Suchergebnisse

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

This article sets forth the recoding of organizational decision premises during merger and acquisition processes. A multifunctional analysis was conducted for a Brazilian technology start-up that was acquired by a Brazilian market leader, a serial acquirer. The results suggest that mergers and acquisitions may fundamentally change the preferences organizations have for different function systems such as politics, economy, science, art, or sport. The article outlines the basic design of an innovative systems-theoretical approach⎯the multifunctional analysis⎯which combines key concepts of social systems theory and systemic structural constellations. Thus, the article opens up a new set of key variables for M&A research, particularly post-merger integration (PMI).

This article sets forth the recoding of organizational decision premises during merger and acquisition processes. A multifunctional analysis was conducted for a Brazilian technology start-up that was acquired by a Brazilian market leader, a serial acquirer. The results suggest that mergers and acquisitions may fundamentally change the preferences organizations have for different function systems such as politics, economy, science, art, or sport. The article outlines the basic design of an innovative systems-theoretical approach⎯the multifunctional analysis⎯which combines key concepts of social systems theory and systemic structural constellations. Thus, the article opens up a new set of key variables for M&A research, particularly post-merger integration (PMI).

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

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.