Suchergebnisse

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

The purpose of the paper is to analyze both positive and negative aspects of corruption education in Lithuania. Although anticorruption education in Lithuania is a new phenomenon, but it is making a good progress: anticorruption institutions are established, various anticorruption education researches and projects with local and foreign partners are being implemented, anticorruption education system of public servants is formed, methodical training tools for higher schools and universities are prepared. It demonstrates the seriousness of the problem of corruption in the country and a real desire to overcome it. However, insufficient financing of anticorruption education, usually only a formal implementation of anticorruption measures in public institutions, the lack of ethical motivation in civil service, poor wittiness of the society hinder the efficiency of anticorruption education. The projects of anticorruption education are too theoretical and difficult to realize in practice. Anticorruption training in civil service is practically based on codes of ethics, which do not guarantee morality and clearness of their work. The role of mass media in forming anticorruption attitudes of the society is doublefaced. Sometimes non-transparent mass media discourages the fight against corruption, distorts real facts and diminishes the activity of the society. There are no methods to measure the efficiency of anticorruption education. Its influence on reducing the corruption will be visible only after some time. ; Korupcijos prevencija yra gana naujas ir vis daugiau atgarsio bei dėmesio sulaukiantis reiškinys Lietuvoje. Pripažįstant, kad kova su korupcija bus efektyvi tik įtraukus į ją įvairių visuomenės sluoksnių, vis dažniau akcentuojama antikorupcinio švietimo būtinybė. Straipsnyje atskleidžiama antikorupcinio švietimo problematika Lietuvoje, išryškinami esminiai antikorupcinės teisinės bazės, antikorupcinio švietimo projektų, antikorupcinio švietimo įgyvendinimo aspektai. Taip pat pabrėžiamas dviprasmiškas žiniasklaidos vaidmuo kovojant su korupcija bei supažindinama su antikorupcinių institucijų veikla antikorupcinio švietimo srityje.

The Master's thesis \"The problem of Subject in Modern and Post-modern Philosophy of Education,\" is an attempt to highlight the problem of the subject in the context of modern philosophy of education. The present work describes and analyzes the distinction between modern and classical education philosophies as well. The historical, theoretical, and scientific development of the principles and standards of education are also dealt with focusing on philosophical principles that influenced the emergence and development of certain educational principles. The paper pays attention to the problem of child objectivisation in the system of classical education and the problem of subjectivisation in modern education. The modern education system highlights the importance of experience and reflection, intentionality of consciousness, which show the relevance of phenomenology. This work discusses the interplay of the ideas of phenomenology, pragmatism, and existentialism in education. Mostly the works of the representative of existentialism P.Freire are analyzed. P.Freire stresses the problem of human freedom and humanistic education in his educational philosophy. The paper also analyzes the importance of individual experience, its reflection and practical application in the educational system of the representative of pragmatism J.Dewey. Mostly the principles of democracy and humanism as the basic educational principles are emphasized. This paper presents the classical education system as the system that is dehumanising the individual and highlights its weaknesses, whereas the modern education system, on the contrary, is viewed as humanizing and liberating the individual.

The Master's thesis \"The problem of Subject in Modern and Post-modern Philosophy of Education,\" is an attempt to highlight the problem of the subject in the context of modern philosophy of education. The present work describes and analyzes the distinction between modern and classical education philosophies as well. The historical, theoretical, and scientific development of the principles and standards of education are also dealt with focusing on philosophical principles that influenced the emergence and development of certain educational principles. The paper pays attention to the problem of child objectivisation in the system of classical education and the problem of subjectivisation in modern education. The modern education system highlights the importance of experience and reflection, intentionality of consciousness, which show the relevance of phenomenology. This work discusses the interplay of the ideas of phenomenology, pragmatism, and existentialism in education. Mostly the works of the representative of existentialism P.Freire are analyzed. P.Freire stresses the problem of human freedom and humanistic education in his educational philosophy. The paper also analyzes the importance of individual experience, its reflection and practical application in the educational system of the representative of pragmatism J.Dewey. Mostly the principles of democracy and humanism as the basic educational principles are emphasized. This paper presents the classical education system as the system that is dehumanising the individual and highlights its weaknesses, whereas the modern education system, on the contrary, is viewed as humanizing and liberating the individual.

This paper deals with the informational aspects of ensuring the social development of higher education – the strategic objective in creating the European higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU education and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

This paper deals with the informational aspects of ensuring the social development of higher education – the strategic objective in creating the European higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU education and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

This paper deals with the informational aspects of ensuring the social development of higher education – the strategic objective in creating the European higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU education and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

This paper deals with the informational aspects of ensuring the social development of higher education – the strategic objective in creating the European higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU education and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

In this Master paper is given the reseach, which is used to evaluate and analyse the X district educational managers views, attitudes, evaluations of using educational innovation. In the research there are given the Communications of European Union Council, which regulates of innovations, the triangle of knowledge, and the importance of creativity of nowadays society. With help of Scientific and special literature there is highlighted what is the innovation and educational innovation, its classification and the expression in the education. The study emphasizes the results of data analysis, which is for exploration in the X area of education and training managers of educational innovation, its opportunities and barriers.

In this Master paper is given the reseach, which is used to evaluate and analyse the X district educational managers views, attitudes, evaluations of using educational innovation. In the research there are given the Communications of European Union Council, which regulates of innovations, the triangle of knowledge, and the importance of creativity of nowadays society. With help of Scientific and special literature there is highlighted what is the innovation and educational innovation, its classification and the expression in the education. The study emphasizes the results of data analysis, which is for exploration in the X area of education and training managers of educational innovation, its opportunities and barriers.

Lithuania, Latvia and Estonia are nation-states that have all of the essential attributes of modern statehood. At first they had established themselves as ethnocultural nation-states, later lost their independence and then reemerged straight into the world which was hardly influenced by globalization and regional integration. The principle of "one nation, one language, one culture, one state" was already ideologically obsolete in modern discourse, however this was the basic principle on which the Baltic States were created. The nation-state in this thesis will be understood not only as territorial-political entity, but also as a social actor which puts efforts in political community building and reproducing it. In order to achieve these goals nation-state uses various institutional mechanisms; invokes legal remedies and arguments of inward values. Constructivist approach can help to investigate the processes of political community building in the Baltic States and to identify substantial fields of politics that determine the perception of political community. This also allows comparing them in a broader perspective – with "ideal types" of nation-state that appeared in the West. History, language and citizenship – these are the attributes that provide the political communities of the Baltic States with content and form; therefore the comparison of the policies towards those attributes indicates differences which determine different models of political community-shaping in the Baltic States. Latvian and Estonian models resemble the "German" type of nation-state, while Lithuanian model seems to go through the transformation – recedes from historically closest "German" model and approaches "French" type of nation-state. Such tendencies are determined by cultural experiences, ethnic composition and by giving importance to a particular historical heritage.