Greening apprenticeships: Lithuania

This article is part of a series developed by Cedefop community of apprenticeship experts. It was drafted by Dr Rasa Luzyte, Community expert for Lithuania, and revised by Cedefop staff.

In Lithuania, apprenticeships are an alternative to school-based VET, leading to the same VET qualifications. Therefore, the adaptation of apprenticeships in relation to the green transition takes place in the context of the overall reforms of the VET system, as a new support scheme for apprenticeships and workplace learning is currently being introduced (legislation in force since 2022, EUR 20 million earmarked from the National Resilience and Recovery Plan).  

The support scheme aims at creating favourable conditions for learners to acquire practical skills in companies, as well as in the sectoral practical training centres, strengthening the skills of vocational trainers and in-company trainers, and at directing significant support to small and medium-sized businesses to engage in apprenticeship. In force until 2026, the scheme will allow companies and VET providers to get funding in order to secure apprenticeship placements in companies (target of qualifying 3 866 apprentices, up to 70% in SMEs). 

In relation to green technologies and the green transition, the support scheme includes a rapid update of VET programmes, which can also be offered in the form of apprenticeship (together with adaptations for the digital transition, which is a major objective of the support scheme). Following consultations with social partners, the objective set is for 95 new or updated VET programmes to be registered by 2026. These programmes will be designed to match labour market needs, particularly by promoting digital and green transformation. The update will be related to competences needed for the development of green technologies and innovations (energy efficiency, circular economy as well as digitisation), ensuring that new occupation needs are met.  

Beyond VET and apprenticeships, modules of IVET programmes will be offered to 4 900 learners in basic and general secondary education by 2026 – the objective is that 40% of these modules should be dedicated to digital skills and skills for the green transition.  

Activities under the scheme will also address the need for developing digital and technical competences.  By 2026, 12 394 IVET and CVET students will spend part of their training in sectoral practical training centres to improve their digital and practical skills. Some 1 000 VET teachers and in-company trainers will undergo competence development activities in these areas. 

A new governance model was established to facilitate these reforms and ensure long-term and sustainable vocational training in each region: the Vocational Training Progress Platform. Social partners, stakeholders from business, industry, education, and public authorities are represented in the platform,  and will decide on occupational standards, qualifications, objectives of VET governance, VET and AL programmes, network of VET providers, etc. The first meetings were held in 2022.