Suchergebnisse

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Security Council is one of the main institutions of the United Nations. It has both general and special powers. General power is maintenance of international peace and security. Special powers are indicated in VI, VII, VIII and XII chapters of the Charter of United Nations. Security Council can undertake various sanctions against aggressors. This institution enacts legally binding resolutions according to VII chapter of the Charter. They are obligatory. Historical process and composition of the Security Council is being discussed in the first part of this work. General and special powers of the Security Council are described in another part of this master thesis. The main problems of this work are concentrated on enactment of resolutions of the institution and effectiveness of peace – keeping missions. Also necessity of the reform of the Security Council is mentioned. Cooperation between Security Council and regional organizations is described too. Finally, author of this work provides conclusions using logical method. The importance of the Security Council in maintaining international peace and security is beyond a reasonable doubt. However, often states are not willing to obey the requirements of the Security Council. More effective and operative participation in solution of conflict would be possible after the reform of the Security Council.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

Nowadays, due to globalization and the emergence of new technologies, new challenges are emerging for the protection of personal data. The scale of the collection and exchange of personal data has increased significantly, because natural persons increasingly make personal information available on the internet. Due to the huge number of users, social networks are becoming one of the largest personal data controllers who collect, store, process or otherwise use personal data of users. Therefore, social network users have a legitimate expectation that their personal data will be processed with a high level of protection of personal data. In order to adapt to ongoing changes, it has led to the need for EU data protection reform, on 25th of May 2018 the General Data Protection Regulation became applicable. Given the requirements of General Data Protection Regulation, it is important to investigate wheter personal data protection in social networks is sufficient. Therefore, this work aims to examine how the General Data Protection Regulation applies to social networks. The first part introduces the legal regulation of social networks, analyzes the concept of social networks and reveals the data protection sources that regulate social networks. The second part is dedicated to reveal the application of the General Data Protection Regulation to social networks. Therefore, the analysis of personal data collection issues, the position of the controller in social networks and clarifies when non-EU companies are covered by the General Data Protection Regulation. In addition, it is discussed on which cases General Data Protection Regulation does not apply. The third section explores how social networks implement the requirements of the General Data Protection Regulation by analyzing the most popular social network privacy policies regarding lawful processing, implementation of data protection principles, the right to be forgotten, and the obligation to appoint a data protection officer.

Nowadays, due to globalization and the emergence of new technologies, new challenges are emerging for the protection of personal data. The scale of the collection and exchange of personal data has increased significantly, because natural persons increasingly make personal information available on the internet. Due to the huge number of users, social networks are becoming one of the largest personal data controllers who collect, store, process or otherwise use personal data of users. Therefore, social network users have a legitimate expectation that their personal data will be processed with a high level of protection of personal data. In order to adapt to ongoing changes, it has led to the need for EU data protection reform, on 25th of May 2018 the General Data Protection Regulation became applicable. Given the requirements of General Data Protection Regulation, it is important to investigate wheter personal data protection in social networks is sufficient. Therefore, this work aims to examine how the General Data Protection Regulation applies to social networks. The first part introduces the legal regulation of social networks, analyzes the concept of social networks and reveals the data protection sources that regulate social networks. The second part is dedicated to reveal the application of the General Data Protection Regulation to social networks. Therefore, the analysis of personal data collection issues, the position of the controller in social networks and clarifies when non-EU companies are covered by the General Data Protection Regulation. In addition, it is discussed on which cases General Data Protection Regulation does not apply. The third section explores how social networks implement the requirements of the General Data Protection Regulation by analyzing the most popular social network privacy policies regarding lawful processing, implementation of data protection principles, the right to be forgotten, and the obligation to appoint a data protection officer.

Nowadays, due to globalization and the emergence of new technologies, new challenges are emerging for the protection of personal data. The scale of the collection and exchange of personal data has increased significantly, because natural persons increasingly make personal information available on the internet. Due to the huge number of users, social networks are becoming one of the largest personal data controllers who collect, store, process or otherwise use personal data of users. Therefore, social network users have a legitimate expectation that their personal data will be processed with a high level of protection of personal data. In order to adapt to ongoing changes, it has led to the need for EU data protection reform, on 25th of May 2018 the General Data Protection Regulation became applicable. Given the requirements of General Data Protection Regulation, it is important to investigate wheter personal data protection in social networks is sufficient. Therefore, this work aims to examine how the General Data Protection Regulation applies to social networks. The first part introduces the legal regulation of social networks, analyzes the concept of social networks and reveals the data protection sources that regulate social networks. The second part is dedicated to reveal the application of the General Data Protection Regulation to social networks. Therefore, the analysis of personal data collection issues, the position of the controller in social networks and clarifies when non-EU companies are covered by the General Data Protection Regulation. In addition, it is discussed on which cases General Data Protection Regulation does not apply. The third section explores how social networks implement the requirements of the General Data Protection Regulation by analyzing the most popular social network privacy policies regarding lawful processing, implementation of data protection principles, the right to be forgotten, and the obligation to appoint a data protection officer.

