Suchergebnisse

The article "Perception of the progress announced by general education schools: a community approach" presents School's progress and its dissemination from the viewpoint of general education school community. Thus, for almost three decades, Lithuania has been developing its own educational system after the Restoration of its Independence. The Restoration of the Independent State of Lithuania on March 11, 1990, prompted a systemic reform of all areas of education. This transformation of education in Lithuania was stimulated by internal (factors that existed in the system of education itself) and sociocultural (factors from other socio-cultural areas of life). According to the national rapports Lithuanian education had to model and develop a new concept of education goals, objectives, structures, curriculum, methods, strategies, which Western European countries had been developing for decades, constantly changing, refining, reforming. The article addresses the scientific problem that the There is a lack of research, concerning the general education school community's approach towards student›s education results, as a significant sign of progress. National goal for 2020 is that all general education schools would announce their progress report but according to studies changes are too slow. This is why aim of research is to analyze general education school community attitude to school's progress announcements. The object of the research is the attitude of general education school communities to the announcement of school progress 2018 m. The current study (Perception of the progress announced by general education schools: a community approach) is development (described in more detail) part of the research "The Conception of School Community of General Education School Progress in terms of the Good School Concept" (from V. Targamadzė, G. Žibėnienė and J. Česnavičienė). The article presents a quality research – a interview performed in 2018, which involved representatives of general education school management and teachers, as well as 7-12 grade gymnasium students and their parents. With the help of purposeful sampling there were chosen comprehensive schools that delegated one parent each who had a child studying in grades 7-12 and were acquainted with the school activities. The criteria applied for the selection of comprehensive schools were as follows: comprehensive schools had to be from different regions of the country: schools in a city; schools in a big town; schools in a town and in a village; comprehensive schools according to different founders: state and public institutions. When analyzing the perception of the progress announced by general education schools, we must remember, the fact that a school is an organization operating in a complex and changing social environment and involving many different society groups, such as school administration, teachers, students, parents and other society. Based on the idea already found in the Good School Concept (2015) that the education in Lithuania is founded on close collaboration between the family, school and society. The research methods were used: analysis of academic literature and educational documents, structured interviews. To analyze the interview, the content analysis was adapted, (Bitinas, Rupšienė, Žydžiūnaitė, 2008,) which allowed to make conclusions based on the analyzed text. The qualitative content analysis was used to analyze the interview data, which allowed to draw conclusions based on the analyzed text. This method of analysis was based on systematic analytical steps: multiple readings of records, systematic interpretation of distinguished categories and subcategories and their justification based on the evidence from the transcribed texts – the confirmatory statements. According to the qualitative research methodology, the confirmatory statements are extracts from answers provided by the participants which cannot be changed by the researcher; therefore, they are quoted exactly as given by the participants. The initial interview data was handled in such a way as to ensure that it was impossible to identify the persons involved in the study. The research was organized, data analysis was carried out and presented based on the principles of qualitative research ethics: insuring the respect for individual privacy, confidentiality and anonymity, with goodwill and justice. While analyzing legal documents concerning education, it was revealed that there is no clear obligation for general education schools to publish the progress of their schools. Legislation (Good School Concept, 2015; State Strategy for Education 2013–2022) identifies the announcement of the progress of general education schools as an aspiration to achieve educational progress as one of the features of a modern, good school.

The object of this thesis is bottom-up strategy for culture-led urban development process and policy. The goal of this thesis is to examine the notion and practice of creative placemaking as a method bottom-up strategy for culture-led urban development and to discuss the possibility of incorporation of creative placemaking principles into urban development policy implementation. The methodology of the research includes review of interdisciplinary literature, development of a conceptual framework that defines the practice and concept of placemaking. This framework is applied into an empirical research: a content analysis of official statements, articles and documents of biggest placemaking organizations; a case study of selected placemaking initiatives, and suggestions for incorporation of placemaking principles into implementation of urban development policy. The research concludes on complexity of concepts and notions of culture and development in regard to urban policy as unvisitable condition in the context of volatile and fluid relationships that characterize the field. In this regard, the main principles that creative placemaking follows, make it a valuable method for bottom-up culture-led urban development. These principles include participation, communication, activation of local community, reinvention of tools and mechanism. The controversy of the notion of placemaking is presented as a characteristic of intersectoral field that is function within. Theoretical and empirical discussions, done in this thesis, open a possibility to talk about creative placemaking, as a process and movement with its own political agenda, presenting new modes of production, communication and cooperation

