The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
In scientific literature, it is agreed, that the progress and development of modern economy depends on a number of entrepreneurs and their abilities, therefore a question of individual education of entrepreneurship is becoming more and more relevant. Firstly, entrepreneurship is associated with the origin of an individual, small and medium-sized enterprise. In rapidly changing economic environment, entrepreneurship as a way of economic activity, including even large organizations with stable resources, becomes important in all areas. In modern society, the importance of individual entrepreneurship's impact in economic, social, psychological processes of development is increasing. The individual entrepreneurship helps to understand and perceive new opportunities of business development and contributes to the public welfare. In whole European Union, the entrepreneurship is perceived as a priority factor for the development of countries. Moreover, its education can form conditions for the enterpriselevel, especially when the entrepreneurship is developed systematically. However, according to the report of the state control's state audit "The development of innovations in Lithuania" (2008), it is emphasized that "country's system of science and education is not focused on the education of entrepreneurship and the development of innovation." The lack of systematic approach to education of entrepreneurship becomes relevant scientific problem. [.]
In scientific literature, it is agreed, that the progress and development of modern economy depends on a number of entrepreneurs and their abilities, therefore a question of individual education of entrepreneurship is becoming more and more relevant. Firstly, entrepreneurship is associated with the origin of an individual, small and medium-sized enterprise. In rapidly changing economic environment, entrepreneurship as a way of economic activity, including even large organizations with stable resources, becomes important in all areas. In modern society, the importance of individual entrepreneurship's impact in economic, social, psychological processes of development is increasing. The individual entrepreneurship helps to understand and perceive new opportunities of business development and contributes to the public welfare. In whole European Union, the entrepreneurship is perceived as a priority factor for the development of countries. Moreover, its education can form conditions for the enterpriselevel, especially when the entrepreneurship is developed systematically. However, according to the report of the state control's state audit "The development of innovations in Lithuania" (2008), it is emphasized that "country's system of science and education is not focused on the education of entrepreneurship and the development of innovation." The lack of systematic approach to education of entrepreneurship becomes relevant scientific problem. [.]
In scientific literature, it is agreed, that the progress and development of modern economy depends on a number of entrepreneurs and their abilities, therefore a question of individual education of entrepreneurship is becoming more and more relevant. Firstly, entrepreneurship is associated with the origin of an individual, small and medium-sized enterprise. In rapidly changing economic environment, entrepreneurship as a way of economic activity, including even large organizations with stable resources, becomes important in all areas. In modern society, the importance of individual entrepreneurship's impact in economic, social, psychological processes of development is increasing. The individual entrepreneurship helps to understand and perceive new opportunities of business development and contributes to the public welfare. In whole European Union, the entrepreneurship is perceived as a priority factor for the development of countries. Moreover, its education can form conditions for the enterpriselevel, especially when the entrepreneurship is developed systematically. However, according to the report of the state control's state audit "The development of innovations in Lithuania" (2008), it is emphasized that "country's system of science and education is not focused on the education of entrepreneurship and the development of innovation." The lack of systematic approach to education of entrepreneurship becomes relevant scientific problem. [.]
In scientific literature, it is agreed, that the progress and development of modern economy depends on a number of entrepreneurs and their abilities, therefore a question of individual education of entrepreneurship is becoming more and more relevant. Firstly, entrepreneurship is associated with the origin of an individual, small and medium-sized enterprise. In rapidly changing economic environment, entrepreneurship as a way of economic activity, including even large organizations with stable resources, becomes important in all areas. In modern society, the importance of individual entrepreneurship's impact in economic, social, psychological processes of development is increasing. The individual entrepreneurship helps to understand and perceive new opportunities of business development and contributes to the public welfare. In whole European Union, the entrepreneurship is perceived as a priority factor for the development of countries. Moreover, its education can form conditions for the enterpriselevel, especially when the entrepreneurship is developed systematically. However, according to the report of the state control's state audit "The development of innovations in Lithuania" (2008), it is emphasized that "country's system of science and education is not focused on the education of entrepreneurship and the development of innovation." The lack of systematic approach to education of entrepreneurship becomes relevant scientific problem. [.]
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.
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
