The changing of content and forms of civil service training and education in the public sector is analysed in the article. In the modern society, the role of the public institution staff in the planning and implementation of the strategic activities of the institutions has increased dramatically. The personnel management content of "putting out the fires" no longer meets the needs of the modern organization. The development of the capacities of civil servants is one of the directions in state administrative reform as well as one of the main conditions for effective public sector activities. It is possible to say that the existing training of civil servants in Lithuania is more extensive, based on personal motivation. However the latter does not always coincide with institutional interests. The largest obstacle in effective civil servants training is insufficient capacity of the institutional personnel system of public administration. Although personnel units carry out the analysis of the needs of qualification training the functions of training process and career planning are implemented insufficiently. The staff of personnel management boards in state and municipal institutions is not adequate, and unable to carry mentioned functions while existing public administration institutions cannot administrate the processes of qualification assurance properly. ; Straipsnyje analizuojami valstybės viešosios politikos tikslai ir uždaviniai modernizuojant valstybės tarnybą bei personalo valdymo turinio ir formų pokyčiai. Išskirtinis dėmesys straipsnyje skiriamas viešojo sektoriaus personalo kvalifikacijos ugdymo poreikiams nustatyti, lavinimo proceso struktūrai tobulinti ir lavinimo institucijų ištekliams efektyviau panaudoti.
The scientific problem of dissertation: how to evaluate the impact of higher education funding models on access to higher education. The higher education funding models, funding methods, theoretical aspects of access to higher education, the methodologies for evaluating the impact of higher education funding models on access to higher education are analyzed, the advantages and disadvantages of the applied evaluation methods are determined. A new research methodology is used to evaluate the impact of higher education funding models on access to higher education in the context of EU countries and in the groups of countries, which apply different higher education funding models based on cost-sharing. EU countries are grouped into four higher education funding models based on economic indicators relevant to higher education funding, using cluster analysis. A panel data analysis method (fixed effects model) is used for the impact evaluation. The results of the dissertation show that higher education funding models by cost-sharing (i.e., low tuition-high-subsidy; low-tuition-lowsubsidy; high tuition-low-subsidy; high-tuition-high-subsidy higher education funding models) have a different statistically significant impact on access to higher education. Besides, EU countries, that apply a high-tuitionhigh-subsidy higher education funding model, provide better results of gender equality as well as better represent low (middle) socio-economic status students in higher education, in comparison to other EU countries, that use other higher education funding models.
The scientific problem of dissertation: how to evaluate the impact of higher education funding models on access to higher education. The higher education funding models, funding methods, theoretical aspects of access to higher education, the methodologies for evaluating the impact of higher education funding models on access to higher education are analyzed, the advantages and disadvantages of the applied evaluation methods are determined. A new research methodology is used to evaluate the impact of higher education funding models on access to higher education in the context of EU countries and in the groups of countries, which apply different higher education funding models based on cost-sharing. EU countries are grouped into four higher education funding models based on economic indicators relevant to higher education funding, using cluster analysis. A panel data analysis method (fixed effects model) is used for the impact evaluation. The results of the dissertation show that higher education funding models by cost-sharing (i.e., low tuition-high-subsidy; low-tuition-lowsubsidy; high tuition-low-subsidy; high-tuition-high-subsidy higher education funding models) have a different statistically significant impact on access to higher education. Besides, EU countries, that apply a high-tuitionhigh-subsidy higher education funding model, provide better results of gender equality as well as better represent low (middle) socio-economic status students in higher education, in comparison to other EU countries, that use other higher education funding models.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for ...
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.
The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.
The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.
The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.
Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]
Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]
The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.
The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.
The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.
