Suchergebnisse

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.

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.

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.

This paper examines possibility to use fantasy movies in education of tolerance. Tolerance problem is very relevant nowadays, especially when it is being considered in relationship with latter political and social events. Also it is very inportant to find an appropriate tool for increasing tolerance of contemporary young people. This paper connects relevance of tolerance and attracness of hipotetical teaching tool – fantasy movies. It was determined that fantasy movies can be used to teach tolerance, also the list of appropriate for teaching tolerance fantasy moviesi is given.

This paper examines possibility to use fantasy movies in education of tolerance. Tolerance problem is very relevant nowadays, especially when it is being considered in relationship with latter political and social events. Also it is very inportant to find an appropriate tool for increasing tolerance of contemporary young people. This paper connects relevance of tolerance and attracness of hipotetical teaching tool – fantasy movies. It was determined that fantasy movies can be used to teach tolerance, also the list of appropriate for teaching tolerance fantasy moviesi is given.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]