployed;Republic of Lithuania Law on Vocational Education and Training; 14 October 1997 No VIII-450

• Order No 465 of the Minister of Education and Science on Vocational Guidanceprocedure; 20 March 1998 and Order No 108 of the Minister of Social Security andLabour on Labour Market Vocational Training Regulations; 30 June 1998

• Order No 629 of the Minister of Education and Science on Instruction of a CertainPosition; 11 May 1999. Based on this document an Instruction on the position ofpsychologist was approved. It is defined the psychologist in general and secondaryschool (including gymnasium) should provide consultations on issues related tofurther education and occupational choice.

• Amendments proposal for the Law on Vocational Training 2003• Strategy of Life Long Learning

New or upgraded services or the down-sizing or elimination of existing services:

The Lithuanian National Resource Centre for Vocational Guidance (or Lithuanian EuroGuidance Centre) was established in 1998 together with Lithuanian Leonardo NA. Its unitsare located in 5 Lithuanian towns, namely Kaunas, Klaipeda, Siauliai, Panevezys and Vilnius.The main purpose of this Centre is the production and dissemination of guidance material andsupporting European mobility, providing information about Leonardo da Vinci programs.

Vocational Guidance Division in the Lithuanian Youth Technical Creativity Palace wasestablished in 1997. It provides vocational guidance services to school students and youth.

In 1999 Open Lithuanian Fund established Youth Vocational Career Centre (Kaunas)providing information and counselling services. Activity of the Centre also includes

sociological researches and questioning as well as participation in national and internationalprojects.

It is to be mentioned that centres providing vocational guidance services are beingestablished in higher education schools: Psychological Consultation Centre in VilniusUniversity, Integration and Career Board in Vilnius Gediminas Technical University, Centre ofModern Didactics in Vilnius Pedagogical University, Centre of Professional Relations inKlaipeda University.

Changed priorities for access to services:Establishing new home pages on internet, mobile councelling services on country side.

Changed responsibilities between agencies for the provision of services:No comments.

New education and training requirements for staff:Order No 108 of the Minister of Social Security and Labour on Labour Market VocationalTraining Regulations (30 June 1998) declares that requirements for staff qualification isdefined by Instructions on a Certain Position corresponding to the regulations pointed out inconsultant�s certification.

Initiatives to engage citizens in the planning and delivery of services:Creating networks of Social partners in regions of Klaipeda, Panevezus and Alytus.

Initiatives to raise public awareness and use of services:All institutions are disseminating information about themselves through various leaflets,publications, advertisements, Internet, mass media and TV.

Changes in the involvement of the private sector:Private consultative institutions are being established (for example:�Person premier�, �Primumesse�, �CV online�, �Preilė� and etc.). They provide not only vocational information but alsomediate the employment of Lithuanian citizens and inform on issues related to labour market.Modern psychology centre �Person Premier� is one of private initiatives. Individual counsellingcovering both occupational choice and career planning is one of the Centre�s purposes.Consultation services for the client are provided either individually or in groups.

Technological developments that have made a real difference to the ways in which servicesare delivered and/or accessed:Internet becomes more and more popular tool to deliver vocational guidance services. TheMinistry of Education and Science has its own website (www.mokykla.smm.lt). The same is tobe said about labour market institutions under the Ministry of Social Security and Labour. Thehomepage of Lithuanian Labour Exchange is www.ldb.lt and www.darborinka.lt is website ofthe Lithuanian Labour Market Training Authority. In the Leonardo da Vinci internet page(www.nrcg.lt ) a special section for youth is introduced. Private agencies also has their ownhomepages, for example www.personpremier.lt, www.cvonline.lt, www.cv.lt,www.brainpower.lt.

3. POLICY INSTRUMENTS FOR STEERING SERVICES

Here we wish to know about the key policy instruments that are used to steer information, guidance andcounselling services, and about how policy goals are translated into service delivery.

3.1 How important is legislation in steering information, guidance and counsellingservices in your country? Please briefly describe the main pieces oflegislation that directly affect information, guidance and counselling services.More complete details and examples can be provided in an Annex.

1. Resolution No 10 of the Government of the Republic of Lithuania on Measures for Youthvocational guidance and their Integration into Labour Market (8 January 1998). The mainmeasures defined in the document are: 1) to take care of youth vocational guidance andcounselling; 2) to improve vocational training provided to youth; 3) to assist youth inintegration to the labour market. Between the main objectives set out in the document arethese: 1) to inform and consult youngsters in general education schools and othereducation and training institutions on issues related to the profession; 2) to collect andprovide information on training programmes in higher education (university and nonuniversity) schools and vocational schools and colleges; 3) to consult school students antpedagogues on issues related to occupational choice.

2. In the 2001-2004 programme of the Republic of Lithuania for Increasing Employmentconcrete actions to develop and improve vocational information, guidance andcounselling system are set out. They are as follows: to include a special course onvocational career into the final stage of basic and secondary education, to develop theactivities of youth labour centres, to develop an internet based services, to publishinformation brochures on vocational education and training.

3. Pursuant to the Republic of Lithuania Law on Vocational Education and Training theMinistry of Education and Science should ensure vocational guidance at generaleducation and vocational schools and the Ministry of Social Security and Labour shouldorganize extra-curricular vocational guidance of labour market and youth.

4. Order No 465 of the Minister of Education and Science on Vocational Guidanceprocedure (20 March 1998) includes main targets on providing vocational guidanceservices for both Vocational guidance units of supplementary training institutionsfunctioning within the system of the Ministry of Education and Science and TerritorialLabour Market Training and Counselling Authorities.

5. Order No 108 of the Minister of Social Security and Labour on Labour Market VocationalTraining Regulations (30 June 1998) declares requirements of the consultation processincluding purpose, principles and content and defines labour market subjects.

3.2 What other instruments are normally used for the political steering ofinformation, guidance and counselling services and to monitorimplementation?

For example you might like to describe the use of instruments such as outcomes targets, mandatoryor voluntary service quality standards, mandatory or voluntary competency standards andqualification standards for staff, competitive tendering for services and the like.

All the institutions providing information and counselling services act according to theapproved Institution�s Regulations. Ministry or Municipality, to which a certain institution issubordinated, approve its Regulations containing main functions of the institution, itsobjectives and tasks and also rights and duties of the employees. The work of an employeeis regulated by Instruction on a certain position in which requirements for a specialist as wellas his rights and duties are defined. In all authorities only those specialists who haveUniversity diploma in Psychology and degree of Master of Science are allowed to providepsychological counselling.

Surveys and researches for effectiveness of vocational guidance

Annual reports on institutional level provided to relevant Ministry or Municipality ensure thequality standards of services provided.

3.3 Please describe how government regulation, funding and provision ofinformation, guidance and counselling services are related to one another. Isthe same (government) body typically responsible for all three, or are theycarried out by separate agencies?

Implementation of Government Resolutions is within the competence of separate Ministries.

Institutions subordinated either to the Ministry of Education and Science or to the Ministry ofSocial Security and Labour provide vocational guidance and counselling services in Lithuania.Ministry of Education and Science has several authorities, which are financed from statebudget. The Lithuanian Labour Market Training authority under the Ministry of Social Securityand Labour has a net of territorial training and counselling authorities located in Vilnius,Kaunas, Siauliai, Klaipeda, Alytus and Panevezys. Their purpose is to provide vocationalinformation, guidance and counselling services for school students and adults. Activities ofthese authorities are being financed from an Employment Fund. There are more than 30programmes on vocational guidance and counselling developed, in particular for servicemenand ex-prisoners. These programmes are also financed from Employment Fund.Lithuanian Labour Exchange consisting from National and 46 Territorial Labour Exchanges isalso financed from the Employment Fund. Each of them contains a Vocational GuidanceRoom. Self Information Service Centre is functioning at Vilnius Territorial Labour exchange.Also 3 Youth Job Centres has been established. Services providing by Labour Exange areoriented to information for job seeking and vocational training programmes.

3.4 What mechanisms, if any, exist for co-ordinating information, guidance andcounselling services: between different Ministries; between different levels ofgovernment; between governments and other parties such as employers,trade unions, the private sector, and community groups; between services foryouth and for adults; and between the different agencies that provideservices? What barriers exist to co-ordination of services and to networkingamong providers?

Both Ministry of Education and Science and Ministry of Social Security and Labour coordinatevocational guidance services. Part of these services is provided according GovernmentResolutions or Regulations approved by 2 ministries. A lack of co-operation with TradeUnions, private institutions and authorities representing youth or adults is observed. Moreclose links are established with the Associations of Adult Education and youth organizations.

3.5 What barriers exist to co-ordination of services and to networking amongproviders?

As it was mentioned above vocational guidance services are coordinated by two Ministries.Therefore the main barriers in the field are related to departmental reticence anddepartmental self-esteem. Also it is to be mentioned such problems as lack of initiative andfinances, insufficient legislative basis and ministerial capacity.

4. THE ROLES OF THE STAKEHOLDERS

Here we wish to know about the roles played some key stakeholders other than government Ministries --such as employer organisations and trade unions – in information, guidance and counselling services.

Employer organisations

4.1 What role do employer organisations play in regulating or fundinginformation, guidance and counselling services?

For example by participating in advisory and co-ordination bodies; by contributing to common fundsfor information, guidance and counselling services; through providing employee leave to take part incareer guidance; or through participation in programme management committees.

