Ensuring Quality Vocational and Higher Education in Lithuania

Annex B. Analysis of SKVC and KPMPC evaluation frameworks

This annex offers an overview and analysis of the different evaluation frameworks used by the Centre for Quality Assessment in Higher Education (SKVC) and the Qualifications and Vocational Education and Training Development Centre (KPMPC) for the external evaluation and accreditation of institutions and programmes in higher education and vocational education and training (VET). For each evaluation framework an analysis is made of whether the standards and indicators examined by SKVC and KPMPC focus on: a) quantitative or qualitative evidence; b) the aims, inputs, process, outputs or outcomes of education; and c) whether any of the indicators focus on assessing the relevance of education and training to the needs of the economy and society.

Evaluation frameworks used by SKVC for quality assurance in higher education

Analysis of evaluation frameworks for the ex-ante evaluation of higher education providers and programmes in Lithuania

Table B.1. SKVC evaluation framework for the ex-ante evaluation and accreditation of higher education providers

Standards (total: 4) & indicators (total: 16)	Type of evidence		Focus					Economy & society
	Quantitative	Qualitative	Aims	Input	Process	Output	Outcomes
1. Infrastructure to support teaching, learning, research and artistic activities
1.1 Premises to deliver education (e.g. number of workspaces, internship spaces)				1
1.2 Premises for research (e.g. library, reading rooms, methodological rooms)				1
1.3 Infrastructure to support research and/or artistic activities				1
2. Financial resource allocation and plans
2.1 Alignment with institutional development plan and national priorities in Lithuania	1		1					1
2.2 Coherence of financial plan	1			1
2.3 Financial risk analysis	1			1
2.4 Prospective long-term investments	1			1
3. Strategic action plan
3.1 Alignment with institutional mission, national and international (EHEA/ERA) priorities	1		1					1
3.2 Procedures to monitor implementation of strategic plan	1				1
3.3 Validity and coherence of strategic plan	1		1
3.4 Validity and coherence of proposed objectives and implementation plans for research and/or artistic activities	1		1
3.5 Clarity and transparency on unfair studies, prevention of discrimination and appeal	1				1
3.6 Clarity, validity and coherence of intended measures for study planning, organisation, supervision and improvement processes (internal QA)	1				1
3.7 Adequacy of the intended internal quality assurance procedures	1				1
3.8 Validity and coherence of educational objectives and implementation	1		1
4. Human resources
4.1 Compliance with staff recruitment principles and/or procedures with strategic activity plan of the institution or branch	1			1
Total all standards	13	0	5	7	4	0	0	2

Source: SKVC (2022[1]), KETINAMŲ VYKDYTI STUDIJŲ PROGRAMŲ VERTINIMO METODIKA [Methodology for evaluating the authorisation to conduct studies], www.skvc.lt/default/en/quality-assurance/authorization-to-conduct-studies/preparation-of-application.

Table B.2. SKVC evaluation framework for the ex-ante evaluation and accreditation of higher education study programmes

