Suchergebnisse

The limits of competency, responsibilities and authorities of institutions are duplicated. Interest groups had an exceptional role in the development of environmental policy and governance by applying pressure due to actual questions on environmental quality.

The limits of competency, responsibilities and authorities of institutions are duplicated. Interest groups had an exceptional role in the development of environmental policy and governance by applying pressure due to actual questions on environmental quality.

Rapid development of information and communication technologies opened up new opportunities for global interactions – developed electronic space without usual time and distance strictures. Considering globalization, one of the most important tasks for the present government is being able to change along with the exigencies and expectations of modern society and business, being able to change state ruling and at the same time make public administration modern, using up-to-date technologies, rethinking and rearranging organizational processes considering consumer requirements and trying to achieve effective control. Electronic Government is understood as an entirety which includes integration of information and communication technologies into public administration, new skills and alternation of organizational activities designed for the purpose of public services, democratic operations and open politics' improvement. Further development of Electronic Government requires public services to be effective and secure. So, one of the key aspects of Electronic Government is to ensure the consumers, who are using electronic public services, satisfaction and pay exceptional attention to the services which can be offered internationally. In order to be able to offer these services electronically, we have to aim for a wide range of use, not only for relocation of the services into electronic medium. The purpose of work is to evaluate the implementation of Electronic Government and the information society development policy in Lithuania using the analysis of law, institutions and qualitative search based on statistics. This work analyses the realization of Electronic Government in public sector. The review of Electronic Government's offered services and the present situation of possible projects are presented in this work based on conception of public administration effectiveness, the law and institutions survey, statistics and the qualitative investigation. Also the recommendations and stakes of Electronic Government development are presented. They are subject to making public sector activities more effective, government expenses reduction, specifying citizen-oriented electronic public services and better cooperation between Government and Society, using all the possibilities and measures of Electronic Government.

Rapid development of information and communication technologies opened up new opportunities for global interactions – developed electronic space without usual time and distance strictures. Considering globalization, one of the most important tasks for the present government is being able to change along with the exigencies and expectations of modern society and business, being able to change state ruling and at the same time make public administration modern, using up-to-date technologies, rethinking and rearranging organizational processes considering consumer requirements and trying to achieve effective control. Electronic Government is understood as an entirety which includes integration of information and communication technologies into public administration, new skills and alternation of organizational activities designed for the purpose of public services, democratic operations and open politics' improvement. Further development of Electronic Government requires public services to be effective and secure. So, one of the key aspects of Electronic Government is to ensure the consumers, who are using electronic public services, satisfaction and pay exceptional attention to the services which can be offered internationally. In order to be able to offer these services electronically, we have to aim for a wide range of use, not only for relocation of the services into electronic medium. The purpose of work is to evaluate the implementation of Electronic Government and the information society development policy in Lithuania using the analysis of law, institutions and qualitative search based on statistics. This work analyses the realization of Electronic Government in public sector. The review of Electronic Government's offered services and the present situation of possible projects are presented in this work based on conception of public administration effectiveness, the law and institutions survey, statistics and the qualitative investigation. Also the recommendations and stakes of Electronic Government development are presented. They are subject to making public sector activities more effective, government expenses reduction, specifying citizen-oriented electronic public services and better cooperation between Government and Society, using all the possibilities and measures of Electronic Government.

Rapid development of information and communication technologies opened up new opportunities for global interactions – developed electronic space without usual time and distance strictures. Considering globalization, one of the most important tasks for the present government is being able to change along with the exigencies and expectations of modern society and business, being able to change state ruling and at the same time make public administration modern, using up-to-date technologies, rethinking and rearranging organizational processes considering consumer requirements and trying to achieve effective control. Electronic Government is understood as an entirety which includes integration of information and communication technologies into public administration, new skills and alternation of organizational activities designed for the purpose of public services, democratic operations and open politics' improvement. Further development of Electronic Government requires public services to be effective and secure. So, one of the key aspects of Electronic Government is to ensure the consumers, who are using electronic public services, satisfaction and pay exceptional attention to the services which can be offered internationally. In order to be able to offer these services electronically, we have to aim for a wide range of use, not only for relocation of the services into electronic medium. The purpose of work is to evaluate the implementation of Electronic Government and the information society development policy in Lithuania using the analysis of law, institutions and qualitative search based on statistics. This work analyses the realization of Electronic Government in public sector. The review of Electronic Government's offered services and the present situation of possible projects are presented in this work based on conception of public administration effectiveness, the law and institutions survey, statistics and the qualitative investigation. Also the recommendations and stakes of Electronic Government development are presented. They are subject to making public sector activities more effective, government expenses reduction, specifying citizen-oriented electronic public services and better cooperation between Government and Society, using all the possibilities and measures of Electronic Government.

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.