Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.
Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.
Cheung, Hin Wah. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. ; Includes bibliographical references (leaves 206-216). ; Abstracts in English and Chinese; appendix 2 in English and Chinese. ; Abstract --- p.i ; Abstract in Chinese (摘要) --- p.ii ; List of Figures and Tables --- p.vii ; Abbreviations Glossary --- p.ix ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Introduction --- p.1 ; Chapter 1.2 --- "Research Background, Significance and Question" --- p.4 ; Chapter 1.3 --- Research Structure --- p.10 ; Chapter 1.3.1 --- Research Subject and Time Period --- p.10 ; Chapter 1.3.2 --- Research Objectives --- p.11 ; Chapter 1.3.3 --- Hypotheses --- p.12 ; Chapter 1.3.4 --- Research Methodology --- p.14 ; Chapter 1.3.5 --- Limits of the Research --- p.16 ; Chapter 1.4 --- Thesis Structure --- p.17 ; Chapter Chapter 2 --- Literature Review: Theoretical Discussion --- p.24 ; Chapter 2.1 --- Introduction --- p.24 ; Chapter 2.2 --- The Concept of Religion and Politics --- p.24 ; Chapter 2.3 --- Church-State Relations --- p.30 ; Chapter 2.3.1 --- Role of Church --- p.30 ; Chapter 2.3.2 --- The Models of Church-State Relations --- p.32 ; Chapter 2.3.3 --- Types of interaction between Church and State --- p.39 ; Chapter 2.4 --- Education: A Battlefield between Church and State --- p.42 ; Chapter 2.5 --- Political Bargaining & Decision --- p.44 ; Chapter 2.6 --- Conclusion --- p.46 ; Chapter Chapter 3 --- "Church-State Relations in Hong Kong: Three governments, Four religions, Different relations" --- p.49 ; Chapter 3.1 --- Introduction --- p.49 ; Chapter 3.2 --- Church-State relations in the colonial age --- p.49 ; Chapter 3.2.1 --- Catholicism and Protestant Christianity --- p.51 ; Chapter 3.2.2 --- Buddhism and Taoism --- p.55 ; Chapter 3.3 --- Church-State Relations in the transition period and after the return of sovereignty --- p.59 ; Chapter 3.3.1 --- HKSAR Government & Four Religious Bodies --- p.60 ; Chapter 3.3.2 --- Chinese Government & Four Religious Bodies --- p.69 ...
The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.
The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.
The 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.
Koo Wai-sze. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves [163-172]). ; Abstracts in English and Chinese. ; Contents --- p.i ; Abstract --- p.v ; Acknowledgement --- p.vii ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 ; Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 ; Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 ; Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 ; Chapter 1.3 --- Research Inquiries --- p.12 ; Chapter 1.4 --- Structure of the Thesis --- p.19 ; Chapter Chapter 2 --- Literature Review --- p.20 ; Chapter 2.1 --- Functional School of Thought --- p.21 ; Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 ; Chapter 2.2 --- Conflict School of Thought --- p.29 ; Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 ; Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 ; Chapter 2.3.1 --- Organizational Perspectives --- p.39 ; Chapter 2.3.2 --- Institution and Institutionalization --- p.42 ; Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 ; Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 ; Chapter 2.4 --- Theoretical Framework --- p.51 ; Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 ; Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 ; Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 ; Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 ; Chapter Chapter 3 --- Methodology --- p.64 ; Chapter 3.1 --- Government and Other Documents --- p.64 ; Chapter 3.2 --- Content ...
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.
