OECD Skills Strategy Lithuania
Assessment and Recommendations
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Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.
OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.
This report, OECD Skills Strategy Lithuania: Assessment and Recommendations, identifies opportunities and makes recommendations for Lithuania to better equip young people with skills for work and life, raise adults’ and enterprises’ participation in learning, use people’s skills more effectively in workplaces, and strengthen the governance of skills policies.
Equipping young people in Lithuania with skills for work and life
Equipping young people in Lithuania with skills for work and life is central to Lithuania’s vision for a learning society that is modern, dynamic and ready for future challenges. The skills that young people develop from early childhood into early adulthood are foundational to their personal well-being and their contribution to the economy, society and the environment. This chapter explores three opportunities for Lithuania to better equip young people with skills for work and life: 1) successfully implementing and complementing modern curricula; 2) strengthening Lithuania’s teaching workforce; and 3) making vocational education and training and higher education more responsive to labour market needs.
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