Standards (total: 7) & indicators (total: 26)	Type of evidence		Focus of requested evidence					Economy & society
	Qualitative	Quantitative	Aims	Inputs	Processes	Outputs	Outcomes
1. STUDY AIMS, OUTCOMES AND CURRICULUM 1.1. Field studies are based on the needs of the country’s economy and the needs of the society as well as the strategy of the HEI
1.1.1. Evaluation of the conformity of the aims and outcomes of the field and cycle study programmes to the needs of the society and/or the labour market (not applicable to HEIs operating in exile conditions).	1		1					1
1.1.2. Evaluation of the conformity of the field and cycle study programme aims and outcomes with the mission, objectives of activities and strategy of the HEI	1		1
1.2. Field studies comply with legal requirements, while curriculum design, curriculum, teaching/learning and assessment methods enable students to achieve study aims and outcomes
1.2.1. Evaluation of the compliance of the field and cycle study programme with legal requirements.	1		1
1.2.2. Evaluation of compatibility of aims, learning outcomes, teaching/learning and assessment methods of the field and cycle study programmes. .	1				1
1.2.3 Evaluation of the totality of the field and cycle study programme subjects/modules, which ensures consistent development of competences of students.	1				1
1.2.4. Evaluation of opportunities for students to personalise the structure of field study programmes according to their personal learning objectives and intended learning outcomes.	1				1
1.2.5. Evaluation of compliance of final theses (in case of short-cycle studies – of applied projects, if they are implemented) with the field and cycle requirements.	1				1
Total for standard 1	7	0	3	0	4	0	0	1
2. LINKS BETWEEN SCIENCE (ART) AND STUDY ACTIVITIES (NOT APPLICABLE IN CASE OF SHORT-CYCLE STUDIES)  2.1. The field studies integrate the latest achievements of science (art) and/or technology and create conditions for the development of students’ abilities to perform science (art).
2.1.1. Evaluation of the sufficiency of the science (art) activities implemented by the HEI for the field of research (art) related to the field of study.	1	1			1	1
2.1.2. Evaluation of the link between the content of studies and the latest developments in science, art and technology.	1				1
Total for standard 2	2	1	0	0	2	1	0	0
3. STUDENT ADMISSION AND SUPPORT 3.1 The process of student selection and admission is consistent with learning outcomes of the field
3.1.1. Evaluation of the suitability and publicity of student selection and admission criteria and process.	1				1
3.1.2. Evaluation of the procedure of recognition of foreign qualifications, partial studies and prior non-formal and informal learning and its application.	1				1
3.2 There is an effective student support system in the study field, enabling them to achieve maximum learning progress
3.2.2. Assessment of the suitability, adequacy and effectiveness of the academic, financial, social, psychological and personal support provided to the students of the field.	1				1
3.2.3 Evaluation of the sufficiency of study information and student counselling.	1				1
3.2.2. Assessment of the suitability, adequacy and effectiveness of the academic, financial, social, psychological and personal support provided to the students of the field.					1
3.2.3. Evaluation of the sufficiency of study information and student counselling.	1				1
Total for standard 3	5	0	0	0	6	0	0	0
4. STUDYING, STUDENT PERFOMANCE AND GRADUATE EMPLOYMENT 4.1 Field studies prepare students for independent professional activities
4.1.1. Evaluation of the teaching and learning process that enables to take into account the needs of the students and enable them to achieve the intended learning outcomes.	1				1
4.1.2. Evaluation of conditions ensuring access to study for socially vulnerable groups and students with special needs.	1				1
4.2. There is an effective and transparent system of student performance assessment, progress monitoring and academic integrity assurance in the study field.
4.2.4. Evaluation of the implementation of policies to ensure academic integrity, tolerance and non-discrimination.	1				1
4.2.5. Evaluation of the effectiveness of the application of procedures for the submission and examination of appeals and complaints regarding the study process within the field studies.	1				1
Total for standard 4	4	0	0	0	4	0	0	0
5. TEACHING STAFF 5.1 The academic staff of the field studies is suitable to ensure the achievement of the learning outcomes of the field study programmes
5.1.1. Evaluation of the adequacy of the number, qualification and competence (scientific, didactic, professional) of teaching staff within a field study programme(s) at the HEI in order to achieve the learning outcomes.	1	1		1
5.2. Teaching staff of the study field are provided with conditions for the development of competences, which are evaluated periodically
5.2.2. Evaluation of the conditions to improve the competences of the teaching staff.	1				1
5.2.2 Evaluation of the conditions to improve the competences of the teaching staff.	1				1
Total for standard 5	3	1	0	1	2	0	0	0
6. FACILITIES AND LEARNING RESOURCES 6.1. The physical, informational and financial resources of the field studies are adequate and allow to achieve the intended learning outcomes
6.1.1. Evaluation of the suitability and adequacy of the physical, informational and financial resources of the field studies to ensure an effective learning process.	1	1		1
6.1.2. Evaluation of the planning and upgrading of resources needed to carry out the field studies.	1				1
Total for standard 6	2	1	0	1	1	0	0	0
7. STUDY QUALITY, MANAGEMENT AND PUBLICITY 7.1 The development of field studies is based on an internal quality assurance system involving all stakeholders and continuous monitoring and publicity
7.1.1. Evaluation of the effectiveness of the internal quality assurance system of the studies.	1	1		1	1
7.1.2. Evaluation of the effectiveness of the involvement of stakeholders (students and other stakeholders) in internal quality assurance.	1	1		1	1
Total for standard 7	2	2	0	2	2	0	0	0
Total all standards	25	5	3	4	21	1	0	1

Note: This table does not included details on the type of information and evidence requested from higher education institutions to demonstrate compliance with each indicator. For each indicator, this table makes an assessment of whether the requested evidence is quantitative or qualitative in nature, focuses on the aims, inputs, process, outputs or outcomes of education, and the extent to which is focuses on the relevance of education to economic and societal needs.

