Suchergebnisse

In this article I present an overview of what I call megatrends in our society. Then I will point to six scenarios of schools, developed by the OECD. These scenarios give some ideas of what can happen with public Institutions that are confronted with the megatrends I will formulate. But most Important is the expectations from the society to this public Institutes, who can be recognise in this scenarios. I will end with the formulation of three of this in my opinion very fundamental requirements for public institutes in the post-modern society.nce and in case of society's failure to apply adequate measures delinquent behavior still remains in adulthood. ; Straipsnyje aptariama Olandijos visuomenės raida. nusakomos pagrindinės šiuolaikinės visuomenės raidos kryptys, nagrinėjama visuomeniniu pokyčiu įtaka socialinėms institucijoms, pristatomi šeši galimi švietimo institucijų plėtros scenarijai pagal OECD, atskleidžiami visuomenės lūkesčiai, formuluojami trys pagrindiniai reikalavimai, kuriuos visuomenė kelia egzistuojančioms institucijoms. Šiuolaikinė daugiakultūrė Olandijos visuomenė išgyvena vertybių ir gyvenimo modeliu kaitą. Tai lemia individualius pokyčius, su kuriais pateiktame straipsnyje siūloma susipažinti išsamiau. Pavyzdžiui, žmonės, jausdamiesi nesaugūs, labiau vertina individualu gyvenimo būdą, keičiasi tradicinės šeimos samprata (įsigali homoseksualaus gyvenimo modelis), silpnėja socialinė visuomenės vienovė, o socialinė atskirtis didėja (tai susiję su emigraciniais procesais). Be to, stiprėjanti informacinių technologijų įtaka keičia žmonių gyvenimą ir mąstymą (būtinos komunikacinės bei problemų sprendimo kompetencijos), keičiasi valdžios pobūdis (ji vis labiau apribojama). Visuomenėje vykstantys pokyčiai keičia ir socialiniu institucijų pobūdį, todėl autorius supažindina su galimais institucinių modeliu taikymo scenarijais, į kuriuos dėmesį turėtu atkreipti politikai.

Higher education is now widely accepted as a foremost instrument for fostering economic growth. The Indian higher education system is the largest in the world in terms of the number of institutions and the second largest in enrollments. About 29.6 million students are currently enrolled in higher education institutions in India. There are around 712 universities and 36,671 colleges in India. This mammoth network of higher education institutions includes a large private sector that has emerged explicitly and outsized during last two decades. The overall share of the unaided private higher education institutions has reached 63.9 percent, and the share of student enrollments in these institutions has reached 58.9 percent. The authors make an attempt to present an overview of Indian higher education and within the same frame tries to delineate and identify the advent and growth of private higher education.

Purpose – to examine how should the human resource policies in uniformed services interact with vocational training and higher education policy. Also, it's important to analyze, whether the vocational training / higher education of prospective officers is sufficient and effective. Uniformed services perform vital functions to the state and society, and they need personnel, which is both highly trained and educated, but also loyal. Design/methodology/approach. There had been used scientific literature deduction (drawing conclusions from the available information), analysis (obtained data analyzed separately), analogy (comparison of data with each other), generalization (the main features complex generalization), induction (from individual elements went to a general conclusion), comparison methods. Theoretical analysis was used in order to see if multiple strategies of higher and vocational education for the needs of uniformed services improve the quality of education, from perspectives of (i) vocational training or higher education institutions and (ii) students and cadets. 12 experts - police ir military officers - were interviewed for the purposes of this study. Finding. In Lithuania, each statutory institution has separate educational institution and provides for their duration and content. There is no institution that coordinates and evaluates the process of qualification improvement of the officers at the state level. Education system between statutory and military officers is fundamentally different. In Lithuania, the police officers pay tuition for higher education themselves. Vocational training in statutory service is too short and not sufficient, the necessary training base is not provided. Research limitations/implications. Only two uniformed services (police and professional army) were investigated in the survey. Only a small percentage of officers were interviewed, whose answers cannot be considered as a whole, deeper and more comprehensive studies are needed. Due to economic situation changes, political decisions and on other external factors, officers' assessments may change. However, the data obtained are useful in view of certain general trends and weaknesses in providing further guidance to the study. Practical implications. It should be emphasized that there is no institution of education in Lithuania, e.g. college, that prepares B level officers (higher non-university education), although they hold a large part of the officers. This shows that more attention is needed to pay for vocational education, the length of vocational training should be extended. Those insights reflects the practical implication of the study. Originality/Value. There is the lack of studies that analyze the quality of vocational training and higher education of the uniformed officers in general. This study shows that requirements (state of health, physical fitness, etc.) between two regimes are similar, but there are radical differences in multiple strategies of higher and vocational education.