Tripartite advisory bodies function at all labour market institutions on national, regional andlocal levels. They consist of members, who are appointed in equal parts from representativesof employees (trade unions, associations and other organizations), employers (unions,associations, etc) and state governing institution.

Employment Council under the Ministry of Social Security and Labour submits proposals forthe priorities of the labour market policy, approves the annual estimate and report of theEmployment Fund, and considers the amount of Employment Fund resources to be allocatedfor the activities of Lithuanian Labour Exchange and Lithuanian Labour Market TrainingAuthority (see Annex 1).

The functions of the Tripartite Councils are stated in the Law on the Employment of thePopulation adopted in 1990 (this Law was renamed into the Law on the Support ofUnemployed in 1996). The representatives of employers participating in the activities ofTripartite Councils� suggest on vocational counselling of the unemployed as well as on theirtraining and retraining. They also participate in formulating requirements for the labour marketvocational training and considering financial issues.

Employers in regions are being involved in the implementation of active labour marketmeasures: works subsidised from the Employment Fund, Public works and etc. They alsoparticipate in the Examining Commissions for qualification examination. Active labour marketmeasures assist job seekers and the unemployed in more active competing on the labourmarket, stimulate decision-making in respect to profession and encourage the usage ofinformation, guidance and counselling services.

The Chamber of Trade, Industry and Crafts is an organization joining together employers. Itconsists from 5 regional Chambers in Lithuania. The Lithuanian National Resource Centre forVocational Guidance and 5 its units located in Kaunas, Klaipeda, Siauliai, Panevezys andVilnius, were established in co-operation between Chambers of Trade, Industry and Craftsand Lithuanian Leonardo NA. In each regional Chamber there is a person responsible for theactivity of regional Resource Centre for Vocational Guidance.

Organizations of employers are taking part in the work of Councils and Committees operatingin the system of education and science. They participate in considering general issues onvocational education and training as well as in estimating trends of education informationsystem development.

4.2 What initiatives do employer organisations take to help provide information,guidance and counselling services?

For example: involvement in career information programmes in schools and tertiary education; theprovision of guidance and counselling; organising careers fairs and exhibitions; or the production ofcareer information.

Employers are involved in creating requirements for vocational training programmes; theysupply practical training places and are active in the field of placement of trainees. In somecases employers (most often from joint stock ventures) contact Territorial Labour MarketTraining and Counselling Authority in order to help their employees in adaptation to thechanging environment. For example �Adaptation in Changing Situation and Job Search�programme was prepared for Vilnius Bank and Lithuanian Telecom, whose employees�professions are of poor demand and whose employment agreement may be terminated in the

near future. The goal of this programme lies in stimulation of a personal interest tocomprehend the situation realistically, to assist in creating personal job-seeking plans.

Employers� organizations participate in the meetings on vocational guidance and counsellingorganized by Labour Market Training and Counselling authorities and Training Centres.

4.3. Does employer involvement in information, guidance and counsellingservices tend to be:

In answering this question please tick the box that best applies. You might also like to add somedescriptive material in support of your response.

Seldom Occasional Regular1X 2 3 4 5

Local

Mostly local,but somenational 50-50

Mostlynational, butsome local National

1 2X 3 4 5

Trade unions

4.4 Do trade unions play a role in regulating or funding information, guidance andcounselling services?

For example through participating in advisory and co-ordination bodies, or in programmemanagement committees.

Representatives of Trade Unions as members of Tripartite Councils suggest on EmploymentFund issues, advice on vocational counselling of the unemployed as well as on their trainingand retraining. They also provide proposals in respect to financial issues.

Trade Unions are taking part in the work of Councils and Committees when consideringgeneral issues on vocational education and training as well as in estimating trends ofeducation information system development.

4.5 What initiatives do trade unions take in providing information, guidance andcounselling services?

For example involvement in career information programmes in schools; providing guidance andcounselling; or producing career information. Here also describe any initiatives taken by trade unionsto provide information, guidance and counselling services to their own members.

Trade Unions disseminate information on vocational career issues.

4.6 Does trade union involvement in information, guidance and counsellingservices tend to be:

In answering this question please tick the box that best applies. You might also like to add somedescriptive material in support of your response.

Seldom Occasional Regular

1 X 2 3 4 5

Local

Mostly local,but somenational 50-50

Mostlynational, butsome local National

1 2X 3 4 5Other stakeholders

4.7 Please describe ways in which policies encourage other stakeholders � suchas parents, associations of students, alumni, community organisations,educational institutions or the end-users of services -- to play a role ininformation, guidance and counselling services.

For example through roles that are expressed in legislation; through policies to contract serviceprovision to non-government organisations; through membership of advisory bodies; throughmembership of programme management committees.

1. The Ministry of Education and Science was among the organizers of �Balt-technology2002/ Science 2002� exhibition (21-24 May 2002). All Universities and Scienceinstitutions have introduced themselves during the exhibition. Visitors could receiveinformation on entrance requirements process, study programmes and to purchasevarious publications.

2. Both Lithuanian National Union of Students and Lithuanian National Union of Pupils hasarranged a Fair of Higher Education Schools aiming to help school students pretending tostudy in Universities (February 2002). 13 schools of higher education introducedthemselves per this fair. It is expected to arrange such fair annually.

3. EU Leonardo da Vinci Programme Co-ordination Support Foundation (Lithuanian NationalAgency) actively participates in the field of vocational guidance. The Lithuanian NationalResource Centre for Vocational guidance consisting of 5 regional centres has beenestablished in 1998. Annual Guide-book of Occupations (2001, 2002) is a greatcontribution in the field on vocational guidance and counselling. Book containsinformation on training programmes in all vocational schools and colleges in Lithuania,descriptions of occupations, helpful advices on how to choose a profession and otheruseful material.

5. TARGETING AND ACCESS

Here we want to know about priorities for access to information, guidance and counsellingservices. This section also asks about how services are provided for adults.

5.1 Please describe any priorities or target groups for information, guidance andcounselling services, including how priority needs are established.

For example target groups might include: school students; young people; adults; unemployed people;those receiving social welfare benefits; tertiary education students; employees; refugees andmembers of ethnic minorities.

5.2 How are any such priorities or targets expressed?

For example give details of any legislation that provides rights or entitlements to services forparticular groups.

Target groups for vocational information and counselling services are:• Job seekers and people threatening by unemployment :

! Persons interested in starting their own business;

! Persons interested in training possibilities, who have no qualification or it is noton demand in labour market;

! Long-term unemployed;! Employees who are given notice of dismissal;

• Employers;• Vocational training institutions;• Schoolchildren, students, their parents and teachers (extra-curricular vocational

guidance).• Disabled people:• Prisioners or after releasing

Territorial Labour Exchanges provide counselling services through 5 Job Centres, 3 YouthJob Centres, 46 Information and Counselling Centres, 1 Vocational Information Centre and 7terminals, 49 Self Information Service terminals and 47 Self Information Service plusVocational Information terminals. Lithuanian Labour Exchange and Lithuanian Labour MarketTraining Authority has also developed 240 occupational descriptions as well as 68 films aboutoccupations. Career counsellors regularly appear on radio and TV.

Mostly school students seeking to make a vocational choice are the clients of counsellingauthorities subordinated either to the Ministry of Education and Science or Municipalities.Their parents and teachers are clients of these authorities as well.

Territorial Labour Market Training and Counselling Authorities provide vocational informationand counselling services to employers and companies, employees and those seeking toimprove their qualification or are seeking for better possibilities for job carrier, unemployedand youth or school students from final grades.

5.3 Where such priorities exist, what active steps are taken to ensure that accessto services is possible for target groups?

For example “one-stop-shops”; drop-in services that do not require appointments; telephone help-lines; use of community organisations for service delivery; targeted advertising.

Lithuanian Labour Exchange:Mini Labour Exchanges are being established in the enterprises, which plan to dismiss agroup of employees (for example, Ignalina Nuclear Power Plant, Siauliai enterprise �Elnibatas� and etc.).

Territorial Labour Market Training and Counselling Authorities (TLMTCA):Panevezys TLMTCA has conducted a project �Vocational guidance for prisoners� under theprogramme �Youth for Lithuania, 2000-2001� prepared by the State Council of Youth Affairs(programme was approves by Government of the Republic of Lithuanian in 1998, ResolutionNo 1320). Results of the project conducted are as follows: created a mobile specializedCentre on Vocational Guidance to provide vocational guidance for persons in prison;developed 4 programmes according to which some group training was carried out.

For 6 months Panevezys TLMTCA together with Panevezys Labour Market Training Centrehave been conducting a project �Preparation of prisoners prior to release for integration intolabour market�. Psychologists have been consulting all convicted women (147).

TLMTCA together with Panevezys Penal Labour Colony with Common Regime prepared aproject �Formation of skills needed for social adaptation in youth group�. The duration of theproject was 9 months. The project aimed to help for the first time convicted women with theage less than 30 years in acquiring skills needed for social adaptation.

Since 2001 Kaunas TLMTCA has been providing active training for convicts whosepunishment term is coming to an end and who seek to better prepare themselves for theadaptation in the changed environment and labour market. Training is being provided by

applying methods of �group counselling� and focuses on self-awareness as well as oneffective and active job search methods. A collaboration contract with the Colony for year2002 is signed.

Vilnius TLMTCA has been carrying out a project on vocational guidance for servicemen. TheVocational Guidance Centre for Servicemen has been established in the premises of VilniusTLMTCA.