Source: SKVC (2020[2]), Methodology for Evaluation of New Study Programmes, www.skvc.lt/uploads/documents/files/Teise/Kokybes%20agentura/Methodology%20for%20New%20study%20Programmes.pdf.

Analysis of evaluation frameworks for the ex-post evaluation of higher education providers and programmes in Lithuania

Table B.3. SKVC evaluation framework for the ex-post evaluation and accreditation of higher education institutions

Standards (total: 4) & indicators (total: 34)	Type of evidence		Focus of requested evidence					Economy & society
	Qualitative	Quantitative	Aims	Inputs	Processes	Outputs	Outcomes
1.MANAGEMENT 1.1. Compliance of the higher education institution’s strategic action plan with the mission, assurance of its implementation
1.1.1. The strategic action plan is consistent with the mission of the higher education institution, legal acts regulating research and study activities and it takes into account the provisions of the national research and study policy, the European Higher Education Area and the European Research Area	1		1
1.1.2. The parts of the strategic action plan (analysis of the current situation, priorities and aims, objectives of the activities, implementation means, resources, planned performance indicators) are appropriate and justified	1		1
1.1.3. Regular monitoring of the implementation of the strategic action plan is carried out and the results are used to improve performance management	1				1
1.2. Effectiveness of process management of the higher education institution
1.2.1. A clear structure for governance, decision making and distribution of responsibilities is defined	1			1
1.2.2. Regular process management analysis is performed, preconditions for process improvement and risk management are planned	1				1
1.2.3. Stakeholders are involved in the management process at an adequate level	1				1			1
1.3. Publicity of information on the performance of the higher education institution and its management effectiveness
1.3.1. Systematic collection and analysis of the performance data, results (including student employment and graduate career monitoring) is in place, data is used for the improvement of performance of the higher education institution	1				1			1
1.3.2. Information on the performance of the higher education institution is clear, accurate and accessible to the academic community and the public, and is provided regularly to the founders and members of the legal entity	1				1
1.4. Effectiveness of human resource management
1.4.1. Clear and transparent principles and procedures for the formation, management, evaluation of academic and non-academic staff are established and applied	1				1
1.4.2. The higher education institution has sufficient academic (in-house academic staff) and non-academic staff to meet its operational objectives	1			1
1.4.3. The qualifications of the academic and non-academic staff are appropriate for the purposes of the higher education institution	1			1
1.4.4. Conditions are created for the academic staff to improve the knowledge and skills required for teaching and research activities	1				1
1.4.5. Conditions are created for non-academic staff to develop competencies	1				1
1.5. Efficiency of financial and learning resource management
1.5.1. Financial resources are planned, allocated and used rationally	1			1
1.5.2. Various financial resources for the implementation of higher education activities are attracted	1			1				1
1.5.3. Learning resources for provision of studies and research (art) activities are planned and used rationally	1				1
1.5.4. Learning resources for conducting studies and research (art) activities are appropriate, sufficient and available	1			1
Total for standard 1	17	0	2	6	9	0	0	3
2. QUALITY ASSURANCE 2.1. Implementation and effectiveness of the internal quality assurance system
2.1.1. The higher education institution has approved and made publicly available internal quality assurance documents that are consistent with the Standards and Guidelines for Quality Assurance in the European Higher Education Area	1			1
2.1.2. Internal quality assurance measures of planning, implementation and improvement are appropriate, applied periodically and ensure the involvement of the whole institution and stakeholders	1				1
2.1.3. Processes for planning, implementation, monitoring, periodic evaluation and development of activities are specified	1				1
2.1.4. Students and academic and non-academic staff of the institution receive effective support	1				1
2.1.5. Provisions and procedures for academic integrity, tolerance and non-discrimination, appeal and ethics are specified and applied	1				1
2.1.6. The results of the external review are used to improve the performance of the higher education institution	1				1
Total for standard 2	6	0	0	1	5	0	0	0
3. EDUCATION AND RESEARCH (ART) 3.1. The level of research (art), compatibility of studies and research (art) and its compliance with the strategic aims of activities
3.1.1. The education and research (art) activities carried out and their results are consistent with the mission and strategic aims of the higher education institution	1			1
3.1.2. The level of research (art) activities is sufficient for the ongoing studies of the higher education institution	1					1
3.1.3. Studies are based on research (art)	1				1
3.1.4. Consistent recognition of qualifications acquired abroad, partial studies and prior non-formal and informal learning is performed	1				1
3.2. Internationality of studies, research (art)
3.2.1. The higher education institution has a strategy for internationalisation of research (art) and study activities (including indicators of internationalisation), means for its implementation, and measurements of the effectiveness of these activities are performed (not applicable to colleges unless provided for in its strategic documents)	1				1
3.2.2 The higher education institution integrates aspects of internationalisation into the content of studies and research (art) activities	1				1
Total for standard 3	6	0	0	1	4	1	0	0
4. IMPACT ON REGIONAL AND NATIONAL DEVELOPMENT 4.1. Effectiveness of the impact on regional and national development
4.1.1. The higher education institution carries out an analysis of national and (or) regional demands, identifies the needs to be met and foresees the potential impact on national and (or) regional development	1				1			1
4.1.2. The monitoring, analysis and evaluation of the effectiveness of the measures on national and (or) regional development are performed	1				1			1
4.2. Assurance of conditions for lifelong learning
4.2.1. The higher education institution monitors and analyses the need for lifelong learning	1				1			1
4.2.2. The higher education institution anticipates the diversity of forms and conditions of lifelong learning and ensures their implementation	1				1
4.2.3. The higher education institution performs the evaluation of assurance of conditions for lifelong learning	1				1
Total for standard 4	5	0	0	0	5	0	0	3
Total all standards	34	0	2	8	23	1	0	6

