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.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.

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]

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

This article aims to give an overview of empirical research carried out in the field of implementation and recognition of lifelong learning in Lithuania and the European Union. After defining the term of lifelong learning and showing its position among other sciences, the main legal documents are presented and the outline of the challenges is given. Lifelong learning was (and still is) one of the main means acting in the social cohesion and competitevness in the knowledge society and global economy. The article discusses the content of learning and how it influences the definition of lifelong learning. All social life includes learning activities: informal learning is often forgotten/ missed as one of the learning forms. A lot of attention is given to the unformal learning activities such as out-of-school learning. Work, home and the surroundings are the areas of active learning. Europe is linking to the knowledge-based society and economy. More than ever new information technologies, access to the news, motivation become the means to increase the competence and employability of Europeans. Today the means of lifelong learning are more often seen as the means to increase the employability.

This article aims to give an overview of empirical research carried out in the field of implementation and recognition of lifelong learning in Lithuania and the European Union. After defining the term of lifelong learning and showing its position among other sciences, the main legal documents are presented and the outline of the challenges is given. Lifelong learning was (and still is) one of the main means acting in the social cohesion and competitevness in the knowledge society and global economy. The article discusses the content of learning and how it influences the definition of lifelong learning. All social life includes learning activities: informal learning is often forgotten/ missed as one of the learning forms. A lot of attention is given to the unformal learning activities such as out-of-school learning. Work, home and the surroundings are the areas of active learning. Europe is linking to the knowledge-based society and economy. More than ever new information technologies, access to the news, motivation become the means to increase the competence and employability of Europeans. Today the means of lifelong learning are more often seen as the means to increase the employability.

This article aims to give an overview of empirical research carried out in the field of implementation and recognition of lifelong learning in Lithuania and the European Union. After defining the term of lifelong learning and showing its position among other sciences, the main legal documents are presented and the outline of the challenges is given. Lifelong learning was (and still is) one of the main means acting in the social cohesion and competitevness in the knowledge society and global economy. The article discusses the content of learning and how it influences the definition of lifelong learning. All social life includes learning activities: informal learning is often forgotten/ missed as one of the learning forms. A lot of attention is given to the unformal learning activities such as out-of-school learning. Work, home and the surroundings are the areas of active learning. Europe is linking to the knowledge-based society and economy. More than ever new information technologies, access to the news, motivation become the means to increase the competence and employability of Europeans. Today the means of lifelong learning are more often seen as the means to increase the employability.

This article aims to give an overview of empirical research carried out in the field of implementation and recognition of lifelong learning in Lithuania and the European Union. After defining the term of lifelong learning and showing its position among other sciences, the main legal documents are presented and the outline of the challenges is given. Lifelong learning was (and still is) one of the main means acting in the social cohesion and competitevness in the knowledge society and global economy. The article discusses the content of learning and how it influences the definition of lifelong learning. All social life includes learning activities: informal learning is often forgotten/ missed as one of the learning forms. A lot of attention is given to the unformal learning activities such as out-of-school learning. Work, home and the surroundings are the areas of active learning. Europe is linking to the knowledge-based society and economy. More than ever new information technologies, access to the news, motivation become the means to increase the competence and employability of Europeans. Today the means of lifelong learning are more often seen as the means to increase the employability.

This article aims to give an overview of empirical research carried out in the field of implementation and recognition of lifelong learning in Lithuania and the European Union. After defining the term of lifelong learning and showing its position among other sciences, the main legal documents are presented and the outline of the challenges is given. Lifelong learning was (and still is) one of the main means acting in the social cohesion and competitevness in the knowledge society and global economy. The article discusses the content of learning and how it influences the definition of lifelong learning. All social life includes learning activities: informal learning is often forgotten/ missed as one of the learning forms. A lot of attention is given to the unformal learning activities such as out-of-school learning. Work, home and the surroundings are the areas of active learning. Europe is linking to the knowledge-based society and economy. More than ever new information technologies, access to the news, motivation become the means to increase the competence and employability of Europeans. Today the means of lifelong learning are more often seen as the means to increase the employability.