The object of this thesis is bottom-up strategy for culture-led urban development process and policy. The goal of this thesis is to examine the notion and practice of creative placemaking as a method bottom-up strategy for culture-led urban development and to discuss the possibility of incorporation of creative placemaking principles into urban development policy implementation. The methodology of the research includes review of interdisciplinary literature, development of a conceptual framework that defines the practice and concept of placemaking. This framework is applied into an empirical research: a content analysis of official statements, articles and documents of biggest placemaking organizations; a case study of selected placemaking initiatives, and suggestions for incorporation of placemaking principles into implementation of urban development policy. The research concludes on complexity of concepts and notions of culture and development in regard to urban policy as unvisitable condition in the context of volatile and fluid relationships that characterize the field. In this regard, the main principles that creative placemaking follows, make it a valuable method for bottom-up culture-led urban development. These principles include participation, communication, activation of local community, reinvention of tools and mechanism. The controversy of the notion of placemaking is presented as a characteristic of intersectoral field that is function within. Theoretical and empirical discussions, done in this thesis, open a possibility to talk about creative placemaking, as a process and movement with its own political agenda, presenting new modes of production, communication and cooperation

The article deals with the current situation in the field of Civil Procedure approximation in the Community of Independent States (CIS) countries and the perspectives of further regional and worldwide harmonization and unification of this branch there. As the comparative object, the law of the European Union is taken, the Member States of which managed to achieve a certain progress in the field of development of common Civil Procedure.

The article deals with the current situation in the field of Civil Procedure approximation in the Community of Independent States (CIS) countries and the perspectives of further regional and worldwide harmonization and unification of this branch there. As the comparative object, the law of the European Union is taken, the Member States of which managed to achieve a certain progress in the field of development of common Civil Procedure.

The article deals with the current situation in the field of Civil Procedure approximation in the Community of Independent States (CIS) countries and the perspectives of further regional and worldwide harmonization and unification of this branch there. As the comparative object, the law of the European Union is taken, the Member States of which managed to achieve a certain progress in the field of development of common Civil Procedure.

The article deals with the current situation in the field of Civil Procedure approximation in the Community of Independent States (CIS) countries and the perspectives of further regional and worldwide harmonization and unification of this branch there. As the comparative object, the law of the European Union is taken, the Member States of which managed to achieve a certain progress in the field of development of common Civil Procedure.

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.

The paper gives an overview of the European Union's role in the development of good public administration in Lithuania. It discusses the concept of good governance and how it is treated by international organizations. White Paper on European governance, transparency initiative, in consultation with the public and the Ombudsman contributes to the promotion of good governance. The paper gives an overview of the Common Assessment Framework, which is open to all European public administration organizations wishing to improve their performance. This model is one of the most popular application of quality management activities in Europe. Good public governance is based on the orientation of the individual. European Union, the prevailing efficiency, transparency, effectiveness, participation in efforts to implement the principles of Lithuanian public governance. European Union has released five principles of good governance: openness, participation, accountability, efficiency, sustainability. To improve good governance by the European Union best practices that provide new knowledge and ideas on how to improve the situation. Consistent, secure and purposeful work in the field of public administration, contribute to better outcomes, civic involvement, introduction of new methods and solutions. Public administrations, which are based on transparency, openness, accountability, cooperation with citizens, the private sector, non-governmental organizations are able to develop good governance. National cooperation is an important factor, but this alone is not sufficient to achieve effective and efficient results, it is necessary to cooperate at European level. European Union Member States of best practice analysis and evaluation would help innovate the public administration that is oriented to the needs of citizens. Community support for public help to improve Member States to move towards more efficient public management. Good governance is an important factor in allowing the state to be seen and heard both at home and throughout the European Union.