Note: This table does not included details on the type of information and evidence requested from higher education institutions to demonstrate compliance with each indicator. For each indicator, this table makes an assessment of whether the requested evidence is quantitative or qualitative in nature, focuses on the aims, inputs, process, outputs or outcomes of education, and the extent to which is focuses on the relevance of education to economic and societal needs.

Source: SKVC (2020[3]), Methodology for Conducting an Institutional Review in Higher Education, https://skvc.lrv.lt/en/quality-assurance/institutional-review/.

Table B.4. SKVC evaluation framework for the ex-post evaluation and accreditation of study fields in higher education

Standards (total: 7) & indicators (total: 30)	Type of evidence		Focus of requested evidence					Economy & society
	Qualitative	Quantitative	Aims	Inputs	Processes	Outputs	Outcomes
1. STUDY AIMS, OUTCOMES AND CURRICULUM 1.1. Field studies are based on the needs of the country’s economy and the needs of the society as well as the strategy of the HEI
1.1.1. Evaluation of the conformity of the aims and outcomes of the field and cycle study programmes to the needs of the society and/or the labour market.	1		1					1
1.1.2. Evaluation of the conformity of the field and cycle study programme aims and outcomes with the mission, objectives of activities and strategy of the HEI.	1		1
1.2. Field studies comply with legal requirements, while curriculum design, curriculum, teaching/learning and assessment methods enable students to achieve study aims and outcomes
1.2.1. Evaluation of the compliance of the field and cycle study programme with legal requirements.	1		1
1.2.2. Evaluation of compatibility of aims, learning outcomes, teaching/learning and assessment methods of the field and cycle study programmes.	1				1
1.2.3 Evaluation of the totality of the field and cycle study programme subjects/modules, which ensures consistent development of competences of students.	1				1
1.2.4. Evaluation of opportunities for students to personalise the structure of field study programmes according to their personal learning objectives and intended learning outcomes.	1				1
1.2.5. Evaluation of compliance of final theses (in case of short-cycle studies – of applied projects, if they are implemented) with the field and cycle requirements.	1				1
Total for standard 1	7	0	3	0	4	0	0	1
2. LINKS BETWEEN SCIENCE (ART) AND STUDY ACTIVITIES (NOT APPLICABLE IN CASE OF SHORT-CYCLE STUDIES) 2.1. The field studies integrate the latest achievements of science (art) and/or technology and create conditions for the development of students’ abilities to perform science (art)
2.1.1. Evaluation of the sufficiency of the level of science (applied science, art) activities in the field of research (art) related to the field of study implemented by the HEI.	1	1			1	1
2.1.2. Evaluation of the link between the curriculum of studies and the latest developments in science, art and technology.	1				1
2.1.3. Evaluation of conditions for students to get involved in scientific (applied science, art) activities consistent with their study cycle.	1	1			1	1
Total for standard 2	3	2	0	0	3	2	0	0
3. STUDENT ADMISSION AND SUPPORT 3.1 The process of student selection and admission is consistent with the learning outcomes of the field
3.1.1. Evaluation of the suitability and publicity of student selection and admission criteria and process.	1	1	1		1	1
3.1.2. Evaluation of the procedure of recognition of foreign qualifications, partial studies and prior nonformal and informal learning and its application.	1	1			1	1
3.2 There is an effective student support system in the study field, enabling them to achieve maximum learning progress
3.2.1. Evaluation of conditions for ensuring academic mobility of students.	1	1			1	1
3.2.2. Assessment of the suitability, adequacy and effectiveness of the academic, financial, social, psychological and personal support provided to the students of the field.	1	1			1	1
