This study aims to explore how the practices of vocational teachers and trainers in Italy and Lithuania change due to the implementation of current VET curriculum reforms related to the introduction of competence-based qualifications and learning outcomes-based curricula.

Shift to competence/learning outcomes-based education is one of the characteristics of modern Vocational Education and Training (VET) systems’ reforms inside and beyond Europe (Mulder 2017a, Cedefop 2018a). This change, first of all, is related to the introduction of national qualification frameworks and the standardisation of VET qualifications and is seen as a way to align VET to labor market needs. In recent years competence/learning outcomes-based approaches have been promoted by the European Union (e.g., ECVET recommendation) and European countries are applying different strategies of designing and implementing competence/learning outcomes-based curriculum. Interestingly, with the political support to Competence-Based Education (CBE) approach, the criticism to it has also grown (Allais 2012, Bagnall and Hodge 2017, Cedefop 2018a).

In Lithuania CBE approach was introduced to VET in 1995 (VET provider level) - 1998 (national level) and is considered as “the core concept and background for the curriculum reforms” (Tutlys and Arna 2017, p. 403).  From then on, there were several stages of developments, the most recent one can be linked to: 1) adoption of national qualification framework in 2010, 2) introduction of sectoral qualification standards (2015), 3) modularisation of VET programmes (2015), that should match competencies defined in sectoral qualification standards and clearly specify learning outcomes. VET programmes are designed nationally with VET institutions having the flexibility to adjust 20% of the programme according to their needs and to decide about the interpretation of learning outcomes. Another important new development is the promotion of apprenticeship-type schemes as an alternative to traditional school-based learning environment also combining certain periods of practice at work-place (Cedefop 2015a).

CBE is also a characteristic of Italian VET system (Ronchetti 2017). The guidelines for VET education (Linee Guida per il passaggio al Nuovo Ordinamento per Istituti Professionali 2010) and national repository of professional qualifications should support vocational training providers in implementing CBE. Since responsibility for VET issues is delegated to 20 regions, the situation is different from region to region. VET institutions may adapt their programmes to local needs within the national professional qualifications repository (Cedefop 2018b). Further development of CBE is foreseen as well as an expansion of apprenticeship and work-based learning (Cedefop 2017a, Cedefop 2018b).

CBE and, consequently, learning outcomes approach in training programmes implies important changes in the contents of work of the VET teachers and trainers, as well as the changing competence requirements (Allais 2012, Brockmann, Clarke, Winch  2011; Mulder 2017a). The application of learning outcomes is a question of aligning learning outcomes statements with teaching, learning, and assessment (Cedefop 2017b). It is very important to understand what are the requirements and implications of curriculum reforms for teachers and trainers work and their competence. There is evidence that teachers’ unpreparedness and lack of proper guidance materials may lead to the failure of CBE approach (Allais 2012).

On this basis, this contribution addresses the following research questions: 1) which are the main current common developments in VET curricula reform on international level and how are they represented in Italian and Lithuanian contexts; 2) how these changes influence every-day vocational teachers’ and trainers’ practices (e.g., programme design, organisation of training and learning, pedagogical-didactic approaches, learners assessment strategies etc.).

Research is based on the critical review of the literature and semi-structured interviews with “information rich” stakeholders involved in implementing curriculum reforms in Lithuania and in Italy. The academic papers for literature review were collected by searching Education Resources Information Center (ERIC), Taylor and Francis Online, Emerald Insight and Springer databases. We also conducted an additional search in institutional databases of publications of European Centre for the Development of Vocational Training (Cedefop), Istituto Nazionale per l’Analisi delle Politiche Pubbliche (INAPP) and Centro Nazionale Opere Salesiane – Formazione e Aggiornamento Profesionalle (CNOS-FAP).

The provisional outputs of the literature review suggest the importance of changing pedagogical practices by vocational teachers and trainers in planning, designing and implementing successful CBE (Barabach 2017, Mulder 2017a, Runhaar 2017, Wesselink et al. 2017). According to Wesselink (2010), CBE implies successful integration of learners knowledge, skills, and competencies, on-going assessment of learners’ progress, organisation and coordination of learning in different meaningful and authentic environments, development of learners self-responsibility and self-reflection as well as their attitude to lifelong learning. Also, the coaching role of teacher, in addition to the one of expert, is underlined. Furthermore, the solutions to overcome the potential limitations of CBE (i.e., atomistic approach to competence definition and development, potential vocational reductionism, oversimplification), largely rely on vocational teachers and trainers. According to Barabasch (2017), Cedefop (2017b), Wesselink et al. (2017) they should be able to interpret learning outcomes and competencies specifications and to individualize learning to face these lacks. Implementation of CBE is supported by learner-centered pedagogies (Barabasch 2017, Cedefop 2015b) and rely on teachers (and trainers) cooperation in integrating their teaching practices (Nissila et al. 2015, Runhaar 2017). The present in-progress study represent the first part of a wider research project. Further literature must be analyzed to discover the competencies needs of vocational teachers and trainers in relation to changing work practices and processes. Moreover, a comparison between Italian and Lithuanian situation will be elaborated and provided. The next steps will include also interviews, focus groups and observations.

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