In all services exist programmes for mobile councelling in rural or distal areas.

Institutions subordinated either to the Ministry of Education and Science or to Municipalitiesseveral times per year advertise services they are providing in general education schools,disseminate related information through leaflets and mass media. Vocational GuidanceDivision in the Lithuanian Youth Technical Creativity Palace has developed a lecture onprofession �My profession�. It longs for 3 hours and is delivered to school students. Also aseminar (duration is 6 hours) for teachers on occupational choice problems has beenprepared.

5.4 Typically, are different methods used to provide services for different targetgroups?

Territorial Labour Exchanges organizes Job Clubs for these target groups: long termunemployed, youth and unemployed having no qualification. Other means of vocationalcounselling (Self Information Service Centres, information by phone and mass media) areavailable for all clients.

Services, provided by TLMTCA, such as personal counselling and programmes on self-awareness as well as on adaptation into labour market are available for all clients.

Personal or group counselling, which is provided by institutions under the Ministry ofEducation and Science or Municipalities, is available for all clients.

5.5 Do examples exist in which individuals are required to take part in guidanceand counselling?

For example to continue to receive social security benefits or pensions; or to avoid expulsion fromschool.

Unemployed registered at Lithuanian Labour Exchange and having low qualification or noqualification at all are required to take part in vocational information, guidance and counsellingon issues related to occupational choice, qualification improvement and etc. Unemployedregistered in Territorial Labour Exchanges are required to participate in Job Clubs. In caseregistered unemployed do not accept measures offered by Labour Exchange they are treatedas those refusing from Labour Exchange�s services and are excluded from Labour Exchangefor a period of 6 months.

Participation in all measures organized by TLMCTA is voluntary.

Participation in personal or group counselling provided by institutions subordinated either tothe Ministry of Education and Science or Municipalities is also on a voluntary basis.

5.6 Do policies for information, guidance and counselling services favour:• A comprehensive approach (so that services are universally accessible and

meet a wide range of needs); or• A targeted approach that favours those in greatest need; or• Both of these approaches.

A comprehensive approach that information and counselling services are accessible for allpeople predominates in Lithuania. Target groups are preferred only in case they facilitate theprocess of providing information and counselling services (for instance, in cases ofservicemen, ex-prisoners, disabled and etc.).

5.7 Please describe the major gaps, if any, in the provision of information, guidanceand counselling services. Are there any groups whose needs appear to be metless effectively than others?

Other main problem is related to lack of national system of vocational guidance, which shouldcoordinate all issues related to vocational guidance and career counselling. The mainproblems in the field are:

• Access to vocational guidance and counselling services is insufficient for schoolstudents in general education schools, especially in countryside;

• Vocational guidance and counselling services in general education schools areinsufficient;

• The vocational guidance and counselling for school students starts too late;• Access to extra-curricular vocational guidance is insufficient especially for the youth

in countryside;• Vocational information and counselling is insufficient in respect to socially

disadvantaged groups;• There is a lack of vocational counsellors; there is no training institution for vocational

counsellors;• Lack of social partners involvement in the activities of vocational guidance and

counselling;• The coordination of vocational information, guidance and counselling between

separate institutions is insufficient;• The variety of information tools is insufficient.

System of vocational guidance and career counselling is developed rather weakly. Currentlyonly some 10-15 % of school students receive skilled consultations on occupational choice.TLMTCA consult about 12 thousands of school students per year (it is about 13-14 % of allschool students). The share of those consulted in institutions under the Ministry of Educationand Science is only about 1-2 % of the total number of school students. TLMTCA areestablished only in 6 biggest towns of the country. Lack of resources and attention to thedevelopment of Authorities limits their capacity to meet increasing demand for guidance andcounselling services even in towns they are situated. Situation in countryside schools isespecially complicated.

Staff of institutions under the Ministry of Education and Science also indicate the mainproblem is related to the undeveloped system of vocational guidance and counsellingservices in general education schools. Subject of vocational guidance is not integrated incurriculum yet. Since 1998 a model of profile education system has been introduced. Itcreates friendly environment in respect of occupational choice and purposeful preparation tothe activity selected. The implementation of specialised education in secondary schools isbeing linked with school students� vocational guidance. School students are motivated tocontact counsellor because they should choose a line for further education.

Services for adults

5.8 Please describe how information, guidance and counselling services areorganised and provided for adults in your country.

For example: which agencies (educational institutions, community organisation, the publicemployment service) typically provide services for adults; are these different from the agencies thatprovide services for youth; how are different agencies co-ordinated; what priority do services foradults have compared to services for youth; what recent initiatives have been taken to provideservices to adults.

Despite the activities of separate institutions are regulated by the Laws of the Republic ofLithuania, Resolutions of the Government, Orders by Ministers of Education and Science andSocial Security and Labour and other related documents there national system of vocationalguidance for providing vocational information, guidance and counselling services. Institutionsoperating in the field lack coordination and cooperation.

Lithuanian Labour Exchange consisting of National and 46 Territorial Labour Exchanges aswell as Lithuanian Labour Market Training Authority and 6 Territorial Labour Market Trainingand Counselling Authorities organize and provide vocational information, guidance andcounselling services for adults.

Programmes for promoting adaptability in the labour market and employability for adults arelonger than those developed for youth (correspondingly from 2 to 192 hours and from 3 to 24hours). Initiatives are described in section 2.5.

6. STAFFING

Here we wish to know about the types of staff that provide information, guidance and counsellingservices in your country, and about their qualifications and competencies.

In answering this section, please describe differences between staff in the different settings in whichinformation, guidance and counselling services are provided: for example schools, tertiary education,community organisations, public employment services.

6.1 What types or categories of staff are employed to provide information,guidance and counselling services in your country?

For example information librarian, classroom careers teacher, school counsellor, public employmentservice counsellor.

In each school of general education there is a person responsible for vocational guidance.Usually they are directors or deputy directors. However their activity is not regulated by legaldocuments.

General education schools employ a psychologist, but not all of them are able to find suchspecialist, especially in countryside. Instruction on the position of psychologist in generaleducation schools suggest on main directions of his activities. Mainly these are related tochoice of further education and problems concerning self-dependence. Also psychologistshould provide vocational counselling services.

In other institutions (Vocational Guidance Division in the Lithuanian Youth Technical CreativityPalace, Psychological Consultation Centre in Vilnius University, Psychological PedagogicalAuthority and etc.) specialists delivering vocational guidance and counselling services haveUniversity diploma in psychology.

6 Territorial Labour Market Training and Counselling Authorities employ180 persons (and 35of them have University diploma in psychology. The age of counsellors varies from 27 to 50years. Counsellors-psychologists are of three categories: specialists-counsellors (1 category),

senior specialists and senior counsellors (2 category) and chief specialists and chiefcounsellors (3 category). Each category defines educational attainment and total work record.

Information about counsellors working in Lithuanian Labour Exchange system was notprovided.

6.2 What is the best information that can be provided on the number of staff, bytype orcategory, who are employed to provide information, guidance andcounselling services in your country? Please indicate if information on theirage, gender and equity group structure is available.

More detailed information on the number of staff, who are employed to provide information,guidance and counselling services, by type or category is not available at the moment.

6.3 What education and training qualifications are the different types orcategories of career information, guidance and counselling staff required tohave? (Where qualifications are required, please indicate whether it isgovernment or a professional association that requires them, and describerelevant professional licensing bodies).

For example teaching qualifications, university degrees in psychology, special diplomas in guidanceand counselling, post-graduate qualifications, completion of in-service courses and so on. Pleasedescribe the length of the education and training and the type of qualification that it leads to. Pleasedescribe any differences in requirements between the different settings in which services areprovided.

Order No 113 of the Minister of Education and Science on School Psychologist CertificationRegulations (04 February 1994) defines such categories of qualification: psychologist�sassistant, psychologist, senior psychologist and psychologist methodologist.

Level of Education and TrainingTeaching

qualification

Universitydegrees inpsychology

Specialdiplomas inguidance &counselling

Post-graduate

qualification

In-servicecourses

Other

InformationlibrarianClassroomcareersteacherSchoolcounsellor

Psychologist(pedagogicaland clinicalspecialization)

Counselloringovernmentagency

Psychologist

Counsellorin privateagency

Psychologist(organizational andpedagogicalspecialization)

Type ofstaffposition

Other

6.4 What, typically, are the types of competencies (or knowledge and skills) thatthese different types or categories of workers are required to have?

For example communication skills, group facilitation skills, individual and group assessment skills,labour market knowledge, knowledge of career development theory.

Specialists who are employed to deliver vocational guidance and counselling servicesirrespective of the institution�s subordination should have good communication skills, personaland teamwork skills, experience in using diagnostic techniques, knowledge in theories ofoccupational choice, ability to collect and analyse information on education system.

Competence

Communicationskills

Groupfacilita

tionskills

Individualand groupassessme

nt skills

Labourmarket

knowledge

Knowledge ofcareer

developmenttheory

Other

Informationlibrarian

ClassroomcareersteacherSchoolcounsellor X X X

Counselloringovernmentagency

X X X X X

Counsellorin privateagency

X X X X X

Typeof

staffpositi

on

Other

There are no strict regulations in respect to requirements for persons providing information,guidance and counselling services. Instructions on a certain position defines that suchservices could be delivered by people having higher education in psychology, pedagogy orsocial pedagogy. Only those psychologists who have a Master degree are allowed to workwith psycho diagnostic methodics.