3.2.3. Evaluation of the sufficiency of study information and student counselling.	1				1
Total for standard 3	5	4	1	0	5	4	0	0
4. STUDYING, STUDENT PERFOMANCE AND GRADUATE EMPLOYMENT 4.1 Field studies prepare students for independent professional activities
4.1.1. Evaluation of how the teaching and learning process takes into account the needs of students and enables them to achieve the intended learning outcomes.	1				1
4.1.2. Evaluation of conditions ensuring access to study for socially vulnerable groups and students with special needs.	1				1
4.2. There is an effective and transparent system of student performance assessment, progress monitoring and academic integrity assurance in the study field
4.2.1. Evaluation of the systematic nature of the monitoring of student study progress and feedback to students to promote self-assessment and subsequent planning of study progress.	1				1
4.2.2. Evaluation of employability of graduates and graduate career tracking in the study field.	1	1				1		1
4.2.4. Evaluation of the implementation of policies to ensure academic integrity, tolerance and nondiscrimination.	1				1
4.2.5. Evaluation of the effectiveness of the application of procedures for the submission and handling of appeals and complaints regarding the study process within the field studies.	1				1
Total for standard 4	6	1	0	0	5	1	0	1
5. TEACHING STAFF 5.1 The academic staff of the field studies is suitable to ensure the achievement of the learning outcomes of the field study programmes
5.1.1. Evaluation of the adequacy of the number, qualification and competence (scientific, didactic, professional) of teaching staff within a field study programme(s) at the HEI in order to achieve the learning outcomes.	1	1		1
5.2. Teaching staff of the study field are provided with conditions for the development of competences, which are evaluated periodically
5.2.1. Evaluation of conditions for ensuring teaching staff's academic mobility (not applicable to studies carried out by HEIs operating under the conditions of exile).	1	1		1	1
5.2.2 Evaluation of the conditions to improve the competences of the teaching staff.	1				1
Total for standard 5	3	2	0	2	2	0	0	0
6. LEARNING RESOURCES AND FACILITIES 6.1. The physical, informational and financial resources of the field studies are adequate and allow to achieve the intended learning outcomes.
6.1.1. Evaluation of the suitability and adequacy of the physical, informational and financial resources of the field studies to ensure an effective learning process.	1	1		1
6.1.2. Evaluation of the planning and upgrading of resources needed to carry out the field studies.	1				1
Total for standard 6	2	1	0	1	1	0	0	0
7. STUDY QUALITY, MANAGEMENT AND PUBLICITY 7.1 The development of field studies is based on an internal quality assurance system involving all stakeholders and continuous monitoring and publicity
7.1.1. Evaluation of the effectiveness of the internal quality assurance system of the studies.	1	1		1	1
7.1.2. Evaluation of the effectiveness of the involvement of stakeholders (students and other stakeholders) in internal quality assurance.	1	1			1
7.1.3. Evaluation of the collection, use and publication of information on studies, their evaluation and improvement processes and outcomes.	1				1
7.1.4 Evaluation of the opinion of the field students (collected in the ways and by the means chosen by the Centre or the HEI) about the quality of the studies at the HEI.	1	1				1
Total for standard 7	4	3	0	1	3	1	0	0
Total all standards	30	13	4	4	23	8	0	2

Note: This table does not included details on the type of information and evidence requested from higher education institutions to demonstrate compliance with each indicator. For each indicator, this table makes an assessment of whether the requested evidence is quantitative or qualitative in nature, focuses on the aims, inputs, process, outputs or outcomes of education, and the extent to which is focuses on the relevance of education to economic and societal needs.