Nowadays, due to globalization and the emergence of new technologies, new challenges are emerging for the protection of personal data. The scale of the collection and exchange of personal data has increased significantly, because natural persons increasingly make personal information available on the internet. Due to the huge number of users, social networks are becoming one of the largest personal data controllers who collect, store, process or otherwise use personal data of users. Therefore, social network users have a legitimate expectation that their personal data will be processed with a high level of protection of personal data. In order to adapt to ongoing changes, it has led to the need for EU data protection reform, on 25th of May 2018 the General Data Protection Regulation became applicable. Given the requirements of General Data Protection Regulation, it is important to investigate wheter personal data protection in social networks is sufficient. Therefore, this work aims to examine how the General Data Protection Regulation applies to social networks. The first part introduces the legal regulation of social networks, analyzes the concept of social networks and reveals the data protection sources that regulate social networks. The second part is dedicated to reveal the application of the General Data Protection Regulation to social networks. Therefore, the analysis of personal data collection issues, the position of the controller in social networks and clarifies when non-EU companies are covered by the General Data Protection Regulation. In addition, it is discussed on which cases General Data Protection Regulation does not apply. The third section explores how social networks implement the requirements of the General Data Protection Regulation by analyzing the most popular social network privacy policies regarding lawful processing, implementation of data protection principles, the right to be forgotten, and the obligation to appoint a data protection officer.

In Master's thesis, selecting Mažeikiai and Skuodas district local administration cases, it is aimed to investigate schools network reconstruction situation, strenghts and problematical aspects, according to 2016-2020 year general plan, as well as foresee possible school network reconstruction accomplishment improvement ways. In theorethical part of thesis, according to Lithuanian and foreign scientists theoretical sagacity, it was noticed, that educational reforms and school network reconstructions in their context these days are especially important factor, when seeking to ensure educational system effectivity, rationality and schooling quality growth. Educational system change and it`s government as well as educational reform regulations in country's strategical documents were analysed in thesis. Determinant factors in school network reconstruction were highlighted, changes in educational system planning and accomplishment were discussed. In methodological part of thesis, the research strategy and methodology were introduced, instrument selection was well-grounded, research sample characteristics and ethics were described. Qualitative study strategy was selected for empirical research. The following information collection and analysis methods were applied during qualitative research: expert interview, qualitative comparative document analysis, qualitative content analysis. In research part of thesis a general plan comparative analysis of school network reconstruction in Skuodas and Mažeikiai districts was executed. Based on qualitative interview method, a school network reconstruction strenghts and problematical aspects were revealed, when executing 2016-2020 year general plan. Possible school network reconstruction improvement destinations were established. The research revealed that, when executing school network reconstruction in Skuodas and Mažeikiai local administrations, financial means are saved, which are later used in active school financial base improvement, pupils have a higher opportunities to choose educational program modules, participate in non-formal education activities. However, some problems arise as well: schools are not enough equipped with yellow buses; not all saved financial means are prescribed by local district administrations for school material base improvement; many of former school buildings stays unused.

In Master's thesis, selecting Mažeikiai and Skuodas district local administration cases, it is aimed to investigate schools network reconstruction situation, strenghts and problematical aspects, according to 2016-2020 year general plan, as well as foresee possible school network reconstruction accomplishment improvement ways. In theorethical part of thesis, according to Lithuanian and foreign scientists theoretical sagacity, it was noticed, that educational reforms and school network reconstructions in their context these days are especially important factor, when seeking to ensure educational system effectivity, rationality and schooling quality growth. Educational system change and it`s government as well as educational reform regulations in country's strategical documents were analysed in thesis. Determinant factors in school network reconstruction were highlighted, changes in educational system planning and accomplishment were discussed. In methodological part of thesis, the research strategy and methodology were introduced, instrument selection was well-grounded, research sample characteristics and ethics were described. Qualitative study strategy was selected for empirical research. The following information collection and analysis methods were applied during qualitative research: expert interview, qualitative comparative document analysis, qualitative content analysis. In research part of thesis a general plan comparative analysis of school network reconstruction in Skuodas and Mažeikiai districts was executed. Based on qualitative interview method, a school network reconstruction strenghts and problematical aspects were revealed, when executing 2016-2020 year general plan. Possible school network reconstruction improvement destinations were established. The research revealed that, when executing school network reconstruction in Skuodas and Mažeikiai local administrations, financial means are saved, which are later used in active school financial base improvement, pupils have a higher opportunities to choose educational program modules, participate in non-formal education activities. However, some problems arise as well: schools are not enough equipped with yellow buses; not all saved financial means are prescribed by local district administrations for school material base improvement; many of former school buildings stays unused.