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The aim of the dissertation research is to identify the features of Lithuanian educational system affecting social inequality in the direction to stimulation or reduction. The role of education regarding social inequality is one of the most controversial objects of scientific discussions. Is education an effective foundation of society emancipation, equal wrights and social mobility, or on the contrary, it enhances the current structure of the society? It is an open question for scientific discussions. Researches show that education connect in itself two contradictional elements: on the one hand, it is one of the most widely acknowledged social "elevators" helping to rise by the steps of social status, on the other hand, education also has the function of mobility control. Many researches revealed that correlations between education and social status of a man in different countries are different. Thus the role of education with respect to social inequality is directly connected with social, economical and cultural specificity of the country. The dissertation research employs tools of qualitative research, and they allow describe the relationship between education and social inequality as well as identify concrete features of education system that diminish or/and increase social inequality in specific socio-cultural and economic conditions in Lithuania. The composition of the research sample includes the levels of national politics and self-government, institution (education and other social institutions) and individual (teachers, social pedagogues, and others as well as persons from families of low social level). This diversity has allowed realise a holistic approach and avoid fragments.

The aim of the dissertation research is to identify the features of Lithuanian educational system affecting social inequality in the direction to stimulation or reduction. The role of education regarding social inequality is one of the most controversial objects of scientific discussions. Is education an effective foundation of society emancipation, equal wrights and social mobility, or on the contrary, it enhances the current structure of the society? It is an open question for scientific discussions. Researches show that education connect in itself two contradictional elements: on the one hand, it is one of the most widely acknowledged social "elevators" helping to rise by the steps of social status, on the other hand, education also has the function of mobility control. Many researches revealed that correlations between education and social status of a man in different countries are different. Thus the role of education with respect to social inequality is directly connected with social, economical and cultural specificity of the country. The dissertation research employs tools of qualitative research, and they allow describe the relationship between education and social inequality as well as identify concrete features of education system that diminish or/and increase social inequality in specific socio-cultural and economic conditions in Lithuania. The composition of the research sample includes the levels of national politics and self-government, institution (education and other social institutions) and individual (teachers, social pedagogues, and others as well as persons from families of low social level). This diversity has allowed realise a holistic approach and avoid fragments.

The aim of the dissertation research is to identify the features of Lithuanian educational system affecting social inequality in the direction to stimulation or reduction. The role of education regarding social inequality is one of the most controversial objects of scientific discussions. Is education an effective foundation of society emancipation, equal wrights and social mobility, or on the contrary, it enhances the current structure of the society? It is an open question for scientific discussions. Researches show that education connect in itself two contradictional elements: on the one hand, it is one of the most widely acknowledged social "elevators" helping to rise by the steps of social status, on the other hand, education also has the function of mobility control. Many researches revealed that correlations between education and social status of a man in different countries are different. Thus the role of education with respect to social inequality is directly connected with social, economical and cultural specificity of the country. The dissertation research employs tools of qualitative research, and they allow describe the relationship between education and social inequality as well as identify concrete features of education system that diminish or/and increase social inequality in specific socio-cultural and economic conditions in Lithuania. The composition of the research sample includes the levels of national politics and self-government, institution (education and other social institutions) and individual (teachers, social pedagogues, and others as well as persons from families of low social level). This diversity has allowed realise a holistic approach and avoid fragments.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

SUMMERY Personnel Education in State Institution A basic problem being the study object of the thesis entitled Personnel Education in State Institution is our ever changing (improving) life and the unprepared community (the employees of the State Company VISAGINO ENERGIJA). In other words, here one gets insight into and examines why it is precisely the persons who are employed at the State Company VISAGINO ENERGIJA have not been comprehensively prepared for the changes that require a continuous training (improvement), meanwhile, it is precisely nowadays that a reconstruction (improvement of technologies and installation of new equipment) of the divisions at the State Company VISAGINO ENERGIJA is taking place. An anonymous quiz has been carried out during the study with the help of a questionnaire. After having analysed the obtained data, factors that might facilitate or perhaps even solve the raised problem are presented. Also, during the study one has obtained sufficiently positive results. One of the most important obtained results is that most questioned company's employees have a positive attitude to the need of training during one's whole life and also believe that it is indispensable to change (train and improve) themselves. During the quiz a respondents' opinion that an initiative for training (improving) must arise from employees themselves has become clear. In parallel, the reasons why some respondents are willing to improve their qualifications, but do not do so, have been analysed. Only one third of the questioned employees are sure that the training at the State Company VISAGINO ENERGIJA has been well organised.