The paper gives an overview of the European Union's role in the development of good public administration in Lithuania. It discusses the concept of good governance and how it is treated by international organizations. White Paper on European governance, transparency initiative, in consultation with the public and the Ombudsman contributes to the promotion of good governance. The paper gives an overview of the Common Assessment Framework, which is open to all European public administration organizations wishing to improve their performance. This model is one of the most popular application of quality management activities in Europe. Good public governance is based on the orientation of the individual. European Union, the prevailing efficiency, transparency, effectiveness, participation in efforts to implement the principles of Lithuanian public governance. European Union has released five principles of good governance: openness, participation, accountability, efficiency, sustainability. To improve good governance by the European Union best practices that provide new knowledge and ideas on how to improve the situation. Consistent, secure and purposeful work in the field of public administration, contribute to better outcomes, civic involvement, introduction of new methods and solutions. Public administrations, which are based on transparency, openness, accountability, cooperation with citizens, the private sector, non-governmental organizations are able to develop good governance. National cooperation is an important factor, but this alone is not sufficient to achieve effective and efficient results, it is necessary to cooperate at European level. European Union Member States of best practice analysis and evaluation would help innovate the public administration that is oriented to the needs of citizens. Community support for public help to improve Member States to move towards more efficient public management. Good governance is an important factor in allowing the state to be seen and heard both at home and throughout the European Union.

The paper gives an overview of the European Union's role in the development of good public administration in Lithuania. It discusses the concept of good governance and how it is treated by international organizations. White Paper on European governance, transparency initiative, in consultation with the public and the Ombudsman contributes to the promotion of good governance. The paper gives an overview of the Common Assessment Framework, which is open to all European public administration organizations wishing to improve their performance. This model is one of the most popular application of quality management activities in Europe. Good public governance is based on the orientation of the individual. European Union, the prevailing efficiency, transparency, effectiveness, participation in efforts to implement the principles of Lithuanian public governance. European Union has released five principles of good governance: openness, participation, accountability, efficiency, sustainability. To improve good governance by the European Union best practices that provide new knowledge and ideas on how to improve the situation. Consistent, secure and purposeful work in the field of public administration, contribute to better outcomes, civic involvement, introduction of new methods and solutions. Public administrations, which are based on transparency, openness, accountability, cooperation with citizens, the private sector, non-governmental organizations are able to develop good governance. National cooperation is an important factor, but this alone is not sufficient to achieve effective and efficient results, it is necessary to cooperate at European level. European Union Member States of best practice analysis and evaluation would help innovate the public administration that is oriented to the needs of citizens. Community support for public help to improve Member States to move towards more efficient public management. Good governance is an important factor in allowing the state to be seen and heard both at home and throughout the European Union.

After coming to a new country, immigrants face social, political, economic, cultural and educational integration problems. Solution to these problems may be found by fostering the self-directed learning of immigrants in the community-based organizations. Therefore, research aim of the dissertation – to create a grounded theory of immigrants' self-directed learning in community-based organizations on their path to integration into the host society. Created grounded theory of immigrants' self-directed learning in the community-based organizations in the context of the personal level includes specific parameters and their expressions – universality and transient effect. Parameters (preconditions, context, strategies, and results) of grounded theory of immigrants' self-directed learning in the community-based organizations at the personal level can be transferred essentially unaltered into the specific national context of education and integration policy. In the meantime, the grounded theory on immigrants' self-directed learning in the community-based organizations at the level of the organization covers the specific parameters with a characteristic of contextual nature. In order to transfer the grounded theory on the immigrants' self-directed learning at the level of organization to the specific organization and national context, the need to specify it in the specific context of the organization arises. Strategies of the self-directed learning reveal the innovation of this grounded theory – they are both essential ways for solving the problems of immigrants' integration and factors for the holistic growth and development of an individual.