Knowledge formation practices in the context of the VET curriculum reform in Lithuania
Bibliographic Data
| ID | 21696285 |
|---|---|
| Authors | Vidmantas Tūtlys (0000-0003-2000-8862, Academy of Education, Vytautas Magnus University, Kaunas, Lithuania, corresponding author), Lina Vaitkutė (0000-0002-9441-441X, Department of Human Sciences, Verona University, Verona, Italy) |
| Year | 2022 |
| Volume | 74 |
| Issue | 1 |
| Pages | 126-145 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Vocational Education and Training (JOURNAL) |
| Journal identifiers | ISSN: 1363-6820 • E-ISSN: 1747-5090 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13636820.2021.1956998 |
| OpenAlex | W3198363340 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
In 2015, Lithuania entered a new stage of the vocational education and training (VET) curriculum reform with the introduction of the national competence-based qualifications standards and the modularisation of the VET curriculum on the basis of these standards. Competence in Lithuania is understood holistically as a ‘totality’ of knowledge, skills and attitudes. The statements of competencies in the standards mainly reflect work processes and it is the role of curriculum designers and vocational education and training teachers (VET teachers) to ‘uncover’ all domains of competency in learning outcomes, learning assignments and assessment criteria. In the Lithuanian context, the modularisation of VET programmes challenges integration of theory and practice within and between different modules and calls for more intensive cooperation of teachers in planning and implementing instruction. This paper aims to explore how knowledge representation has changed in the Lithuanian national and school VET curricula, how changes brought by the curriculum reform reflect in everyday work of VET teachers and, consequently, what challenges vocational teachers face in learners’ knowledge formation. The paper is based on content analysis of the national and school level curriculum documents and semi-structured interviews with VET teachers and administrative staff
Curriculum · Curriculum development · Lithuanian · Mathematics education · National curriculum · Pedagogy · Political science · Sociology · Vocational education · Global Educational Policies and Reforms · Higher Education Learning Practices · Innovative Education and Learning Practices · Psychology
Overcoming the crisis in curriculum theory
Bringing Knowledge Back In
Authentic and self-directed learning in vocational education
Team learning and its association with the implementation of competence-based education
The vocational–academic divide in neoliberal upper secondary curricula
How competency‐based training locks the working class out of powerful knowledge
Work Process Knowledge, Curriculum Control and the Work-based Route to Vocational Qualifications
Qualitative Data Analysis
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |