The article analyses theoretical aspects of parameters that determine the development of the Framework of Qualifications, on the basis of the development of Lithuanian National Framework of qualifications. The purpose and aims of National Framework of Qualifications are defined, activity specifications and their manifestation in different qualification framework levels are described and the distribution of functional, cognitive and general competencies and the meaning of these competencies in qualification framework levels are analysed.

The article defines the concept of national qualifications system, its aim, objectives and analyses the situation of national qualifications system and international context, compares the models of foreign international qualification systems and, on the basis of this analysis, proposes theoretical models of qualification systems.

The article analyses the impact of human resource development structure in Lithuania upon the creation of the national qualification system. It presents an overview of how the design of the qualification framework, and associated acquisition, assessment and recognition processes are affected by: the predominance of low qualification labour force; low employment quality balance; the risk of quantitative and qualitative loss of human resources as a result of emigration; consequent shortages of skilled labour; and European integration of product and labour markets.

Changes in vocational education and training (VET) and the profession are focused on technological and organizational development, internationalization and the integration of VET into lifelong learning. The professionalism of teachers and the related vocational education processes face the challenges of reforms in the vocational education system of Lithuanian schools. This affects the content of a professional career. The aim of the article is to present a tool for self-assessment and development of teaching competencies of vocational teachers and masters, which helps to plan their professional growth. The comparative study provided information on the main areas of work of masters in Germany, Italy and Lithuania. During the development of the new tool, an analysis of the scientific literature, a comparative overview of the latest trends in the training of VET teachers and masters, interviews with VET experts and target groups of VET teachers were carried out. Based on the initial comparative analysis, evaluation questionnaires were prepared and adapted to the language of each of the partner countries (Lithuanian, German and Italian). The quantitative study of VET teachers and masters was conducted, in which 324 VET teachers and masters from 10 state vocational training centres in different regions of Lithuania participated. Based on the results of the research, an online self-assessment tool was created - a tool with the help of which vocational teachers and masters can independently assess their teaching competence and plan the growth of their professional career. The platform was tested by 170 vocational teachers during training in Lithuania.

The professionalism of vocational education and training (VET) teachers and the related career and competence development processes of VET teachers face many challenges related to institutionalization and reforms in the VET system of Lithuanian schools. Despite these challenges and problems, many VET teachers are aware of the meaning and importance of their work. The aim of the article is to present the results of the research on the needs of VET teachers in terms of content, learning and competence assessment, and to provide insights into how VET teachers construct their careers by developing pedagogical and professional competencies. The study involved 324 VET teachers from 10 VET centers (2 VET centers in larger cities, 2 VET centers in regional centers and 6 VET centers in rural areas. Age range: 38% aged 41–50, 35% over 51 years, 21% were between the ages of 31–40 and 6% were between the ages of 21 and 30. The study used structural equation modeling. Data were evaluated using the WLSMV tool Software: Mplus Version 8.3. The results of the research will allow the development of an online self-assessment tool that will allow vocational teachers to self-evaluate their professional and pedagogical competences and to plan their professional career development.