Changes in social and economic environment create new requirements for knowledge andskills of the specialists who provide information, guidance and counselling services. Inaccordance with counsellors� needs to improve their qualification Lithuanian Labour MarketTraining Authority plans and organizes different measures such as seminars, conferences,practical training and lectures. Participation in national and international projects is consideredas one of the tools to upgrade knowledge and skills.

Seminars, conferences, lectures and courses for qualification development are beingorganized and by other national institutions. For example, Vocational Guidance Division in theLithuanian Youth Technical Creativity Palace organizes seminars for teachers on issuesrelated to vocational career development.

6.6 What opportunities exist for information, guidance and counselling servicestaff to update their knowledge and skills?

For example: Do industrial agreements allow time for recurrent education and skills upgrading? Whattime, and what programmes, do government agencies provide for the purpose? What recurrenteducation and skills upgrading courses are provided by tertiary institutions?

Special institutions where specialists of vocational guidance could improve their qualificationare not established yet. One of the methods for upgrading qualification is participation ininternational projects. For the first time Lithuanian specialists participated in ACADEMIAcourses designed for vocational counsellors� qualification development. Courses werearranged in Denmark in 2001.

Each year Lithuanian Labour Market Training Authority makes annual plan for qualificationimprovement. In the plan of 2002 priority is given to solution of problems related tocounselling.

Programmes of several directions are being organised:! Application of diagnostic techniques;! Work with adult audience;! Case analysis;! Theory and practice of positive counselling.

6.7 Please describe any policies that exist to systematically make use of groupssuch as alumni, parents and local employers in delivering services.

For example by acting as mentors, or by visiting classes to provide information on careers.

No comments.

7. DELIVERY SETTINGS

Here we would like to know about the delivery of services in different settings.

Schools

7.1 Are separate career education lessons a normal part of the schoolcurriculum? If so, for each school grade, please indicate whether or not suchlessons are required and the mandatory number of hours per year.

Separate career education lessons are not included in school curriculum yet.

7.2 If separate career education lessons are not provided, are policies in place tointegrate career education into other subjects? Details can be provided in anAnnex.

Since 1998 a model of profile education system has been introduced in secondary schools. Itcould be considered as an integration of vocational guidance into the structure of generaleducation. To select a line of specialised education school students contact vocationalguidance authorities for advice.

Measures developing accessibility of vocational information, guidance and counsellingservices in the period of 2000-20005 year are set out in the Poverty Reduction Strategy.

Project of Measures for the implementation of the Poverty Reduction Strategy developed inApril of 2002 contains a chapter on vocational guidance including current situation analysisand main problems in the field. The main purpose set out in the document is to develop aneffective vocational information, guidance and counselling system and to increaseaccessibility of information and counselling services to adults and youth. Also, concretemeasures to achieve defined objectives are presented: develop school students� vocationalguidance and counselling in general education schools themselves, start school students�vocational information and guidance in grade 7 or 8.

According to the measures set out in the 2001-2004 programme of the Republic of Lithuaniafor Increasing Employment (Resolution No 529, 8 May 2001) a special course on vocationalcareer should be included into the final stage of basic and general education.

7.3 Are periods of work experience1 required as part of the secondary schoolcurriculum? For each school grade please indicate whether or not suchexperience is required, and how many hours per year are required.

Grade

7

Grade

8

Grade

9

Grade

10

Grade

11

Grade

12

Grade

13

required Yes Yes

hours 15 15

7.4 What other types of career information, guidance and counselling servicesare typically provided for school students (that is, apart from career educationlessons and work experience)?

For example careers fairs; personal counselling; access to career libraries; alumni programmes;parent involvement programmes; internet or computer-based programmes.

Information classes are being established in general education schools. Information oneducational institutions, entrance requirements and occupations should be also available inthese classes.

TLMTCAs deliver lectures on occupational choice in general education schools. Specialistsregularly go to rural regions. TLMTCAs has cooperation contracts with schools in ruralregions. They visit schools by schedule that helps to reach pupils in every region.

Pupils from schools in the cities participate in the meetings arranged in authorities.Counsellors visit schools in the city as well.

School students participate in-group or/and individual counselling. They have a possibility toidentify personal interests, abilities and vocational suitability.

1This refers to periods that students are required to spend in workplaces in order to assist their career decisionmaking and in order to understand the world of work. It does not refer to those periods of workplace experience thatare included in vocational education programmes in order to allow students to develop or practice the work-relatedskills and competencies included within the vocational education curriculum.

In case school has access to internet school students collect information by visiting variouswebsites.

The public employment service

7.5 What information, guidance and counselling services are provided by thepublic employment service?

For example: what is the relative balance between career and job information services and guidanceand counselling; what types of clients typically seek and receive assistance; how are these servicesrelated to overall national labour market and employment policies?

See section 2.2.Two public institutions deal with employment issues in Lithuania: Lithuanian Labour Exchangeconsisting of National and 46 Territorial Labour Exchanges (TLE) and Lithuanian LabourMarket Training Authority with its regional subdivisions. Through TLE Lithuanian LabourExchange delivers vocational information services for its clients. Also it selects and refers toTLMTCA persons who need vocational counselling for required training and psychologicalcounselling for improvement of employment possibilities. TLMTCA provides vocationalpsychological guidance and counselling services, develops and implements programmes onintegration into labour market, career planning, social adaptation, and vocational and personaldevelopment.

Tertiary education

In answering this section, please separately describe services in university-level tertiary institutions(those offering programmes at ISCED-97 levels 5A and 6) and in non-university-level tertiary institutions- such as community colleges and polytechnics (those offering programmes at ISCED-97 level 5B).

If applicable, also describe services in post-secondary non-tertiary institutions (those offeringprogrammes at ISCED-97 level 4) and in institutions offering continuing education or further educationand training programmes.

7.6 Please describe information, guidance and counselling services that areprovided within tertiary education.

For example: Are they a normal and standard service within tertiary institutions or are they onlyprovided in some institutions? Are they normally provided separately from or together with personaland study counselling services? Are they normally provided separately from or together with jobplacement and graduate recruitment services?

Psychological Consultation Centre in Vilnius University provides psychological counselling onissues related to occupational choice, personal and social communication and etc.

Career Centre in Vilnius University aims to support information on vocational career for bothUniversity students, graduates and companies. It also seeks to deliver counselling serviceson staff management, organizations of practical training for junior specialists and employmentissues. Centre only starts its activities. Currently methodical basis is under development.

Functions of Career Board in Vilnius Gediminas Technical University are as follows:continuing training and coordination, monitoring and forecasting University graduate�s careerand development of professional links.

Tasks of Career Board in Vilnius Gediminas Technical University include 3 directions:continuing training, organization of practical training for students and vocational guidance.

Only some schools of higher education provide information, guidance and counsellingservices. Usually these are delivered together with such services as personal counselling onstudy issues and search for job or studies abroad.

Higher education institutions providing information, guidance and counselling services are asfollows:Psychological Consultation Centre in Vilnius University. Targets of the Centre also includedelivery of counselling services on occupational choice for future students.

Centre of professional Relations in Klaipeda University. Tasks of the Centre in the field ofvocational guidance are as follows: determine the demand for specialists studying at KlaipedaUniversity, collect information on job vacancies, inform future students about perspective andnon perspective specialities and advice students on vocational guidance issues.

Guidance Centre for Youth at Vytautas Magnus University. Centre provides information andcounselling services on studies available abroad, vocational suitability and job search strategyand tactics. It also organizes seminars, lectures and discussions for school students,teachers, parents and other interested persons.

The private (for-profit) sector 2

7.7 What is known about career guidance and counselling services provided bythe private (for-profit) sector: such as management consultants, outplacementservices or private practitioners?

For example describe their client base, the level of their fees, the sorts of services that they provide,and what is known about growth in these services over time.

First private institutions providing career counselling services appeared 10 years ago. Thenumber of these institutions is rapidly increasing. Mainly private agencies are located inbiggest towns of the country, namely Vilnius, Kaunas, and Klaipeda. Currently there are about20 institutions of such type in Vilnius (for example, �CV online�, �Preile�, �OrganizationDevelopment Centre� and etc.). Mostly their activities include staff search and selection,training of employees, market research and organization development. Private and publicenterprises as well as qualified specialists and managers are the clients of these institutions.

Based on information presented in websites http://www.humanstudy.lt,http://www.personpremier/lt and http://www.mercuri.lt private institutions provide suchservices:

• Professional consultations including personal counselling on occupational choice andcareer planning, examination of personal abilities and organization of groups forindividuals who seek to develop their career;

• Training on skills necessary for successful job search;• Search and selection of employees;• Staff training;• Search, selection and employment of staff;• Training of managers and specialists;• Consultations for employees in cases companies are being merged or sold;• Image formation for a company or individual.

Private institutions provide counselling and guidance services more in response to the needsof qualified specialists/labour force and middle and higher level managers.

2. Section 8 asks about the role played by the private sector in producing educational and occupational information

for use in information, guidance and counselling services.

Fee of the counsellor may depend on:• Number of work hours;• Numbers of candidates selected;• A certain percentage of annual earnings of the future employee.

7.8 Please describe any steps that governments have taken to try to encourageprivate (for-profit) organisations to provide guidance and counselling servicesor to regulate the ways in which such services are provided.

