Suchergebnisse

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

The United States of America and France are states that have much in common. The USA has the greatest political, economic and military power in the world, and France held this position before the Second World War. Both, the Unites States and France, were the sources of democratic values in the eighteenth century. Currently the two countries have the same values and objectives for the world community: defence of human rights, promotion of democracy, maintenance of international stability and peace, fight against terrorism. However, France has always opposed the United States on one issue or other. It may be in the realm of international diplomacy, where one can discern a distinct distaste for America's oftproclaimed sole-superpower status, or on matters of culture, where France is always the first to denounce American "cultural imperialism." Lately, Franco – American friction has manifested itself most visibly in the UN Security Council over the Iraq war. Both countries realized the necessity to disarm Iraq yet France opposed the resolution authorizing the war against Iraq. France's antipathy to war, pessimism to crate stability in Iraq and refusal to recognize the leadership of the United States can be conceived as the reasons of the opposition. France is no longer the superpower that it was, and that leads to a strategic difference in how the two countries pursue their goals. [.].

The United States of America and France are states that have much in common. The USA has the greatest political, economic and military power in the world, and France held this position before the Second World War. Both, the Unites States and France, were the sources of democratic values in the eighteenth century. Currently the two countries have the same values and objectives for the world community: defence of human rights, promotion of democracy, maintenance of international stability and peace, fight against terrorism. However, France has always opposed the United States on one issue or other. It may be in the realm of international diplomacy, where one can discern a distinct distaste for America's oftproclaimed sole-superpower status, or on matters of culture, where France is always the first to denounce American "cultural imperialism." Lately, Franco – American friction has manifested itself most visibly in the UN Security Council over the Iraq war. Both countries realized the necessity to disarm Iraq yet France opposed the resolution authorizing the war against Iraq. France's antipathy to war, pessimism to crate stability in Iraq and refusal to recognize the leadership of the United States can be conceived as the reasons of the opposition. France is no longer the superpower that it was, and that leads to a strategic difference in how the two countries pursue their goals. [.].

The United States of America and France are states that have much in common. The USA has the greatest political, economic and military power in the world, and France held this position before the Second World War. Both, the Unites States and France, were the sources of democratic values in the eighteenth century. Currently the two countries have the same values and objectives for the world community: defence of human rights, promotion of democracy, maintenance of international stability and peace, fight against terrorism. However, France has always opposed the United States on one issue or other. It may be in the realm of international diplomacy, where one can discern a distinct distaste for America's oftproclaimed sole-superpower status, or on matters of culture, where France is always the first to denounce American "cultural imperialism." Lately, Franco – American friction has manifested itself most visibly in the UN Security Council over the Iraq war. Both countries realized the necessity to disarm Iraq yet France opposed the resolution authorizing the war against Iraq. France's antipathy to war, pessimism to crate stability in Iraq and refusal to recognize the leadership of the United States can be conceived as the reasons of the opposition. France is no longer the superpower that it was, and that leads to a strategic difference in how the two countries pursue their goals. [.].

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.