Suchergebnisse

The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.

The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.

The master's final work analyses how manifestation of multiculturalism is explained and what the elements of multiculturalism in Lithuanian education policy are. Nowadays the conditions of globalization are opening wider possibilities for the development of multiculturalism, for the dialogue of cultures and integration. For that reason every manifestation of multiculturalism in different societies of various countries is differently understood, consequently it influences various arising problems, discussions and their solutions in the political context. The concept of multiculturalism has become stronger not so long ago and it is obviously visible in some Lithuanian education political documents. Noticeably, that multiculturalism in Lithuania is perceived primitively and is rarely discussed manifestation. The studying object of this work is Lithuanian education policy in the context of multiculturalism. The framed hypothesis in this work claims that there is no consecutive multicultural policy in Lithuania as the education policy is formed in the context of nation – ethnic policy. The narrow-minded understanding of this concept hinders to imply the policy of multiculturalism in everyday life. The work seeks open and estimates the forms of manifestation of multiculturalism in Lithuanian education policy, to analyze its peculiarities and prospects. The objectives of this work are to observe the models of multiculturalism theory and compare them with Lithuanian and other countries experience, to open how ethnic culture is understood in Lithuania, to analyze the main law documents, identify the difference between political rhetoric and law situation. Analyzing the chosen topic the qualitative estimating analysis of education policy has been fulfilled. The research has proved the hypothesis that there is no consecutive multicultural policy in Lithuania as the education policy is formed in the context of nation – ethnic policy. As the result, the narrow-minded understanding of this concept hinders to imply the policy of multiculturalism in everyday life. This master's final work consists of two parts. The first part of the work deals with working concepts and the main law resources seeking to distinguish the peculiarities of multiculturalism. The perception of multiculturalism concepts is presented within the experience of the Western European countries. The second part gives the analysis of the qualitative research of the realization of Lithuanian education policy, the answers of the respondents are compared according to certain categories, the elements of multiculturalism within Lithuanian education policy and the spheres of the important issues are discussed with the general education statistical data. As well the comparative analysis of expert – scientist officials and expert teachers is presented. Finally, the fulfilled research data show how education policy in the context of multiculturalism is organized in Lithuania.

The master's final work analyses how manifestation of multiculturalism is explained and what the elements of multiculturalism in Lithuanian education policy are. Nowadays the conditions of globalization are opening wider possibilities for the development of multiculturalism, for the dialogue of cultures and integration. For that reason every manifestation of multiculturalism in different societies of various countries is differently understood, consequently it influences various arising problems, discussions and their solutions in the political context. The concept of multiculturalism has become stronger not so long ago and it is obviously visible in some Lithuanian education political documents. Noticeably, that multiculturalism in Lithuania is perceived primitively and is rarely discussed manifestation. The studying object of this work is Lithuanian education policy in the context of multiculturalism. The framed hypothesis in this work claims that there is no consecutive multicultural policy in Lithuania as the education policy is formed in the context of nation – ethnic policy. The narrow-minded understanding of this concept hinders to imply the policy of multiculturalism in everyday life. The work seeks open and estimates the forms of manifestation of multiculturalism in Lithuanian education policy, to analyze its peculiarities and prospects. The objectives of this work are to observe the models of multiculturalism theory and compare them with Lithuanian and other countries experience, to open how ethnic culture is understood in Lithuania, to analyze the main law documents, identify the difference between political rhetoric and law situation. Analyzing the chosen topic the qualitative estimating analysis of education policy has been fulfilled. The research has proved the hypothesis that there is no consecutive multicultural policy in Lithuania as the education policy is formed in the context of nation – ethnic policy. As the result, the narrow-minded understanding of this concept hinders to imply the policy of multiculturalism in everyday life. This master's final work consists of two parts. The first part of the work deals with working concepts and the main law resources seeking to distinguish the peculiarities of multiculturalism. The perception of multiculturalism concepts is presented within the experience of the Western European countries. The second part gives the analysis of the qualitative research of the realization of Lithuanian education policy, the answers of the respondents are compared according to certain categories, the elements of multiculturalism within Lithuanian education policy and the spheres of the important issues are discussed with the general education statistical data. As well the comparative analysis of expert – scientist officials and expert teachers is presented. Finally, the fulfilled research data show how education policy in the context of multiculturalism is organized in Lithuania.

Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.

Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.

