Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]
Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]
Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]
The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
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. [.]
Research purpose. This study identifies analyses four key higher education policy models on the basis of OECD and EU data base with background discussion. The study provides information and knowledge how higher education policies and some key economic indicators can be combined? Study provides comparative trend analyses, which are policy-relevant and give insights to decision-makers. Design / Methodology / Approach. Since the well-known Mincer-Earnings-Equation in the early 1970s, there has emerged an extensive literature concerning the monetary returns on higher education. Tuition fees in higher education can be considered as private investment in higher personal incomes. Free educa-tion has been opposed on the basis of its unfairness: At the same time as the proportion of public expendi-ture on tertiary educational institutions is an average of near 70 percent of total expenditure in all OECD countries, less educated tax-payers support higher futures incomes of privileged students. In this paper we focus on key trends of economies with their higher education systems. Findings. At present, only few countries, in addition to the Nordic Countries, have adopted tuition-free higher education system. There are growing financial and political pressures to adopt tuition also in these countries. Thus, it is of the greatest importance to acquire research knowledge in this matter. First, we briefly review the relevant theoretical and empirical economic literature. Next, we discuss the potential economic benefits of tuition-free higher education system in terms of dynamic macro efficiency. We suggest an eclectic approach, where aspects of endogenous growth theory and dynamic public economics are em-phasized. Criterion for national success is the balanced growth path with social welfare maximization. We argue that there are plausible links between national success indicators, like competitiveness and welfare, and free higher education. In this paper, we present some empirical comparative analyses which are rele-vant for the assessment of higher education systems in the global OECD study context. The study contrib-utes to (1) the global analysis of higher education systems, (2) to the policy of higher education finance, ,(3) the education and inequality discussion, (4) to the discussion about returns of higher education and (5) to the discussion about education and development. Originality / Value / Practical implications. This study helps decision-makers in the field of higher edu-cation policy to create a big picture of on-going trends of higher education systems. The applies OECD´s analyses as a analytical framework. OECD classifies in its "Education at a Glance" report (2014, 2020) four alternative models of tuition fees and student support systems. Model 1: Countries with no or low tuition fees and generous student support system (Denmark, Finland, Iceland, Norway and Sweden). Model 2: Countries with high tuition fees and well-developed student support systems (Australia, Canada, New Zea-land, the United Kingdom and US). Model 3: Countries with high tuition fees and less-developed student support systems (Chile, Japan and South-Korea); and Model 4: Countries with low tuition fees and less-developed student support systems (Austria, Belgium, the Czech Republic, France, Ireland, Italy, Poland, Portugal, Switzerland and Spain). The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators. The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators.
Research purpose. This study identifies analyses four key higher education policy models on the basis of OECD and EU data base with background discussion. The study provides information and knowledge how higher education policies and some key economic indicators can be combined? Study provides comparative trend analyses, which are policy-relevant and give insights to decision-makers. Design / Methodology / Approach. Since the well-known Mincer-Earnings-Equation in the early 1970s, there has emerged an extensive literature concerning the monetary returns on higher education. Tuition fees in higher education can be considered as private investment in higher personal incomes. Free educa-tion has been opposed on the basis of its unfairness: At the same time as the proportion of public expendi-ture on tertiary educational institutions is an average of near 70 percent of total expenditure in all OECD countries, less educated tax-payers support higher futures incomes of privileged students. In this paper we focus on key trends of economies with their higher education systems. Findings. At present, only few countries, in addition to the Nordic Countries, have adopted tuition-free higher education system. There are growing financial and political pressures to adopt tuition also in these countries. Thus, it is of the greatest importance to acquire research knowledge in this matter. First, we briefly review the relevant theoretical and empirical economic literature. Next, we discuss the potential economic benefits of tuition-free higher education system in terms of dynamic macro efficiency. We suggest an eclectic approach, where aspects of endogenous growth theory and dynamic public economics are em-phasized. Criterion for national success is the balanced growth path with social welfare maximization. We argue that there are plausible links between national success indicators, like competitiveness and welfare, and free higher education. In this paper, we present some empirical comparative analyses which are rele-vant for the assessment of higher education systems in the global OECD study context. The study contrib-utes to (1) the global analysis of higher education systems, (2) to the policy of higher education finance, ,(3) the education and inequality discussion, (4) to the discussion about returns of higher education and (5) to the discussion about education and development. Originality / Value / Practical implications. This study helps decision-makers in the field of higher edu-cation policy to create a big picture of on-going trends of higher education systems. The applies OECD´s analyses as a analytical framework. OECD classifies in its "Education at a Glance" report (2014, 2020) four alternative models of tuition fees and student support systems. Model 1: Countries with no or low tuition fees and generous student support system (Denmark, Finland, Iceland, Norway and Sweden). Model 2: Countries with high tuition fees and well-developed student support systems (Australia, Canada, New Zea-land, the United Kingdom and US). Model 3: Countries with high tuition fees and less-developed student support systems (Chile, Japan and South-Korea); and Model 4: Countries with low tuition fees and less-developed student support systems (Austria, Belgium, the Czech Republic, France, Ireland, Italy, Poland, Portugal, Switzerland and Spain). The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators. The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators.