For example by providing vouchers that can be used to purchase services; by changing legislation;by contracting out services; by setting staff qualification levels; by regulating fees that can becharged.

There are no legal acts regulating activities of private vocational guidance and counsellingorganizations in Lithuania.

Other organisations

7.9 What role do other organisations -- for example in the community sector --play in providing information, guidance and counselling services? What typesof clients do they serve? What types of needs do they attempt to meet?

In vocational education and training courses arranged under the contract between LithuanianSociety of the Disabled, Lithuanian Labour Exchange and Lithuanian Labour Market TrainingAuthority great attention was paid to the vocational and psychological counselling of theparticipants.

Public institution �Valukupiu Rehabilitation Centre of the Disabled� established by LithuanianSociety of the Disabled in cooperation with Vilnius Labour Market Training and CounsellingAuthority implements programme of vocational and social rehabilitation.

In 2001 the Guidance Centre for Youth together with partners conducted a project�Programme of career development skills for youth with disabilities�. Techniques devoted totraining of vocational counsellors having no pedagogical qualification to advice individualswith disabilities was prepared.

7.10 Have governments attempted to increase their role (for example bycontracting out services)? If so, why? Have they attempted to regulate theways in which they provide services?

Data not available.

8. DELIVERY METHODS

Here we would like to know about delivery methods, including the ways in which they are influenced bygovernment policies.

8.1 Career information, guidance and counselling services can be delivered in avariety of ways. In the last five years, how have these been influenced bygovernment policies? (These might be policies to improve the use of resources,policies to increase access, policies to better meet client needs, policies toencourage equity, or other types of policies. To guide your answer, a list of someof the ways in which information, guidance and counselling services aredelivered is given below in bullets).

• Batteries of psychological tests• Telephone information, guidance

and counselling• CD-ROM-based self exploration and

job-search packages• Internet-based self exploration

and job-search packages• Careers fairs and exhibitions• Educational experiences such as

transition years• Organised workplace experience or

community experience

• Group guidance and counsellingsessions

• Individual face-to-face interviews• The systematic use of community

members such as employers, parentsor alumni: for example as sources ofcareer information or as mentors androle models

• Career information libraries• Paper � and � pencil self assessment

techniques: for example the HollandSelf Directed Search

- Currently vocational information, guidance and counselling services are delivered byusing such methods:

* Batteries of psychological tests. There is a lack of legal modern psychodiagnostic techniques.** Group guidance and counselling sessions. Main topics of programmes on self-awareness and adaptation in the labour market are as follows: Training of self-esteem, Self-awareness and active search of vocational career, Responsible andwell-founded occupational choice, A look into the future, Development ofcommunication skills, Psychological readiness for active job search, Self-esteemand vocational career, Career planning.

- Group information and motivation lecture on occupational choice developed by VocationalGuidance Division in the Lithuanian Youth Technical Creativity Palace.

- Group guidance and counselling sessions as well as individual interviews in places ofpunishment and compulsory military service are being provided in accordance withfollowing Governmental regulations:

! The 2001-2004 Program for Social Adaptation of Convicts, Ex-prisoners andthose After Social and Psychological Rehabilitation (17 December 1999, No1438);

! The program �Youth for Lithuania� for implementation of The State YouthPolicy Concept in 2000-2001 (12 November 1998, No 1320).

- Services provided by phone;- Individual interviews;- Self assessment and job search techniques on Internet: http://www.ldb.lt,

http://www.ldb/jdc.lt, http://www.darborinka.lt, http://www.nrcg.lt/jaunimas- Career information libraries;- Careers fairs and exhibitions;- Paper-and-pencil self assessment techniques as for example The Holland Self Directed

Search;- Experience in education as for example �transition year�;- Organised workplace or community experience.- Booklets and samples of information.

8.2 Please describe any recent or current initiatives to develop Internet-basedinformation, guidance and counselling services.

State strategy on IT development adopted by Government in 2002 (6 June) also include suchtasks:

• To create friendly environment for school students and students to gain required ITknowledge and skills as well as facilities to use electronic data warehouses;

• To develop access to Internet and to create favourable conditions enabling clients touse computerised library services, information and etc.

Based on the Strategic Action Plan of the Ministry of Social Security and Labour 27000 ofyouth will make use of Internet program on job vacancies as well as vocational informationsearch in year 2002.

Services provided in the homepage of Lithuanian Labour Exchange (http://www.ldb.lt) are asfollows:

• Information on job vacancies by separate territories, occupation and educationallevel;

• Information on situation in the labour market: unemployment rate by territories,forecasts in the labour market and active labour market police programmes;

• Advices for jobseekers and examples of CV;• Database of high-skilled labour force � �Talent bank�;• Guidebook �Mass Lay-off Handbook.

Homepage of Lithuanian Labour Market Training Authority (http://www.darborinka.lt) includessuch information:

• Information for those interested in studying;• Vocational counselling and information;• Psychological consultations;• News of labour market;• Lithuanian Classification of Occupations; Standards of Occupations and etc.

Homepage of the Ministry of Education and Science IS MOKYKLA contains information onvocational qualifications available in Lithuania, educational institutions, entrance requirementsand etc. For customer convenience two search modes are introduced: general and specialone for those seeking to join educational institution. Interface of this system is simple to use.Information is being renewed each day. (http://www.mokykla.smm.lt)

Several of the institutions providing vocational guidance services have developed their ownhomepages. They contain not only information on career issues but also counselling services(for example http://www.perpremier.lt, http://www.Cvonline.lt and etc.). Simple test onoccupational choice is also available in these homepages.

Leonardo da Vinci internet page presents information for those interested in vocational careeras well.

8.3 Can examples be provided of the use of screening tools to match client needsor client type to the type of service provided? If such screening tools exist,please describe the reasons for developing them, and describe where they areused.

Counties lack psychologists-counsellors. That is the main reason relevant specialists fromLMTCA and labour exchanges visit general education schools in counties.

Psychologists-counsellors from LMTCA provide information for prisoners and servicemen,carries out individual and group counselling as well as vocational guidance sessions in penalinstitutions and places of compulsory military services.

Psychologists-counsellors from LMTCA perform programmes on vocational career guidancein schools. The duration of these programmes is from 3 to 24 hours. They are available inholiday period as well.

Institutions and authorities under the Ministry of Education and Science deliver vocationalguidance services for active and motivated school students who contact them according toadvertisement. These services are of great demand.

9. CAREER INFORMATION

Here we wish to know about the educational and occupational information that is used in information,guidance and counselling services.

9.1 What is the public sector�s role in producing career information?

For example indicate which Ministries are responsible for its production; how it is produced; whetherit is produced on a national level or at the regional/provincial/state level. Also indicate if governmentslegislate to control how information is classified, distributed or stored.

Both Ministry of Education and Science and Ministry of Social Security and Labour areresponsible for the production of career information. Development and supply of informationon educational institutions, curriculum, graduation documents (certificates, diplomas) andlicences for education are within the competence of the Ministry of Education and Science.The Ministry of Social Security and Labour is in charge of information on situation in thelabour market and providers of labour market training. Information is provided on nationallevel. Through state registers the Government carries partial control of information collection,classification and dissemination. Laws on Education and Vocational Education and trainingare also considered as mechanism of legal regulation.

The Ministry of Social Security and Labour:• Group of experts under the Lithuanian Labour Market Training Authority in 1999 has

prepared a Lithuanian Classification of Occupations. This publication facilitates theprocess of information collection, classification, and analysis on vocational activitiesof the Lithuanian citizens and assures international equivalents of terms used in thebook.

• The Lithuanian Labour Market Training Authority has prepared a part of theoccupational descriptions for the publication �Guide-book of Occupations�, which waspublished by Lithuanian National Resource Centre for Vocational Guidance underLithuanian Leonardo NA.

• Lithuanian Labour Exchange issues informational publications such as �What is thelabour force demand in Lithuania?�, �Forecast of labour market�, �Vocationalinformation and counselling� and etc.

The Ministry of Education and Science:• Internet page �IS mokykla�;• The Vocational Guidance Division in the Lithuanian Youth Technical Creativity Palace

has prepared a part of the occupational descriptions for the publication �Guide-bookof Occupations�, which was published by Lithuanian National Resource Centre forVocational Guidance under Lithuanian Leonardo NA.

9.2 What forms does career information typically take?

For example: printed guides containing information on a large number of jobs and courses; individualleaflets or information sheets; CD-ROMs; Internet-based services.

Individual and group counselling, self-awareness and adaptation in the labour marketprogrammes are delivered in TLMTCA and long from 2 to 192 hours. Using variouspublications and Internet TLMTCA provides information about occupations and educationalinstitutions.

Territorial Labour Exchanges provide counselling services through 46 Territorial LabourExanges. Information and Counselling Centres, 1 Vocational Information Centre and 7terminals, Lithuanian Labour Exchange and Lithuanian Labour Market Training Authority hasalso developed 240 occupational descriptions as well as more than 90 films aboutoccupations. Career counsellors regularly appear on radio and TV.

Authorities subordinated to the Ministry of Education and Science use various forms, i.e. TVprogrammes, video films, leaflets, annual Guide-book on Occupations (first book appeared in2001) and other informational publications, to provide career information. Also since Februaryof 2002 information is available on Internet page http://www.mokykla.smm.lt. Besides thatinstitutions provide counselling services for school students, their parents and teachers eitherindividually or in groups (for school students)

9.3 Typically, which client groups is it aimed at?

For example school students; public employment service clients; tertiary students; the general public.