Purpose – to examine how should the human resource policies in uniformed services interact with vocational training and higher education policy. Also, it's important to analyze, whether the vocational training / higher education of prospective officers is sufficient and effective. Uniformed services perform vital functions to the state and society, and they need personnel, which is both highly trained and educated, but also loyal.

Th is article aims to present a picture of how a university discipline has been created in Lithuania, given the background of changes caused by the Lithuania's emancipation from the Soviet Union. Th e theoretical frame of reference is provided by a modifi ed model of Bronfenbrenners developmental ecology. Data collection has primarily been in the form of interviews with university staff from Lithuanian institutions for higher education. In addition to the interviews, literature lists, course schedules and other key documents have been collected and analysed. Th e analysis focuses on individual's conceptualisation of three main areas. Th e study demonstrates how the creation of management and economics as a university discipline in Lithuania has been formed by a combination of political/ideological, economic, institutional and individual factors. One of the study's main contributions is to highlight the signifi cance of the concept of academic freedom and to focus on the paradox, where constraint under the old system is replaced by another form of constraint. In this case, where the rigidity of the old Soviet doctrine is replaced by a new freedom; but instead of being given greater opportunities to influence and change the subject, the academic staff are forced into a position where, once again they are subjugated to the influences of international sources.

This paper presents some data from an empiric study carried out in Winter-Spring 2019, which was a presidential election and election to municipalities year in Lithuania; therefore, respondents had immediate and recent insights into issues related to citizenship. Almost 300 respondents: law enforcement officers, the absolute majority being police officers or future police officers, also representatives of other law enforcement agencies, such as state border guards, participated in the study. Due to ample data, a part of results was presented in a publication in 2019; in this paper in 2020 other part of results is analysed to a greater depth. Notwithstanding the limitations of the study, which is related to the convenience sample, the results provide certain insights, useful for educational settings. The findings of empiric survey enabled conclusion about the need to address issues of citizenship education in educational settings in order to support officer's nearly impossible quest towards perfection in one's profession via emphasising the rights and entitlements an officer legally has as a citizen, as a member of democratic society, which may contribute to having a more rewarding professional and social life.

The current unpredictable security environment has replaced the security and defense policies of EU and NATO member states by focusing more on the challenges of societal resilience. The resilience of society is based on human nature for survival and is influenced by intangible entities and the spheres of human life. Education, as the engine of the progress of civilization, can become one of the most dangerous threats to the state and society, as well as one of the most important means of increasing society's resilience to modern threats. The modern education strategy of national governments focuses on quantitative indicators that do not reflect the security interests of the state, society and individuals. In such circumstances, education may pose the greatest threat to security. The consequences of such an "effective" but not universal education make society's resilience weak in the face of modern threats such as cyber-attacks, extremism, terrorism, corruption and so on.

Linguistics and didactics are increasingly focused on international lexis. The phenomenon of international words not only facilitates the coexistence of different cultures but also effectively helps acquiring foreign languages. The object of the work is related to general borrowings of languages, i.e. lexical internationalisms. In linguistics, the term internationalism is frequently identified with such terms as loanword and borrowing. The first part of the article examines the definitions of internationalism presented in various dictionaries and linguistic works as well as gives an overview of the main works in the field of borrowings in the German and Lithuanian linguistics. One of the most important aspects of the work is to discuss the typology of international words as well as to show the types of their integration, which can be used in the process of learning foreign languages. Internationalisms as political, historical, economic and religious aspects of development are essential elements of lexis of different languages, word formation and usage. They become quickly integrated in languages and enrich them. This common language potential is important in foreign language teaching, whereas all language similarities that help learners to acquire another foreign language (both Indo-European and non-Indo-European) are incentive learning measures. The second part of the article focuses on didactic issues. The lexemes recognized at the initial stage reduce the feeling of difficulty in the process of learning and stimulate motivation. Particular spelling and morphological subtleties can be explained and the differences of new language semantics can be presented and elucidated by providing students with the examples of international words during the classes of foreign languages. International vocabulary helps beginners to read simple, authentic or synthetic texts, and enables advanced learners to understand literary or specialist texts. Working with international words in texts and systematically comparing them with a mother tongue or another foreign language encourages the development of rules of the new language that is effective for language learners.