Development of modern democracy and civic consciousness in the society of spectacle and mass manipulation are the main object of the article. Democratic self government depends both on individual, responsible solutions of citizens and on social, cultural or political propaganda. Propaganda is interpreted as a special, focused persuasion for motivation, consolidation, education purposes. Differences and similarities between social engineering, social propaganda, social marketing and social advertisement are discussed in the paper. Social marketing is interpreted as the response to social needs and the main demands of local people. On the contrary, social propaganda is more didactic, perspective and tries to motivate people for productive activities. Social marketing is more effective in a short period and social propaganda is more useful in a long perspective. Differences between reportage, daily media and propaganda are discussed in the article. Social propaganda needs participatory media. Various forms of participatory media (embedded, engaged and embodied) are analyzed. The topic of social engineering is analyzed on the basis of K. Popper's considerations. Popper differentiates between utopian or totalitarian engineering and "piecemeal social engineering". Popper's conception of utopian engineering is partly criticized. Every big social project is not only a form of elimination of mistakes; it also has utopian features and dream perspectives. The truth of democratic development couldn't be evaluated only by Popper's principle of fallibilism. More important are the alternative, competitive forms of social propaganda and open public discussions. [.]

Development of modern democracy and civic consciousness in the society of spectacle and mass manipulation are the main object of the article. Democratic self government depends both on individual, responsible solutions of citizens and on social, cultural or political propaganda. Propaganda is interpreted as a special, focused persuasion for motivation, consolidation, education purposes. Differences and similarities between social engineering, social propaganda, social marketing and social advertisement are discussed in the paper. Social marketing is interpreted as the response to social needs and the main demands of local people. On the contrary, social propaganda is more didactic, perspective and tries to motivate people for productive activities. Social marketing is more effective in a short period and social propaganda is more useful in a long perspective. Differences between reportage, daily media and propaganda are discussed in the article. Social propaganda needs participatory media. Various forms of participatory media (embedded, engaged and embodied) are analyzed. The topic of social engineering is analyzed on the basis of K. Popper's considerations. Popper differentiates between utopian or totalitarian engineering and "piecemeal social engineering". Popper's conception of utopian engineering is partly criticized. Every big social project is not only a form of elimination of mistakes; it also has utopian features and dream perspectives. The truth of democratic development couldn't be evaluated only by Popper's principle of fallibilism. More important are the alternative, competitive forms of social propaganda and open public discussions. [.]

Master thesis analyses teacher's educational aspects in Vilnius city and Širvintos district. The aim of the paper is to analyze and compare educational aspects in Vilnius city and Širvintos district. Object of the research – teachers' education. Work methods - theoretical: analysis of education regulative documents and scientific literature review; diagnostic: questionnaire survey. Paper analyzes theoretical aspects of teachers' education: content of qualifying category is given, comparing of new and old teachers certification system is discusses, competency and its meaning for teacher's education is also presented. Legislative of teachers' education is presented as well as institutional structure and its implication on the educational process. New Communication from the commission to the council and the European parliament "Improving the quality of teacher education" brought on 2007-08-03 is pointed out. Also teachers' educational systems in ES are presented. Practical research pointed out that education is being handled as being very important part of profession by teachers; main information about education is released from school administration or colleagues; bigger part of teachers pointed out that self-education is not being used very often; teachers feels lack of possibilities to raise their qualification in foreign countries; among all of the respondents negative approach onto refresher courses preponderated.

Master thesis analyses teacher's educational aspects in Vilnius city and Širvintos district. The aim of the paper is to analyze and compare educational aspects in Vilnius city and Širvintos district. Object of the research – teachers' education. Work methods - theoretical: analysis of education regulative documents and scientific literature review; diagnostic: questionnaire survey. Paper analyzes theoretical aspects of teachers' education: content of qualifying category is given, comparing of new and old teachers certification system is discusses, competency and its meaning for teacher's education is also presented. Legislative of teachers' education is presented as well as institutional structure and its implication on the educational process. New Communication from the commission to the council and the European parliament "Improving the quality of teacher education" brought on 2007-08-03 is pointed out. Also teachers' educational systems in ES are presented. Practical research pointed out that education is being handled as being very important part of profession by teachers; main information about education is released from school administration or colleagues; bigger part of teachers pointed out that self-education is not being used very often; teachers feels lack of possibilities to raise their qualification in foreign countries; among all of the respondents negative approach onto refresher courses preponderated.

Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.

Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.