! School students! All type school students! Teachers and parents! Public employment service clients! Employees! Employers! The general public

9.4 What methods are used to gather it?

• Activity reports prepared by the training and counselling authorities; statistic data onservices provided and structure of the clients.

• The Higher Education and Science Department of the Ministry of Education andScience that is responsible for the intake of students to the higher education schoolsand vocational colleges keep in touch with educational institutions.

• Based on employers� survey results and macroeconomic indicators in the countryLithuanian Labour Exchange prepares quarterly and yearly labour market forecasts.

• Special programmes for target groups.

9.5 Please describe the steps that are taken to ensure that it is accurate andtimely.

• Terms to provide information are set out in the Order of the Director of LithuanianLabour Market Training Authority (23 April 2002) regulating TLMTCA activities.

• Information is tested by comparison of data from different sections.• Social partnership, employers� survey and system of terminals and Youth Job

Centres assure the accuracy and timeliness of the information that is provided byLithuanian Labour Exchange.

• Links with the official registers and education system databases ensure accuracy andtimeliness of the information presented in the Internet page �IS mokykla� of theMinistry of Education and Science. The information is being renewed each day.

9.6 Please describe the steps that are taken to ensure that it is user-friendly andoriented to user needs.

Clients have a possibility to express their attitude in respect to the quality of services receiveddirectly to counsellors. Also they can do it through filling in special questionnaires or simplythrough Internet.

Each year different type educational institutions are requested to provide the most recentinformation about them. This is a way to renew information about educational institutions.

9.7 How is it typically distributed?

For example through career information centres; through public libraries; through communityorganisations; to schools and tertiary institutions.

• Individual and group counselling, lectures• Internet• Advertisement in press, TV and in different publications• Career days and fairs of higher education schools and Labour market training centres

(for example, exhibition �Science 2002� in the Palace of Litexpo)• So called Open Door Days in educational institutions• Adult Education Weeks• Centre of Information on Studies Abroad established by Open Society Fund Lithuania• Publications, as for example annual annex �Where to study?� of the weekly

newspaper �Dialogue� contains approved by the Ministry of Education and Scienceentrance requirements to different schools, �Intake to 13 Schools of Higher Educationin 2002� issued by Association of Lithuanian Higher Education Schools and etc.Education institutions present information on entrance requirements and availabletraining programmes in newspapers each year. Sometimes higher education schoolsissue their own publications containing description of an application procedure.

See also section 9.2.

9.8 What role does the private (both for-profit and not-for-profit) sector play inproviding career information?

For example: What is known about the size and nature of the market for privately published guides tojobs or to tertiary education? What examples can be provided of privately funded career informationweb sites? Are there examples of the mass media taking an active role in providing careerinformation?

There are almost no privately published guides to occupations and educational institutions inLithuania. Publishing house �Leidybos studija� each years issues annual journal �Where tostudy?� for school students. This publication contains information on different educationalinstitutions.

9.9 Have governments tried to increase the role of the private sector in providingcareer information?

For example by contracting out the production of material.

No comments.

Counsellors play a key role in information generalization. Such information also could befound in informational bulletins of Lithuanian Labour Exchange, guidebooks on occupations,Internet, press and radio and TV programmes.

Labour market information is available on Internet pages. Publications �Who seeks for job inLithuania?� and �What is the labour force demand in Lithuania?� of the Lithuanian LabourExchange are available to all interested persons. This information is also placed in thewebsite of the Lithuanian Labour Exchange.

Usually Colleges, Universities, vocational schools and vocational colleges organize OpenDoor Days per school students� holiday. School students are provided with opportunity tolearn more about a certain educational institution, receive required information and meetfaculty representatives.

Both Lithuanian National Union of Students and Lithuanian National Union of Pupils hasarranged a Fair of Higher Education Schools aiming to help school students pretending tostudy in Universities (February 2002). 13 schools of higher education introduced themselvesper this fair. It is expected to arrange such fair annually.

10. FINANCING

Here we wish to know about: the ways in which information, guidance and counselling services arefunded; the ways in which costs are shared; and the financial resources devoted to information,guidance and counselling services.

10.1 What method(s) do governments use to fund information, guidance andcounselling services?

For example: direct service provision; contracting out/tendering; public-private partnerships. Ifpossible indicate the percentage of total government funding of information, guidance andcounselling services that flows through each of these methods.

The main sources to fund implementation of measures indicated in the 2001-2004Programme of the Republic of Lithuania for Increasing Employment are as follows: Statebudge, Municipality budget, Employment Fund and other means planned for territorialdevelopment.

Employment Council under the Ministry of Social Security and Labour consisting of 15members representing employees, employers and state governing institutions on an equalbasis manages Employment Fund. It also suggests on the labour market policy priorities andfinancing of the measures being implemented.

The vocational guidance services within the competence of the Ministry of Social Security andLabour are mainly financed from the Employment Fund. The same services of the Ministry ofEducation and Science are mainly (90%) funded from State budget.

9.10 Please describe the ways in which labour market data is typically includedin career information.

For example through inclusion of data on unemployment rates and earnings; through the inclusionof data on regional variation in employment and unemployment for particular occupations; throughinclusion of the results of graduate employment and course satisfaction surveys.

10.2 Are individuals required to meet some of the costs of governmentinformation, guidance and counselling services? If so, what sorts of clientsare asked to pay, and what is the typical level of fees charged?

All state vocational information, guidance and counselling service are free of charge.

10.3 Please describe what cost and expenditure data is available to governmentand to stakeholders -- for example on the relative costs of different deliverymethods, or the cost of achieving particular outcomes, or the costs ofproviding services to particular types of clients -- when making policies forinformation, guidance and counselling services. Describe the ways in whichthis information is used, providing specific examples if possible.

No comments.

10.4 Please provide the best available estimates of the cost (most recent year) togovernments of providing information, guidance and counselling services.

In answering this, where possible provide information on the ways in which this cost is dividedbetween different Ministries and between different levels of government. Where possible, provideinformation on trends in costs over time. Where possible break costs down by type: for example staffcosts; information production costs; capital and equipment costs.

In answering this, it might be helpful to include an Annex describing the problems that are involved inproviding expenditure and cost data for information, guidance and counselling services in yourcountry.

In 2001 the social insurance Employment fund estimate of expenditure provided 6884 thsd.LIL for the development of territorial services� and labour market training centres. Accordingly6816 thsd. LIL were received, that is 99 per cent of the amount provided by the statement.Over 2001, including the rest of the year 2000, 6068.2 thsd. LIL were used up. Thedevelopment of labour market training centres accounted for 561.7 thsd. LIL; the upkeep ofterritorial labour market training and counselling services accounted for 2984.7 thsd.LIL, whilethe upkeep of the central - 2515.8 thsd.LIL.In 2001 Authority carried out professional guidance of young persons, servicemen andprisoners as well as the psychological rehabilitation of persons released from custody orimprisonment places. For this purpose 276 thsd.LIL were received from state budget.

Funding of software development in the Ministry of Education and Science is estimated asfluctuating: in 1998 � 210 thousands litas, in 1999 � 0 thousands litas, in 2000 � 120thousands litas, in 2001 � 221 thousands litas, in 2002 � 0 thousands litas, 2003 (planned) -830 thousands litas.

10.5 Please provide an indication of the statutory salaries of information, guidanceand counselling service workers. As a base, take the case of guidanceofficers/counsellors with a guidance or counselling qualification at ISCED-97level 5 ( i.e. a university degree or equivalent) and indicate:

• The starting salary for those with the minimum required training• The salary after 15 years� experience• The number of years from the starting salary to the top salary• Where available, please provide equivalent information for other

categories of guidance and counselling workers

Data are not available:The starting salary for those with the minimum required training.The salary after 15 years� experience.The number of years from the starting salary to the top salary.

Salaries of counsellors in TMTCA are:Chief specialist � 11-12 basic wages*;Senior specialist � 9-10 basic wages;Specialist � 8-9 basic wages.*Basic wage is 105 litas in Lithuania

Salaries of counsellors in Vocational Guidance Division in the Lithuanian Youth TechnicalCreativity Palace are as follows:Head of the division � 12 basic wages;Psychologist � 10 basic wages.

11. ASSURING QUALITY

Here we wish to know about the ways that the quality of information, guidance and counselling servicesis evaluated, maintained and enhanced.

11.1 Please describe the steps that governments take to maintain and increase thequality of information, guidance and counselling services.

Government ensures and promotes the quality of information, guidance and counsellingservices by implementation of:The Poverty Reduction StrategyThe 2001-2004 programme of the Republic of Lithuania for increasing employmentNational Development Plan 2002-2004; October 2001

The Ministry of Social Security and Labour:Lithuanian Labour Market Training Authority receives annual reports according indicators andtogether with the Social Research Institute conduct annual clients� inquiries.Lithuanian Labour Exchange increase quality of services provided through clients� inquiries,researches, improvement of informational material as well as its presentation and gradualstandardization of information services.

The Ministry of Education and Science:Tools used to increase quality of information, guidance and counselling services are: softwaredevelopment, optimisation of education indicators, utilization of personal computers ineducational institutions, training of teachers and counsellors.