Source: SKVC (2019[4]), Methodology for Evaluation of Study Fields, www.skvc.lt/uploads/documents/files/Teise/Kokybes%20agentura/Methodology%20for%20Evaluation%20of%20Study%20Fields.pdf,

Evaluation frameworks used by the KPMPC for quality assurance in vocational education and training (VET)

Analysis of evaluation frameworks for the ex-ante evaluation and accreditation of VET providers and programmes in Lithuania

Table B.5. KPMPC evaluation framework for the ex-ante evaluation and accreditation of VET providers

Standards (total: 3)	Type of evidence		Focus of requested evidence					Economy & society
	Qualitative	Quantitative	Aims	Input	Process	Output	Outcomes
1. Qualification and competence requirements of teaching staff	1			1
2. Adequacy of training places, material and methodological resources to meet expected student numbers	1			1
3. Training facilities with sufficient material resources to ensure quality	1			1

Source: Republic of Lithuania (2023[5]), ĮSAKYMAS DĖL FORMALIOJO PROFESINIO MOKYMO LICENCIJAVIMO TAISYKLIŲ PATVIRTINIMO [Order on the Adoption of the Rules for the Licensing of Formal Vocational Education and Training], Ministry of Education, Science and Sports (ŠMSM), Vilnius, www.e-tar.lt/portal/lt/legalAct/bf155cc0433511ee9de9e7e0fd363afc.

Table B.6. KPMPC evaluation framework for the ex-ante evaluation and accreditation of VET programmes

Standards, indicators & evidence	Type of evidence		Focus of requested evidence					Economy & society
	Qualitative	Qualitative	Aims	Input	Process	Output	Outcomes
1. Comply with the structural requirements of laid out in the legislation (such that it adheres to specified guidance on the scope of learning credits, the definition and sequencing of compulsory and optional modules- which differ for initial and continuing VET)	1		1
2. Suitably provide scope for acquiring the competencies provided in the programme, including modules to address these competencies, learning content and outcomes within these modules and evaluation of them	1		1
3. Comply with the methodological and material resources for training provided in the modules of the formal vocational training programme and the competence requirements of vocational teachers to properly teach the programme	1		1	1
4. Not repeat the competences contained in a formal vocational training programme previously submitted to the KPMPC	1		1	1

Source: Republic of Lithuania (2023[5]), ĮSAKYMAS DĖL FORMALIOJO PROFESINIO MOKYMO LICENCIJAVIMO TAISYKLIŲ PATVIRTINIMO [Order on the Adoption of the Rules for the Licensing of Formal Vocational Education and Training], Ministry of Education, Science and Sports (ŠMSM), Vilnius, www.e-tar.lt/portal/lt/legalAct/bf155cc0433511ee9de9e7e0fd363afc.

Analysis of evaluation frameworks for the ex-post evaluation and accreditation of VET providers and programmes in Lithuania

Table B.7. KPMPC evaluation framework for the ex-post evaluation and accreditation of VET providers

Standards (total: 3) & indicators (total: 18)	Type of evidence		Focus					Economy & society
	Quantitative	Qualitative	Aims	Input	Process	Output	Outcomes
Criteria
1. LEADERSHIP AND MANAGEMENT 1.1. Adoption, implementation and impact of strategic decisions on the quality of activities of a vocational training institution or other vocational training provider conducting formal vocational training (hereinafter referred to as the Provider)
1.1.1 Making and implementing strategic decisions		1	1					1
1.1.2. Application of quality management system and influence on processes		1			1
1.2. Management effectiveness and leadership expression
1.2.1. Leadership of managers and other community members		1			1
1.2.2. Personnel policy		1	1
1.2.3. The provider's participation in the social activities of the region and/or country						1		1
1.2.4. Use of financial resources (including long-term investments).		1		1
Total for standard 1	0	5	2	1	2	1	0	2
2. TEACHING AND LEARNING 2.1. Effectiveness of planning and execution of the teaching and learning process
2.1.1. Planning and conducting teaching and learning		2			1	1
2.1.2. Student support		1				1
2.1.3. Provider initiatives to develop and improve the teaching and learning process		1				1
2.2. An enabling physical and emotional environment for teaching and learning
2.2.1. Sufficiency of material resources (equipment, tools, raw materials, educational materials) and compliance with the needs of the labor market		2		2
2.2.2. Development of inclusive teaching and learning, adaptation of the material base, functionality of the teaching and learning environment		1			1
2.3. Stakeholder satisfaction with the teaching and learning process
2.3.1. Student satisfaction with the teaching and learning process		1					1
2.3.2. Employers' satisfaction with the organization and implementation of practical training		1					1	1
Total for standard 2	0	9	0	2	2	3	2	1
3. TEACHING AND LEARNING OUTCOMES 3.1. Qualification acquisition
3.1.1. Persons admitted to the formal vocational training program (module) and having acquired qualifications (competencies)	1						1
3.1.2. The results of the assessment of a person's acquired competences	1						1
3.2. Competitiveness of graduates in the labor market
3.2.1. The situation of qualified persons in the labor market: employees, self-employed, employed, registered unemployed.	1						1	1
3.2.2. Employers' satisfaction with the qualifications of employed graduates	1						1	1
3.2.3. Graduates' satisfaction with the acquired qualification	1						1	1
Total for standard 3	5	0	0	0	0	0	5	3
Total all standards	5	14	2	3	4	4	7	6

