Suchergebnisse

The theme of the master thesis is topical for the whole Europe and Lithuania as well. The future of the European Union is related to the establishement of the society and economy based on knowledge. Therefore, it means that the major problems which require strategic decisions are the problems of the establishment of the knowledge based society and economy, the problems which are particularly important to Lithuania. Object of the master thesis – the National Lisbon Strategy, its goals of employment, science and education policy as well as the criteria of knowledge economy strategy. Purpose of the thesis – to analyse if the Lisbon Strategy goals of employment stimulation and the goals established by science and education policy correspond with the criteria of economy strategy. The following goals have been established to fulfil the purpose of the master thesis: to highlight the differences between knowledge economy and industrial economy; to explain the importance of strategic management to knowledge economy; to present the causes for the origin of the Lisbon Strategy and its implementation prospect; to present the causes for the origin of the revised Lisbon Strategy; to describe the prospect of the Lisbon Strategy implementation in Lithuania; to analyse the achievement of the employment, science and education policy goals of the Lisbon Strategy in the aspect of knowledge economy. The following common analytical and special methods of research have been employed while writing the master thesis: the model of industrial and knowledge economy; empirical study; document and source study; comparative study and tipological grouping. After having analysed the goals established by the policy of employment, science and education, a conclusion can be drawn that the established goals only partly correspond with the criteria of economy strategy. The closest correspondence can be observed between the goals of the science and education policy and the criteria of economy strategy. It has been observed that some of the goals are duplicated, objects from other fields of work are included, there is a lack of clarity and specification. In order to fulfil the goals of the Lisbon Strategy implementation, there is necessity to make these goals more explicit. The goals provided in the Strategy are often of a different complexion, include actions, their results and desirable outcomes. The establishment of the goals should be like a good plan which could enable to reach the goals of the National Lisbon Strategy; however, at the moment it is rather a collection of well-turned phrases than a weighty document.

The theme of the master thesis is topical for the whole Europe and Lithuania as well. The future of the European Union is related to the establishement of the society and economy based on knowledge. Therefore, it means that the major problems which require strategic decisions are the problems of the establishment of the knowledge based society and economy, the problems which are particularly important to Lithuania. Object of the master thesis – the National Lisbon Strategy, its goals of employment, science and education policy as well as the criteria of knowledge economy strategy. Purpose of the thesis – to analyse if the Lisbon Strategy goals of employment stimulation and the goals established by science and education policy correspond with the criteria of economy strategy. The following goals have been established to fulfil the purpose of the master thesis: to highlight the differences between knowledge economy and industrial economy; to explain the importance of strategic management to knowledge economy; to present the causes for the origin of the Lisbon Strategy and its implementation prospect; to present the causes for the origin of the revised Lisbon Strategy; to describe the prospect of the Lisbon Strategy implementation in Lithuania; to analyse the achievement of the employment, science and education policy goals of the Lisbon Strategy in the aspect of knowledge economy. The following common analytical and special methods of research have been employed while writing the master thesis: the model of industrial and knowledge economy; empirical study; document and source study; comparative study and tipological grouping. After having analysed the goals established by the policy of employment, science and education, a conclusion can be drawn that the established goals only partly correspond with the criteria of economy strategy. The closest correspondence can be observed between the goals of the science and education policy and the criteria of economy strategy. It has been observed that some of the goals are duplicated, objects from other fields of work are included, there is a lack of clarity and specification. In order to fulfil the goals of the Lisbon Strategy implementation, there is necessity to make these goals more explicit. The goals provided in the Strategy are often of a different complexion, include actions, their results and desirable outcomes. The establishment of the goals should be like a good plan which could enable to reach the goals of the National Lisbon Strategy; however, at the moment it is rather a collection of well-turned phrases than a weighty document.

The theme of the master thesis is topical for the whole Europe and Lithuania as well. The future of the European Union is related to the establishement of the society and economy based on knowledge. Therefore, it means that the major problems which require strategic decisions are the problems of the establishment of the knowledge based society and economy, the problems which are particularly important to Lithuania. Object of the master thesis – the National Lisbon Strategy, its goals of employment, science and education policy as well as the criteria of knowledge economy strategy. Purpose of the thesis – to analyse if the Lisbon Strategy goals of employment stimulation and the goals established by science and education policy correspond with the criteria of economy strategy. The following goals have been established to fulfil the purpose of the master thesis: to highlight the differences between knowledge economy and industrial economy; to explain the importance of strategic management to knowledge economy; to present the causes for the origin of the Lisbon Strategy and its implementation prospect; to present the causes for the origin of the revised Lisbon Strategy; to describe the prospect of the Lisbon Strategy implementation in Lithuania; to analyse the achievement of the employment, science and education policy goals of the Lisbon Strategy in the aspect of knowledge economy. The following common analytical and special methods of research have been employed while writing the master thesis: the model of industrial and knowledge economy; empirical study; document and source study; comparative study and tipological grouping. After having analysed the goals established by the policy of employment, science and education, a conclusion can be drawn that the established goals only partly correspond with the criteria of economy strategy. The closest correspondence can be observed between the goals of the science and education policy and the criteria of economy strategy. It has been observed that some of the goals are duplicated, objects from other fields of work are included, there is a lack of clarity and specification. In order to fulfil the goals of the Lisbon Strategy implementation, there is necessity to make these goals more explicit. The goals provided in the Strategy are often of a different complexion, include actions, their results and desirable outcomes. The establishment of the goals should be like a good plan which could enable to reach the goals of the National Lisbon Strategy; however, at the moment it is rather a collection of well-turned phrases than a weighty document.