SUMMERY Personnel Education in State Institution A basic problem being the study object of the thesis entitled Personnel Education in State Institution is our ever changing (improving) life and the unprepared community (the employees of the State Company VISAGINO ENERGIJA). In other words, here one gets insight into and examines why it is precisely the persons who are employed at the State Company VISAGINO ENERGIJA have not been comprehensively prepared for the changes that require a continuous training (improvement), meanwhile, it is precisely nowadays that a reconstruction (improvement of technologies and installation of new equipment) of the divisions at the State Company VISAGINO ENERGIJA is taking place. An anonymous quiz has been carried out during the study with the help of a questionnaire. After having analysed the obtained data, factors that might facilitate or perhaps even solve the raised problem are presented. Also, during the study one has obtained sufficiently positive results. One of the most important obtained results is that most questioned company's employees have a positive attitude to the need of training during one's whole life and also believe that it is indispensable to change (train and improve) themselves. During the quiz a respondents' opinion that an initiative for training (improving) must arise from employees themselves has become clear. In parallel, the reasons why some respondents are willing to improve their qualifications, but do not do so, have been analysed. Only one third of the questioned employees are sure that the training at the State Company VISAGINO ENERGIJA has been well organised.

Diploma object: strategic planning and physical education. Goal of the work: to explore strategic planning and physical education aspects of the needs Work objectives: 1. To describe the concept of strategy planning and its theoretical direction. 2. To describe the physical training aspects of policy diffusion. 3. To analyze the importance of strategic planning in physical education. Work methods: 1. Analysis of literature sources. 2. Descriptive analysis. 3. Documentation (content) analysis. Results Strategic planning in literature is treated as a formal planning system to develop and implement strategies for the organization's mission and objectives. This is a process during which it is necessary to provide the events and determine what is possible and necessary to make the organization and take advantage of opportunities to benefit and protect themselves from anything that impedes the success and survival at risk. The establishment and implementation of the strategy are linked: the planning process is completed, then the estimated liability and the company's decision-making procedures. Literature analysis showed that physical education and sports management functions of the State Government of Lithuania, Physical Education and Sports Department under the Lithuanian Government, the Ministry of Education and Science, county governors, local authorities and are cooperating with the various interested organizations. Their objectives and goals for the additional children and youth fitness and sports education. In view of the most important summaries of the strategic planning and realization of physical education activities, and aspects of the modernization of its priority areas could include: legal framework governing sports organization and management in Lithuania and the European Union's countries sport alignment.

Diploma object: strategic planning and physical education. Goal of the work: to explore strategic planning and physical education aspects of the needs Work objectives: 1. To describe the concept of strategy planning and its theoretical direction. 2. To describe the physical training aspects of policy diffusion. 3. To analyze the importance of strategic planning in physical education. Work methods: 1. Analysis of literature sources. 2. Descriptive analysis. 3. Documentation (content) analysis. Results Strategic planning in literature is treated as a formal planning system to develop and implement strategies for the organization's mission and objectives. This is a process during which it is necessary to provide the events and determine what is possible and necessary to make the organization and take advantage of opportunities to benefit and protect themselves from anything that impedes the success and survival at risk. The establishment and implementation of the strategy are linked: the planning process is completed, then the estimated liability and the company's decision-making procedures. Literature analysis showed that physical education and sports management functions of the State Government of Lithuania, Physical Education and Sports Department under the Lithuanian Government, the Ministry of Education and Science, county governors, local authorities and are cooperating with the various interested organizations. Their objectives and goals for the additional children and youth fitness and sports education. In view of the most important summaries of the strategic planning and realization of physical education activities, and aspects of the modernization of its priority areas could include: legal framework governing sports organization and management in Lithuania and the European Union's countries sport alignment.