Source: Republic of Lithuania (2020[6]), ĮSAKYMAS DĖL PROFESINIO MOKYMO ĮSTAIGŲ IR KITŲ PROFESINIO MOKMOKYMO TEIKĖJŲ, VYKDANČIŲ FORMALŲJĮ PROFESINĮ MOKYMĄ, VEIKLOS IŠORINIO vertinimo tvarkos APRAŠO PATVIRTINIMO [Order on the procedure for the external evaluation of providers of formal VET], Ministry of Education, Science and Sports (ŠMSM), Vilnius www.e-tar.lt/portal/lt/legalAct/7f6484806ea311eabee4a336e7e6fdab/asr.

References

[5] Republic of Lithuania (2023), ĮSAKYMAS DĖL FORMALIOJO PROFESINIO MOKYMO LICENCIJAVIMO TAISYKLIŲ PATVIRTINIMO [Order on the Adoption of the Rules for the Licensing of Formal Vocational Education and Training], Ministry of Education, Science and Sports (ŠMSM), Vilnius, https://www.e-tar.lt/portal/lt/legalAct/bf155cc0433511ee9de9e7e0fd363afc (accessed on 19 February 2025).

[6] Republic of Lithuania (2020), ĮSAKYMAS DĖL PROFESINIO MOKYMO ĮSTAIGŲ IR KITŲ PROFESINIO MOKMOKYMO TEIKĖJŲ, VYKDANČIŲ FORMALŲJĮ PROFESINĮ MOKYMĄ, VEIKLOS IŠORINIO vertinimo tvarkos APRAŠO PATVIRTINIMO [Order on the procedure for the external evaluation of providers of formal VET], Ministry of Education, Science and Sports (ŠMSM), Vilnius, https://www.e-tar.lt/portal/lt/legalAct/7f6484806ea311eabee4a336e7e6fdab/asr (accessed on 19 February 2025).

[1] SKVC (2022), KETINAMŲ VYKDYTI STUDIJŲ PROGRAMŲ VERTINIMO METODIKA [Methodology for evaluating the authorisation to conduct studies], Centre for Quality Assessment in Higher Education (SKVC), Vilnius, https://www.skvc.lt/uploads/documents/files/Ketinamu_vykdyti_studiju_programu_vertinimo_metodika.pdf (accessed on 19 February 2025).

[3] SKVC (2020), Methodology for Conducting Institutional Review in Higher Education, Centre for Quality Assessment in Higher Education (SKVC), Vilnius, https://skvc.lrv.lt/en/quality-assurance/institutional-review/ (accessed on 28 April 2024).

[2] SKVC (2020), Methodology for Evaluation of New Study Programmes, Centre for Quality Assessment in Higher Education (SKVC), Vilnius, https://www.skvc.lt/uploads/documents/files/Teise/Kokybes%20agentura/Methodology%20for%20New%20study%20Programmes.pdf (accessed on 19 February 2025).

[4] SKVC (2019), Methodology for Evaluation of Study Fields, Centre for Quality Assessment in Higher Education (SKVC), Vilnius, https://www.skvc.lt/uploads/documents/files/Teise/Kokybes%20agentura/Methodology%20for%20Evaluation%20of%20Study%20Fields.pdf (accessed on 6 March 2024).