The theme of the master thesis is topical for the whole Europe and Lithuania as well. The future of the European Union is related to the establishement of the society and economy based on knowledge. Therefore, it means that the major problems which require strategic decisions are the problems of the establishment of the knowledge based society and economy, the problems which are particularly important to Lithuania. Object of the master thesis – the National Lisbon Strategy, its goals of employment, science and education policy as well as the criteria of knowledge economy strategy. Purpose of the thesis – to analyse if the Lisbon Strategy goals of employment stimulation and the goals established by science and education policy correspond with the criteria of economy strategy. The following goals have been established to fulfil the purpose of the master thesis: to highlight the differences between knowledge economy and industrial economy; to explain the importance of strategic management to knowledge economy; to present the causes for the origin of the Lisbon Strategy and its implementation prospect; to present the causes for the origin of the revised Lisbon Strategy; to describe the prospect of the Lisbon Strategy implementation in Lithuania; to analyse the achievement of the employment, science and education policy goals of the Lisbon Strategy in the aspect of knowledge economy. The following common analytical and special methods of research have been employed while writing the master thesis: the model of industrial and knowledge economy; empirical study; document and source study; comparative study and tipological grouping. After having analysed the goals established by the policy of employment, science and education, a conclusion can be drawn that the established goals only partly correspond with the criteria of economy strategy. The closest correspondence can be observed between the goals of the science and education policy and the criteria of economy strategy. It has been observed that some of the goals are duplicated, objects from other fields of work are included, there is a lack of clarity and specification. In order to fulfil the goals of the Lisbon Strategy implementation, there is necessity to make these goals more explicit. The goals provided in the Strategy are often of a different complexion, include actions, their results and desirable outcomes. The establishment of the goals should be like a good plan which could enable to reach the goals of the National Lisbon Strategy; however, at the moment it is rather a collection of well-turned phrases than a weighty document.

By employing formerly in Lithuanian political science unexploited concept of cognitive schema, the formation of the people's attitudes towards political issues is explained in this article. The first results of the empirical research on the latent structures, forming the Lithuanian residents' thinking on political issues, are presented. Semi structured interviews on two political issues introducing the progressive taxes and abolition of the abortion -- were analyzed and eight schemas, forming the informants' attitudes on these issues, were found. In this article the main components, internal structures and interrelationships among these schemas are presented and the broader implications on the knowledge about Lithuanians political thinking is discussed. Adapted from the source document.

At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.

At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.

At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.

At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.

In the early 1990s, when a dividing line between the East and the West dissapeared and Lithuania with all Baltic countries regained independence, new opprtunities opened up a change in the way society is studied, that change became embodied in the form of feminist and gender equality challenges to knowledge and methods of seeking out knowledge. Empirical research (study of legal, social, political, economic policy, implementation strategies, mechanisms and statistics) revealed that the shift of welfare regimes in Lithuania from 'socialist / communist compulsory welfare system' to 'liberal bureaucratized welfare system', 'liberal democracy' affected the social and psychological position of women signifi­cantly, but positive and negative aspects of the state public policy on the state's public policy are highlighted in my research.

In the early 1990s, when a dividing line between the East and the West dissapeared and Lithuania with all Baltic countries regained independence, new opprtunities opened up a change in the way society is studied, that change became embodied in the form of feminist and gender equality challenges to knowledge and methods of seeking out knowledge. Empirical research (study of legal, social, political, economic policy, implementation strategies, mechanisms and statistics) revealed that the shift of welfare regimes in Lithuania from 'socialist / communist compulsory welfare system' to 'liberal bureaucratized welfare system', 'liberal democracy' affected the social and psychological position of women signifi­cantly, but positive and negative aspects of the state public policy on the state's public policy are highlighted in my research.