Indigenous people are the most impoverished and socially disadvantaged groups in India. They account for 8.2% of the total Indian population. This group stands at the lower strata of access and participation in higher education despite constitutional protection and strong Government affirmative action policies. The Gross Enrolment Ratio (GER) of these groups has improved significantly during the last decade, but the participation in absolute terms is much below the national average. This paper examines issues concerning higher education access and equity for communities of Indigenous people, gender disparity within this group and also highlights their unique problems which may require divergent policy responses. ; Etninių grupių atstovai yra labiausiai nuskurdusi ir socialiai diskriminuojama grupė Indijoje. Jie sudaro apie 8,2 proc. visų Indijos gyventojų. Nepaisant Konstitucijoje numatytos paramos ir gausių Vyriausybės skatinamųjų priemonių, ši grupė nepakyla nuo žemiausios pakopos siekdama aukštojo mokslo. Bendra tokių etninių grupių įstojusiųjų asmenų proporcija (The Gross Enrolment Ratio, GER) per pastaruosius dešimt metų ženkliai išaugo, bet absoliutus skaičius rodo žymų atotrūkį nuo nacionalinio vidurkio. Šiame straipsnyje aptariamas aukštojo mokslo prieinamumas ir etninių grupių bendruomenių lygiateisiškumas, lyčių santykis šiose grupėse, pabrėžiamas problemų išskirtinumas ir tai, jog šios problemos reikalauja įvirialypių politinių sprendimų.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

Purpose – This paper analyzes the key concepts of transformative learning and narrative in the context of social work with refugees and discusses, how these concepts could be used to explore the experiences of practitioners working with refugees. The conceptual analysis of literature and research studies about the concepts of transformative learning and narrative and the current political and social context led to the development of recommendations for further research and methodological choices for exploring the phenomena of interest. Methodology – This paper is based on the conceptual analysis. Firstly, it aims to discuss the importance of exploring the transformative experiences of practitioners working with refugees in the current social and political context. It analyses and discusses the concepts of transformative learning and narrative and the conceptual relationships between them and how these concepts could be applied together to get better understanding of complex learning experiences of practitioners working with refugees. Findings – The experiences of people working with refugees on voluntary or paid basis in various resettlement and integration programs might be diverse and complex. Therefore, it is important to explore such experiences of learning and changes of "self", which practitioners might experience in their practice. Transformative learning theory is useful for researching such complex, emic experiences of practitioners. The analysis and critical discussion of the concepts of transformative learning and narrative and their application in literature and research studies revealed various interpretations and theories used to explain them. The concept of transformative learning used as change of identity proposed by Illeris (2014) is holistic and not limited to the change of individual consciousness, therefore, it might be useful to explore holistic learning experiences of practitioners. The conceptualization of transformative learning as Third space might also be useful to explain transformative learning in the context of work with culturally diverse people, balancing 'in-between' refugees and the state. The narrative analysis could be a suitable methodology for analyzing transformative learning. However, it is important clearly define, what is meant by the concept of narrative and what narrative approach is used. Transformative learning narratives might be captured and analyzed as constructs created in relationships in a specific time and context and the small story approach can be combined with biographical and contextual approaches to explore the transformative learning experiences. Research limitations/implications – The research is based on the theoretical conceptual analysis and is not presenting any empirical data. The most of selected and analyzed literature sources are from English speaking countries. Practical implications – The topic is related to a practical problem and social work practice with refugees. The study might be useful for justifying and making practical methodological choices exploring the phenomena of interest. Originality/Value – There is a lack of studies exploring transformative learning narratives of practitioners working with refugees. The topic is relevant and important in the current political and social context.

In 1989 – 1991, after the collapse of the Soviet Union, it was an auspicious moment for structural changes in education systems in the new independent countries, which had been under control of the Soviet government for a long time. About three decades have passed since the beginning of the education reforms in the post-Soviet countries and several generations who studied within the framework of the reformed systems starting from the first grade have already grown up. Therefore, it is relevant to estimate the results of the reforms. One of the possible measures for estimating the results of the edu - cation system or education reform is the change in population literacy within certain education systems. The purpose of the article is to compare the results of education reforms of the post-Soviet countries based on the population literacy considered as a result of former learning. The data of the Programme for the International Assessment of Adult Competencies (PIAAC) organised by the Organisation for Economic Co-operation and Development (OECD) are used for literacy comparison. The OECD PIAAC survey databases of Lithuania, Estonia, Russia, Poland, the Czech Republic, Slovakia and Slovenia were used for comparison of the results of the reforms implemented in the post-Soviet countries. Data analysis showed that at the lower and upper secondary educa - tion levels, the most positive results of the education reform were observed in Lithuania, while in Russia, the results were negative.

