Contemporary common characteristics of education in European Union countries were studied in the article. Main topics such as educational objectives, curriculum, teacher training and work in class were studied. Also ways of psychological, emotional, educational and vocational assistance for pupils in these countries were under review. Some important comparisons accordingly to Lithuania education could be done but it requires a special investigation.
Contemporary common characteristics of education in European Union countries were studied in the article. Main topics such as educational objectives, curriculum, teacher training and work in class were studied. Also ways of psychological, emotional, educational and vocational assistance for pupils in these countries were under review. Some important comparisons accordingly to Lithuania education could be done but it requires a special investigation.
New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.
New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.
In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.
In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.
In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.
In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.
The emphasis in the Community's and Union's treaties and charter on workers' rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the employment and equalization of working conditions have always been high on the policy agenda. With the launch of the European Monetary Union (EMU) and Euro, the debate on European solutions shifted focus towards structural policies, which are the necessary complement to the macroeconomic policy mix under EMU. Employment is the key ingredient of this debate. Indeed employment cuts across all the challenges of enlargement, the new financial framework and the EU structural funds, the promotion of economic and social cohesion, and institution reform. Throughout the 1970's and 1980's employment was present in the minds of the leaders of the then EEC when the four freedoms of movement of goods, services, capital and labour were promoted in Single Market. The subsequent evolution of employment strategy can be divided into two periods, the watershed of which is marked by new Treaty of Amsterdam, signed in October 1997. Before Amsterdam, employment and labour market policy was the sovereign domain of the Member States. The treaty does not change the basic principle that Member States take primary responsibility for employment policy. But it does entrust the European institutions, the Council and the Commission with a much stronger role, new tasks and more forceful tools. It involves the European Parliament more closely with the decision making process. Also, the responsibilities of the social partners and their opportunities to contribute are enhanced through the inclusion of the Social Protocol into the Treaty. Leaders of many Member States have been at the forefront in coordinating and implementing the European employment strategy. ; Europos Sąjunga (ES) vykdydama užimtumo ir socialinę politiką, siekia užtikrinti aukštą gyvenimo kokybę, žmogaus orumą atitinkantį gyvenimo lygį, sudaryti galimybes gyventi aktyvioje, integruotoje ir sveikoje visuomenėje. Ši politika padeda gerinti didžiosios dalies ES piliečių, tarp jų ir bedarbių, pagyvenusių žmonių, neįgaliųjų, socialiai atskirtųjų, darbo rinkoje skriminuojamų žmonių gyvenimą. Tai atitinka vieną svarbiausių ES socialinės politikos principų – piliečių solidarumo principą, būtiną kuriant stabilią visuomenę bei skatinant nuolatinį klestėjimą, kuris yra Europoje veikiančio socialinio modelio atskaitos taškas. ES gyventojai nepaliekami rinkos jėgų valiai – jie turi galimybę naudotis viena stipriausių pasaulio socialinės paramos sistemų. Straipsnio tikslas – atskleisti ES vykdomą užimtumo, kaip socialinės gerovės garanto, politiką, išanalizuoti ją lemiančias ES sutartis, aptarti ES socialinės politikos transformacijas pereinant prie vidaus rinkos ir įsigaliojus ES pilietybei. Tyrimo metodai – dokumentų, mokslinės literatūros analizė.
The emphasis in the Communitys and Unions treaties and charter on workers rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the emploiment and equalization of working conditions have always been high on the policy agenda.
The emphasis in the Communitys and Unions treaties and charter on workers rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the emploiment and equalization of working conditions have always been high on the policy agenda.
For decades women/s organizations and government/s institutions in many countries have worked against family violence. Because of their efforts, violence against children and women has recently been recognised as a legitimate human rights issue by the United Nations and by European Union.
For decades women/s organizations and government/s institutions in many countries have worked against family violence. Because of their efforts, violence against children and women has recently been recognised as a legitimate human rights issue by the United Nations and by European Union.