This master work of educational sciences the object of this work is the law education as prevention of secondary victimisation. Scientific and methodical literature, empirical research analysis are being used within this work due to reach the results of Natioanal violence of children prevention and help for children 2008-2010 year program's principals view to prevention of program possibilities. Tasks of the work: 1. To reveal law education sense and purpose for community. 2. To find out legal and educational victimizacion conception and dispute prevention of victimization this is held in Lithuania. 3. To discover child's as a victim conception. 4. Traverse prevention forms which are held in Lithuania. 5. Natioanal violence of children prevention and help for children 2008-2010 year program's possibilities as a secondary victimization prevention and principals view as a prevention of program possibilities in legal education context. These tasks are concident with the work chapters and due to the context. Conclusions of this work state that the essence of the law takes two components – knowledge, theoretical teaching and practical wich is held by the law tasks predicate behavioral skills modeling. In Lithuania we can find all groups of children victims, which can be victimizated one more time of increase victimization. Empirical research of this work permit to predicate that the secondary victimization prevention tools can be exist of qualitative researchs of aggrieved children and quantitative statistic research of community. By the theoretical and empirical analysis of the work we can say that Natioanal violence of children prevention and help for children 2008-2010 year program purpose and tools attitude can be a program of secondary victimization prevention which is held together legal knowledge and law tasks by behavioral teaching. Principals of the program research reveal that they have a positive evaluation of the law education against the secondary victimization of children. By this fact was submitted three recommendations for governmental and nongovernmental organizations whitch can prevent the secondary victimization.

This master work of educational sciences the object of this work is the law education as prevention of secondary victimisation. Scientific and methodical literature, empirical research analysis are being used within this work due to reach the results of Natioanal violence of children prevention and help for children 2008-2010 year program's principals view to prevention of program possibilities. Tasks of the work: 1. To reveal law education sense and purpose for community. 2. To find out legal and educational victimizacion conception and dispute prevention of victimization this is held in Lithuania. 3. To discover child's as a victim conception. 4. Traverse prevention forms which are held in Lithuania. 5. Natioanal violence of children prevention and help for children 2008-2010 year program's possibilities as a secondary victimization prevention and principals view as a prevention of program possibilities in legal education context. These tasks are concident with the work chapters and due to the context. Conclusions of this work state that the essence of the law takes two components – knowledge, theoretical teaching and practical wich is held by the law tasks predicate behavioral skills modeling. In Lithuania we can find all groups of children victims, which can be victimizated one more time of increase victimization. Empirical research of this work permit to predicate that the secondary victimization prevention tools can be exist of qualitative researchs of aggrieved children and quantitative statistic research of community. By the theoretical and empirical analysis of the work we can say that Natioanal violence of children prevention and help for children 2008-2010 year program purpose and tools attitude can be a program of secondary victimization prevention which is held together legal knowledge and law tasks by behavioral teaching. Principals of the program research reveal that they have a positive evaluation of the law education against the secondary victimization of children. By this fact was submitted three recommendations for governmental and nongovernmental organizations whitch can prevent the secondary victimization.

The dissertation aimed to explore the concept of UBC governance and on the basis of theoretical and empirical research results develop a conceptual normative UBC governance model. Research methodology was based on the phenomenological and heuristic inquiry strategy and integration of action research and fieldwork research elements.The dissertation included the analysis of the theoretical framework of UBC governance, exploration of the best practices of UBC governance in foreign countries, examination of the case of UBC governance in Lithuania, and development of the conceptual normative model. It was concluded that the theoretical framework for UBC governance can be examined with regard to the evolution of New Public Management and New Public Governance doctrines, the shift from Conventional or Mode 1 to Corporative or Mode 2 approach, the knowledge creation models of the Triple Helix, the Quadruple Helix and the Quintuple Helix, network, knowledge and innovation management.University and business divide in Lithuania is caused by weak UBC traditions, lack of strategic management, lack of leadership and consolidating institution, and low level of cooperative and entrepreneurial culture.

Concept of governance of creative clusters as economic organization of creative society under the Smart specialization logic is new and fragmentally explored. Thesis presents the analysis of understanding of Smart specialization and proposes possible extensions, explores theoretical views of creative society and its features, analyzes the theory and development of clusters, features of creative clusters, proposes governance model of Lithuanian creative clusters under the Smart specialization conditions. Theoretical analysis has revealed, that Smart Specialization is non-linear, non-industrial, three-dimensional specialization, integrating different region-specific contexts into economically viable activities. Creative society is a postmodern society that is a contemporary understanding of the information and knowledge society concepts. Creative society is foundation of creative economy, specific to the geographical place it is located, based on the usage of technologies, organized in non-hierarchical form and opting for exclusivity. First part of empirical research was based on analysis of governance documents of European union regions with highest proportion of firms and jobs in the creative clusters and highest share of creative and cultural industries in the reginal economy. Second part of empirical research was bases on semi-structured interview with Lithuanian cluster management organizations of official creative clusters. Analysis of best European Union governance practices revealed, that the most important criteria in creative clusters governance are education and access to global markets. Analysis of Lithuanian creative clusters revealed, that they are relatively young, local and project-based organizations with limited connections to the knowledge institutions and mostly dependent on state support. Governance model of Lithuanian creative clusters was based on the logic of Smart specialization, which should be applied to identify and develop economically most suitable connection of creative society, creative economy and creative clusters.