Purpose – This paper analyzes the key concepts of transformative learning and narrative in the context of social work with refugees and discusses, how these concepts could be used to explore the experiences of practitioners working with refugees. A critical analysis of literature and research studies in relation to the concepts of transformative learning and narrative and the current political and social context led to the development of recommendations for further research and methodological choices for exploring the phenomena of interest.

The article strives to disclose the higher police education in Lithuania. Higher education can best assist police, in their great social work, by working with them to design, develop, deliver and evaluate full-fledged philosophies of police education. In management education in particular, this relies on the development, or at least the articulation, of normative and interrelated models of society and its police, and on the identification of empirically justifiable dispositions for practice and methods for teaching. It should be stated that university education has become the advantage of servants of law enforcement: possessing a higher qualification of education, a law enforcement officer can better adapt in his/her workplace. ; Policijos pareigūnų profesinė kompetencija tapo ypač aktuali Lietuvai įstojus į Europos Sąjungą ir įsiliejus į Šengeno erdvę. Lietuva skatinama vadovautis šių institucijų rekomendacijomis parinkti optimalias policijos rengimo ir kvalifikacijos tobulinimo kryptis. Policijos mokymo ir lavinimo klausimas tapo ypač aktualus prasidėjus Bolonijos procesui, siekiant sukurti bendrą aukštojo mokslo erdvę Europoje. Šalys, šio proceso dalyvės, atsižvelgdamos į Bolonijos proceso reikalavimus, savo veiklą skyrė galimybių, modernizuoti policijos rengimo sistemas, paieškai. Tik nuo tinkamai parengto policijos personalo priklauso šalies visos teisėtvarkos politikos sėkmė. Policijos personalo kokybė labai priklauso nuo pasirinktos rengimo strategijos. Tampa akivaizdu, kad universitetinis išsilavinimas tapo policijos pareigūno privalumas: turėdamas aukštesnį išsilavinimo cenzą, pareigūnas galėjo geriau adaptuotis policijos ir piliečių santykiuose, kurie tapo atviresni ir keliantys abipusį pasitikėjimą. Tai siejasi su pasikeitusiomis nusikaltimų tendencijomis, jaunesnių ir žiauresnių nusikaltėlių gausėjimu, grupuočių valdomų narkotikų platinimo sudėtingų tinklų atsiradimu, teroristinių išpuolių ir tarptautinio nusikalstamumo bei nusikaltimų, vykdomų panaudojant sudėtines technologijas, išplitimu. Piliečiai iš policijos tarnybų reikalauja daugiau įvairesnių nusikalstamumo prevencijos paslaugų, didesnės atskaitomybės ir efektyvaus darbo. Pertvarkymai policijos pareigūnų rengime šalyje sudarė prielaidas kryptingai plėtoti pareigūnų tęstinio mokymo strategiją, sustiprino aukštojo policijos mokslo lygmenį. Šiame straipsnyje policijos pareigūnų rengimo problemos Lietuvoje nagrinėtos, atskleidžiant policijos personalo rengimo vadybinius aspektus, bei kompetencijų lavinimo problemas.

Social workers work in an ever-changing social, political and cultural environment, they are exposed to contacts with persons of different social backgrounds, people experiencing behavioural and various social problems. In complicated, ever-continuing, multidimensional situations, there arises the risk of stress. In order to manage stress at work, it is important to identify the causes of stress. The objective of this study is to reveal the causes of stress experienced by social workers at work basing on the experience of social workers. Qualitative research type was chosen for the study. The method of a semi-structured interview with social workers, who work in different institutions providing social services, was used. The study revealed both external and internal causes posing stress to social workers at work. The external causes of stress are associated with working conditions, for example, the absence of stability and clarity at work. Social workers often remain alone to resolve problems; they can have a heavy workload. There is the lack of cooperation between institutions, such as the police and other institutions when they inform about the problematic behaviour of their client. Stress is caused by the absence of change and excessively high requirements for an employee. Social workers experience negative behaviour of service receivers, for example, threat of physical violence, psychological violence, and pressure from clients in order to receive something. Relationships with management can also cause stress. There is the lack of incentive, the lack of benevolence, an employee is noticed only when he needs "to be taught a lesson"; the conditions of employment are not satisfactory – an employee is offered only a fixed-term contract, low pay. The internal causes of stress are related to excessively high requirements for social workers, the pursuit of perfection when resolving the problems of service receivers, the fear of failure and an inflated sense of responsibility.