Suchergebnisse

Quality of education is attributed to the field of management of general education school as a priority. The article deals with manifestation peculiarities of implementing educational quality in general education schools in strategic activity plans as a priority of educational policy. According to identified features changes in significance of educational quality and in its management in general education schools are highlighted, trends of increasing effectiveness of educational quality are described, and systematic approach for improving quality of education is emphasized.

Quality of education is attributed to the field of management of general education school as a priority. The article deals with manifestation peculiarities of implementing educational quality in general education schools in strategic activity plans as a priority of educational policy. According to identified features changes in significance of educational quality and in its management in general education schools are highlighted, trends of increasing effectiveness of educational quality are described, and systematic approach for improving quality of education is emphasized.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The transition from education to the labor market are caused by multiple interacting and subjective, as well as structural factors, such as country-specific socio-cultural context, demographic and economic context, organization and structure of labor market and educational systems, the state's role in shaping labor supply and demand, etc. Young people's transition from education to the labor market is seen as a dynamic process, which reveals that young people entering the labor market is regulated, and not just a consequence of individual stocks. Recently, scientists, youth, social policy makers, implementers, and others are discussing this topic. Despite the fact, that today's young cohorts are smaller and have completed higher levels of education than older citizens, youth employment issues relevant to many European countries, and Lithuania is not an exception. This paper aims to review the political precondition of youth transition from education to the labor market in Lithuanian social policy. Social policy analysis includes the strategic documents, legislation, strategies, programs and plans, national projects descriptions review.

The transition from education to the labor market are caused by multiple interacting and subjective, as well as structural factors, such as country-specific socio-cultural context, demographic and economic context, organization and structure of labor market and educational systems, the state's role in shaping labor supply and demand, etc. Young people's transition from education to the labor market is seen as a dynamic process, which reveals that young people entering the labor market is regulated, and not just a consequence of individual stocks. Recently, scientists, youth, social policy makers, implementers, and others are discussing this topic. Despite the fact, that today's young cohorts are smaller and have completed higher levels of education than older citizens, youth employment issues relevant to many European countries, and Lithuania is not an exception. This paper aims to review the political precondition of youth transition from education to the labor market in Lithuanian social policy. Social policy analysis includes the strategic documents, legislation, strategies, programs and plans, national projects descriptions review.

The transition from education to the labor market are caused by multiple interacting and subjective, as well as structural factors, such as country-specific socio-cultural context, demographic and economic context, organization and structure of labor market and educational systems, the state's role in shaping labor supply and demand, etc. Young people's transition from education to the labor market is seen as a dynamic process, which reveals that young people entering the labor market is regulated, and not just a consequence of individual stocks. Recently, scientists, youth, social policy makers, implementers, and others are discussing this topic. Despite the fact, that today's young cohorts are smaller and have completed higher levels of education than older citizens, youth employment issues relevant to many European countries, and Lithuania is not an exception. This paper aims to review the political precondition of youth transition from education to the labor market in Lithuanian social policy. Social policy analysis includes the strategic documents, legislation, strategies, programs and plans, national projects descriptions review.

The transition from education to the labor market are caused by multiple interacting and subjective, as well as structural factors, such as country-specific socio-cultural context, demographic and economic context, organization and structure of labor market and educational systems, the state's role in shaping labor supply and demand, etc. Young people's transition from education to the labor market is seen as a dynamic process, which reveals that young people entering the labor market is regulated, and not just a consequence of individual stocks. Recently, scientists, youth, social policy makers, implementers, and others are discussing this topic. Despite the fact, that today's young cohorts are smaller and have completed higher levels of education than older citizens, youth employment issues relevant to many European countries, and Lithuania is not an exception. This paper aims to review the political precondition of youth transition from education to the labor market in Lithuanian social policy. Social policy analysis includes the strategic documents, legislation, strategies, programs and plans, national projects descriptions review.

The article actualizes the system of preparatory pre-school education as a subsystem of education that lacks theoretical management and administration conceptions. It is explained that due to this reason with respect to management processes of educational reform of Lithuania the system of preparatory pre-school education becomes dysfunctional and does not respond to the general trend of changes in education. The thesis discloses theoretical-praxeological bases of management of preparatory pre-school education system, which have self-contextualised in the modern policy of education of Lithuania. With this aim the author of the thesis uses post-modern instruments of social sciences and the humanities and formulates the idea about the necessity of new type managerial knowledge, while making political decisions regarding managerial strategies of preparatory pre-school education and other subsystems of education. Based on the results of qualitative content analysis, which showed up carrying out the analysis of the most important documents on education of modern post-reform period of Lithuania, the following is concluded: to manage preparatory pre-school education system both general and special managerial principles, which are suitable for management of localized subsystems of education in policy change processes, can be applied. The thesis proves that the management of preparatory pre-school education system must be perceived through the paradigms of systemic change of its functions, orientating to societarian, systemic, institutional, interpersonal and intrapersonal levels, their inter-synergic relations, and the change of preparatory pre-school education as a subsystem and as a system of education.

The article actualizes the system of preparatory pre-school education as a subsystem of education that lacks theoretical management and administration conceptions. It is explained that due to this reason with respect to management processes of educational reform of Lithuania the system of preparatory pre-school education becomes dysfunctional and does not respond to the general trend of changes in education. The thesis discloses theoretical-praxeological bases of management of preparatory pre-school education system, which have self-contextualised in the modern policy of education of Lithuania. With this aim the author of the thesis uses post-modern instruments of social sciences and the humanities and formulates the idea about the necessity of new type managerial knowledge, while making political decisions regarding managerial strategies of preparatory pre-school education and other subsystems of education. Based on the results of qualitative content analysis, which showed up carrying out the analysis of the most important documents on education of modern post-reform period of Lithuania, the following is concluded: to manage preparatory pre-school education system both general and special managerial principles, which are suitable for management of localized subsystems of education in policy change processes, can be applied. The thesis proves that the management of preparatory pre-school education system must be perceived through the paradigms of systemic change of its functions, orientating to societarian, systemic, institutional, interpersonal and intrapersonal levels, their inter-synergic relations, and the change of preparatory pre-school education as a subsystem and as a system of education.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.