11.2 Do standards exist for the delivery of information, guidance and counsellingservices? How and by who were these developed? What status do they have?Do they differ between providers?3

In the Lithuanian Labour Exchange standards on information preparation as well asestablishment of information centres are introduced. Standard forms to provide informationabout job vacancies and training courses as well as standard requirements to provideinformation services including services delivered by phone and arrange information meetingsare developed.

3. Please provide details in an Annex.

Development of standards starts with the formation of Commission that makes analysis of acertain field of activities. Then it prepares standards and standard requirements. Thesestandards are implemented in all information centres of Territorial Labour Exchanges.

The Internet page of the Ministry of Education and Science http://www.mokykla.smm.lt wasdesigned according to the project specification approved by Minister of Education andScience.

11.3 Do standards exist for the competencies required by information, guidanceand counselling services staff? If so, how and by who were these developed?What status do they have? Do they differ between providers?4

Requirements for the staff competencies are defined by Order of the Minister of SocialSecurity and Labour on Labour Market Vocational Training Regulations and Instructions of aCertain Position. Authority Director, departmental managers and person responsible for staffmanagement in accordance with TLMTCA, department and employee certification regulationsdevelop Instruction of a Certain Position. These documents have departmental status andare the same for all employees.

Requirements for staff of Information Centres under Lithuanian Labour Exchange are set outin the standards that are developed together with experts from Denmark EmploymentAgencies for Information Centres and documents regulating competences of civil servants.

Requirements for the staff of institutions subordinated to the Ministry of Education andScience are also defined by Instructions of a Certain Position. The latter are being developedeither by director or head of a department.

11.4 Are there formal requirements, for example expressed in regulations orlegislation, for the education and training qualifications required byinformation, guidance and counselling staff?4

Formal requirements are set out in the regulations on certification of departmental managers,specialists and employees of the Lithuanian Labour Market Training Authority includingterritorial authorities. Regulations were approved in 1997.

Qualification requirements for vocational guidance specialists are defined by regulations andInstructions of a Certain Position of separate institutions. Also Code of Ethics approved byCongress of Lithuanian Psychological Association in November of 1996 is taken intoconsideration. The Instruction of psychologist position in secondary education school hasbeen approved as well.

11.5 Do guidelines exist on information quality standards to help groups such astertiary institutions, industry associations and individual enterprises producecareer information? 4

Such guidelines do not exist in Lithuania.

11.6 Please provide details of any professional groups, bodies or associations ofinformation, guidance and counselling services workers in your country.

In answering this please describe the extent to which such professional groups, bodies orassociations: work to raise standards of professional practice, for example through the professionaldevelopment and recurrent education of their members; are actively involved in lobbyinggovernments on professional issues, for example relating to service quality; and have an industrialrole to improve the employment conditions of their members.

The majority of psychologists-counsellors working within the system of Lithuanian LabourMarket Training Authority are members of the Lithuanian Psychological Association. It isplanned in the next Congress of the Association to discuss possibilities to establishdivision/group uniting all vocational counsellors.

11.7 Please describe any ways in which career information, guidance andcounselling professionals are involved in the development of policy: forexample through formal roles for professional associations; or throughproviding feedback to service providers.

Career information, guidance and counselling professional are being involved through thefeedback for service providers and both national and international projects.

12. THE EVIDENCE BASE

Here we wish to know about the ways in which the delivery of information, guidance andcounselling services is evaluated and supported by data and research evidence. In answeringthis section please refer in particular to national evidence where this is available, rather thanto studies conducted in other countries.

12.1 What information is available about the extent to which information, guidanceand counselling services are used? What is known about differences in levelsof use and access as a function of factors such as: socio-economic status orfamily background; geographical location; gender; age; educational level; andlevels of disadvantage? Do regular national statistical collections monitoraccess? Have access and usage levels changed over time?

This information is presented in monthly, quarterly and yearly reports of both LithuanianLabour Exchange and Lithuanian Labour Market Training Authority. Information could beacquired from Internet pages, ministerial reports, publications and conferences.

All services delivered by labour exchanges and counselling authorities are accessible onequal basis for individuals coming to these institutions. Some limitations appear in suchcases:

• Person could not arrive to labour exchange or counselling authority because ofgeographical location, health problems or other reasons. According to the Orderof Minister of Social Security and Labour on Procedure for vocational training ofthe unemployed and employees who have been given a notice of dismissal andfinances from Employment Fund (approved in 1996) psychologists-counsellorsfrom training and counselling authorities visit the Territorial Labour Exchanges inrural areas twice per month. They provide vocational guidance and counsellingservices in these Territorial Labour Exchanges and secondary schools.

• Social-economic status of a person limits his access to information at home(possibilities to purchase personal computer; insufficient education to profit by IT).

• Ignorance of state language limits access to information mostly for elderly peopleof other nationalities or those coming from other countries.

Each year general education schools receive information letters describing services providedby training and counselling authorities. Also, counsellors visit schools. Virtual databases suchas �Interested in studying?�, �Labour Exchange�, �Career planning (professional consultationsand information, psychological consultations)� are introduced on the homepage of LithuanianLabour Market Training Authority. Seeking to increase accessibility of information a moduleon IT education has been included in all programmes of labour market vocational training.

Lithuanian Labour Exchange expands the network of Information Centres and mini labourexchanges. Territorial labour exchanges provide information services through 5 Job Centres,3 Youth Job Centres, 46 Information and Counselling Centres, 1 Vocational InformationCentre and 7 terminals, 49 Self Information Service terminals and 47 Self Information Serviceplus Vocational Information terminals.

Vocational guidance services that are provided for school students are not being regularlyresearched. In 1997-1998 Vytautas Magnus University has conducted a survey aiming toinvestigate peculiarities of school students� occupational choice. The Guidance Centre forYouth to order of Open Society Fund in Lithuanian has researched characteristics of thoseentering the schools of higher education.

12.2 How is the level of community need and demand for information, guidanceand counselling services established (for example by use of surveys, rates ofservice usage, waiting lists)? What is known about the expectations thatclients have of services?

Methods used by institutions under the Ministry of Social Security and Labour to learn aboutneeds and demand for information, guidance and counselling services are:

• The clients of training and counselling authorities fill in questionnaires onevaluation of services received;

• Specialists delivering information, guidance and counselling services provide theirfeedback;

• Aiming to collect and manage information about persons being consulted as wellas perform regular monitoring of the process of counselling the Lithuanian LabourMarket Training Authority currently projects a database �Base of consultedpersons�.

Institutions under the Ministry of Education and Science do not perform surveys on such abroad scale. Usually the demand for services is estimated by comparing number of pupilswho were counselled in the vocational guidance institution with the number of those whograduated general education schools.

Usually clients expect to receive:• Information about educational institutions, training courses, occupations, entrance

requirements, training duration and etc.;• Advice on occupational choice;• Evaluation of suitability to certain occupation;• Readiness to participate in selection for a certain job vacancy;• Solution of psychological problems;• Information about job vacancies.

12.3 What criteria are normally used to judge the benefits or outcomes ofinformation, guidance and counselling services?

The criterions used to judge outcomes of information, guidance and counselling servicesprovided are:

• Share of unemployed who have found a job as compared to total number ofunemployed who have participated in programmes;

• Share of unemployed who have started studying as compared to total number ofunemployed who have participated in programmes;

• Share of unemployed who have started their own business as compared to totalnumber of unemployed who have participated in programmes;

Increasing number of clients as well as percentage of services usage show quality of theservices provided by training and counselling authorities subordinated to the Ministry of SocialSecurity and Labour.

The same indicator is valid for institutions under the Ministry of Education and Science. Thenumber of school students seeking for advice increase each year.

12.4 Please provide details of any recent (last five years) studies that have beenconducted of:The costs of providing information, guidance and counselling services.How costs vary as a function of the type of service delivered and the

characteristics of clients.How the outcomes or benefits of information, guidance and counselling services

relate to their costs.How the benefits or outcomes of information, guidance and counselling services

are related to the type of service provided and the characteristics of clients.

The costs of providing information, guidance and counselling services.How costs vary as a function of the type of service delivered and the characteristics of clients.How the outcomes or benefits of information, guidance and counselling services relate to theircosts.How the benefits or outcomes of information, guidance and counselling services are related tothe type of service provided and the characteristics of clients.

Data not available.

12.5 Please provide details of any recent (last five years) initiatives or pilotprojects that have been designed to provide insight into: the impact ofcareers services on individuals� career choices; the ability to use careerinformation; the impact of services upon employers; the impact of servicesupon the development of a learning society.

Phare 2000 project for distance learning vie internet was kreated training places in RegioTautage, Palanga, ^iauliai.Project �Work possibilities� in Panevezys, Alytus, Klaipeda,Councelling and vocational training programmes for prisioners and Gipsies.Modular based training programmes for adults

12.6 Do any national research centres specialise in career information, guidanceand counselling services? Do they specialise in evaluative and policy studies:or do they mainly focus upon guidance techniques and methods?

The Labour and Social Research Institute carries out surveys to the order of interestedinstitutions. Data on surveys conducted in the field of vocational information, guidance andcounselling are provided in Annex.

12.7 How useful have governments found the work of research centres indeveloping policy for information, guidance and counselling services?

Data not available.

12.8 Have governments taken steps to increase the evidence base for information,guidance and counselling services through support for relevant researchcentres? Has such support been on the basis of individual commissionedstudies, or are more on-going forms of support used?

Support is being provided for both short-term and long-term researches.

ANNEX 1

4. THE ROLES OF THE STAKEHOLDERS

Employment Council

National LabourExchange

Lithuanian LabourMarket TrainingAuthority

Tripartite commisions atterritorial labourexchanges (on theregional level)

Council of experts

Tripartite CommisionCouncil of VocationalTraining

MINISTRY OF SOCIAL SECURITY AND LABOUR

ANNEX 2

Projects implemented by Labour and Social Research Institute that are related toimprovement of vocational guidance and councelling

Title of research(project) book, orpublication

Goals ofresearch(project)

Results of research (project)and their implementation

Year ofimplementation ofproject, customer

1. Quality of training ofteachers in Lithuanianhigher educationschools andopportunities for theiremployment

To evaluate themotives forchoosing of studyprogramme,quality of trainingand the situationin labour marketof teacherstrained in highereducation schools

The opinions of respondents onthe vocational education obtainedduring studies were analysed, theorganisation of pedagogicalpractices was evaluated, theknowledge of teachers, graduatesof higher education schools oneducation reform was discussed,the employment results ofteachers graduated from highereducational schools wereevaluated and problems ofunemployment were discussed.The results of the survey will beused in preparation ofdevelopment plan of highereducation for 2002-2006

The project wasimplemented in 2001by the request ofDepartment ofScience and Studiesat the Ministry ofEducation andScience and OpenSociety FundLithuania.

2.Requirements ofemployers toprofessional activityoriented towardsprofessiographicmaterial for orientationof job seekers andyouth vocationalguidance andcounselling

To carry outsurveys ofemployers andemployees ofdescribedoccupationsoriented towardsproffesiographicmaterial (activity,work functions,measures, workrelations, salary,demand foremployees ofcertainoccupations,possibilities forqualificationimprovement)

In 1998-2001 240 descriptions ofprogrammes for workers withlabour market, vocational,college-type and higher educationwere prepared.Occupation descriptionspublished by RDB were presentedto Vocational Guidance Centre atVilnius Labour Exchange, VilniusYouth Labour Centre, andterritorial labour exchanges.The descriptions of occupationsare used for vocational guidanceand counselling of pupils andunemployed.

The project wasimplemented in1998-2001 byrequest of NationalLabour Exchange.

3. Identification ofyouth motivation,territorial mobility andpossibilities forintegration to thelabour market.

To estimate youthsituation in labourmarket and tobase directionsand measures forincreasing ofemployment ofthis group. Besides that thesurvey helped todistinct theproblems of

The sociological survey of young(up to 25) unemployed wascarried out, suggestions for theimprovement of their situation inthe labour market were prepared.The material was used inpreparation of The Programme ofRepublic of Lithuania forIncreasing of Employment 2001-2004 m. RDB 2001 m., inpreparation the seminar on youthquestions in Seimas in 2001. Thepublication was issued:

The project wasimplemented in 2000by request ofNational LabourExchange.

Title of research(project) book, orpublication

Goals ofresearch(project)

Results of research (project)and their implementation

Year ofimplementation ofproject, customer

vocationalguidance andcounselling and toforesee means forits improvement.

D.Bagdziuniene, B. Cesnaite,B.Gruzevskis, A.Kabaila,L.Okuneviuciūtė-Neerauskienė,A.Pocius, A.Sileika, V.Slekaitis,A.Slekys. Urgent questions insocial policy (2001/2). Integrationof youth into labour market.

4. Vocationaleducation and meansfor activation in thelabour market

To assess theeffectiveness oflabour marketvocationaleducation andactivity of groupsfor activation inthe labour market.

It was established what kind ofpsychological problems arise inloss of job, the attitude ofrespondents to activity of groupsfor activation in labour market wasanalysed and their utility wasevaluated.The assessment of theoreticaland practical professionaleducation by respondentsgraduated from labour marketvocational training wasestablished.The employment results ofgraduates from labour marketvocational training wereevaluated, the reasons of fail toemploy were discussed. Thesuggestions for improvement oflabour market training and activityof groups for activation werepresented.The results of the survey wereused for increasing ofeffectiveness LLMTA vocationaltraining and activity of groups foractivation in labour market.

The project wasimplemented in 2000by request ofLithuanian LabourMarket TrainingAuthority.

5. Improvement ofpolicy for labour forcecompetitiveness inLithuanian Euro-integration Context.

Whileimplementingsurvey ofgraduates fromsuch educationfields astechnique,architecture, law,agriculture toevaluatespecialists of thecertain fieldstrained in highereducation schoolscorrespondenceto labour marketneeds in thecontext ofintegration to EU.

Motives forchoosing oftraining institution,

The employment results ofgraduates from higher educationinstitutions were assessed, thereasons of fail to employ werediscussed, opinions aboutprofessional education obtainedduring years of studies and aboutthe correspondence of theoccupation to labour marketneeds and the attitude towardsemployment abroad wereanalysed, the suggestions fordirections of improvement ofintegration to labour market ofgraduates from higher educationinstitutions were presented. .The material of the survey ispresented in the web pagehttp://politika.osf.lt/svietimas/.The material was used inpreparation of development planof higher education for 2002-2006.

Department ofScience and Studiesat the Ministry ofEducation andScience and OpenSociety FundLithuania.

Title of research(project) book, orpublication

Goals ofresearch(project)

Results of research (project)and their implementation

Year ofimplementation ofproject, customer

study program,opinions ofrespondents ifthey chose thesame specialityagain in case ifthey could learnagain wereassessed.

On the basis of the materialproposals �Mobility of LithuanianLabour Force� for LithuanianDelegation for negotiating theintegration to EU.

6. Surveys ofeffectiveness of adultstraining (unemployedand other clientscounselled territoriallabour market trainingauthorities (exceptpupils) and heads andspecialists sociologicalsurveys.

To identifyproblems ofpsychological-vocationalcounselling ofunemployed andother persons(except pupils)and discussdirections forimprovement.

After implementation of research ,motivation of respondents fortraining and work , the importanceof psychological test to client,expectations of clients towardsvocational -psychologicalcounselling and their satisfaction,the usefulness of conclusions ofvocational -psychologicalcounselling in choice of theoccupation, need for informationon services of vocational -psychological counselling , wasevaluated. The material was usedfor improvement of psychological-vocational guidance.

The research wascarried out in 1999by request ofLithuanian LabourExchange.

7. Improvement ofpsychological methodsfor increasing of workmotivation forunemployed people.

To preparemethodicalmaterial forconsultants interritorial labourexchanges�Methods ofresearch of workmotivation ofunemployed�.To preparequalificationeducationprogram forconsultants.

The package of methods fordiagnosis of motivation foremployment of job-seekers, thatis used in labour exchanges forevaluation of motivation andactivity in job-search ofunemployed and as additionalsource of information inpreparation of individualemployment plans.Qualification education programfor consultants was prepared.

The research wasimplemented in 1999by request ofLithuanian LabourExchange.

8. Improvement ofprofessional skills ofconsultants in labourexchange.

To preparemethodologicalmaterial forconsultants inlabour exchanges�Counselling inlabour exchange�

The methodological material�Counselling in labour exchange�,training program for consultantsin labour exchanges wereprepared.

The research wascarried out in 1999by request ofLithuanian LabourExchange.

9. Substantiating ofdirections fordevelopment of activityof job clubs.

To evaluateneeds fororganisation andimprovement ofjob clubs activityand preparemethodologicalmaterial forleaders of jobclubs. To prepare

The seminar with leaders of jobclubs was held, the methodicalmaterial �Group work methods�and questionnaire for assessmentof effectiveness job clubs wereprepared.Seven targeted programmes forjob clubs were prepared, trainingseminars for leaders of job clubswere held.

The research wascarried out in 1999by request ofLithuanian LabourExchange.

Title of research(project) book, orpublication

Goals ofresearch(project)

Results of research (project)and their implementation

Year ofimplementation ofproject, customer

targetedprogrammes ofjob clubs.

10. Improvement ofqualification of trainersof labour exchanges.

To held seminarsfor trainers oflabour exchangespresenting themtraining films.

Three training films for trainers oflabour exchanges were presentedand methodology of analysis wasdiscussed.

The research wascarried out in 1999by request ofLithuanian LabourExchange.

ANNEX 3

LITHUANIAN LABOUR MARKET TRAINING AUTHORITYACTIVITY INDICATORS

Type of activity Results Change2000 2001 + -

NUMBER OF PERSONS WHORECEIVED SERVICES PROVIDEDBY AUTHORITY

66327 74920 +8593

Consultation recipients 49744 57799 +8055

Unemployed 34932 40896 +5964

Employed 2809 1753 -1056

High school students 11362 13738 +2376

Students� parents and teachers 641 1412 +771

Youth 11794 15289 +3495

Long-term unemployed 9065 11342 +2277

Persons with non-demandedprofession 10078 9567 -511

Socially vulnerable 6245 6840 +1089

People who completed training 16583 17121 +538

Unemployed 4255 6932 +2677

Youth without qualification 1588 2634 +1046

Long-term unemployed 1111 1546 +435Disabled 44 23 -21

Persons with non-demandedprofession 1512 2729 +1217

Persons directed by employers 7734 6927 - 807

Persons who came on theirinitiative 4594 3262 - 1332

Training institutions inspected - 33 +33

in terms of their programs - 68 +68

Training programs and program modulesprepared 146 180 +34Training institutions licensed 185 192 +7