The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.
The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.
Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.
Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.
The significance of legal education is emphasized in various documents and educational literature. It is a \"process in which individuals are provided with opportunities to acquire knowledge and skills, helping them to exercise their rights and freedoms in the legal system to defend their rights and accept responsibilities. Public legal education attempts to address the problem in different ways and methods. The European Commission in actively involved in legal education of young people by organizing various activities (the Communication on a Europe Union strategy on the Rights of the Child, organized competitions and so on) across the European Union. The Government of the Republic of Lithuania, Ministry of Justice and other authorities are committed to improve public legal education, constantly adopting and approving a variety of public legal education programs, one of the goals is to give each student a \"substantial legal knowledge of family, labor relations and relations with the authorities\" [8]. As stated in the 2009 Non-governmental organizations in the development of the concept of the project, \"in order to cope with declining civic society, and growing frustration on the possibility to influence decisions taken by public authorities, legal education and civic education must cover all possible forms and methods\" [10]. Students, who have not acquired legal knowledge in the future will find it more difficult to adapt to constantly changing and new social norms and will not be able to use them to defend their rights and freedoms. Social norms are closely linked to personal and societal values. That is why school is important for children whose only values are formed, to provide a legal framework for education, which is necessary for the exercise of their rights and leads to personal social maturity in the future. In addition, as recommended by the Public Legal Education Program [4], the legal education primers are introduced in the pre-school institutions and continued senior in general education classes. But the law course framework is still not available in all general education schools, which would not only enable students to get familiar with the Lithuanian legal system, but also launch young people to a sense of responsibility for their deeds and the like. \"To know the fundamental rights and freedoms is the right acquired by birth, and the training program should be available to all young people\" [53]. However, only in 2006 Lithuania started the preparation of specialists who are able to teach children the law foundations properly. The thesis aim is to highlight the legal education opportunities for optimization in general education schools. Tasks: to discuss the concept of legal education based on literary sources, analyze legal education model of general education; empirically examine legal education in mainstream schools optimization problems, the study on an aggregate basis to draw conclusions about the legal education opportunities for optimization of general education schools. Test methods - scientific analysis of the sources, the questionnaire, statistical calculations. Literary analysis revealed that legal education components are legal education, legal information and legal advice, primarily to train to respect other human rights and freedoms accepting one's responsibilities. The classroom structure of human rights education, implementation methodology, teaching communication and direct nature of the relationship depend on what kind of legal education program are formulated or in other words, the model. The model gives the direction of the educational process by focusing on individual and community in a certain outcome, influenced by the level of public authorities' decisions, rulings process consists of \"actors\", the stages, elements, components, teacher professionalism, formed qualitative change. Legal education should begin as early as the first class or even earlier, since the educational results achieved in a primary school determine their social maturity in senior classes. On the basis of study (empirical study was conducted in two Panevezys city comprehensive schools. The study included 140 subjects: 40 teachers and 100 students) the data confirmed the hypothesis that legal education is necessary for general education students, which allows state-controlled education system to a consistent public legal education. This was confirmed by all tested and the majority of teachers indicated that human rights education fosters social consciousness, a sense of citizenship (81 percent), societal values (88 percent), provide legal expertise (100 percent). Empirical examination and analysis of legal education in mainstream school model optimization problems can lead to the formulation of the following key findings: Purpose. Lithuanian legal education is a primary objective to foster active, competent, critically thinking citizen who knows his rights, freedoms and carries out his duties, is fair, honest, responsible and able to communicate and collaborate, possesses thinking and practical skills. The legal basis of education. Students and teacher are aware of their rights, liberties, and carry out their duties (97 percent). The teacher must have a common literacy and knowledge of his subject (95 percent). Legal education curriculum content. The focus should be given on basic human rights concepts of interpretation (100 percent). Implementation methods. Legal education has a separate teaching course (100 percent); integrated into other courses (100 percent); integrated into the curriculum activities (18 percent); the development of democratic relations at school (73 percent). Methods. Application of various methods of legal education: theoretical lectures (50 percent), practical tasks (37 percent), used visual aids (13 percent).
The significance of legal education is emphasized in various documents and educational literature. It is a \"process in which individuals are provided with opportunities to acquire knowledge and skills, helping them to exercise their rights and freedoms in the legal system to defend their rights and accept responsibilities. Public legal education attempts to address the problem in different ways and methods. The European Commission in actively involved in legal education of young people by organizing various activities (the Communication on a Europe Union strategy on the Rights of the Child, organized competitions and so on) across the European Union. The Government of the Republic of Lithuania, Ministry of Justice and other authorities are committed to improve public legal education, constantly adopting and approving a variety of public legal education programs, one of the goals is to give each student a \"substantial legal knowledge of family, labor relations and relations with the authorities\" [8]. As stated in the 2009 Non-governmental organizations in the development of the concept of the project, \"in order to cope with declining civic society, and growing frustration on the possibility to influence decisions taken by public authorities, legal education and civic education must cover all possible forms and methods\" [10]. Students, who have not acquired legal knowledge in the future will find it more difficult to adapt to constantly changing and new social norms and will not be able to use them to defend their rights and freedoms. Social norms are closely linked to personal and societal values. That is why school is important for children whose only values are formed, to provide a legal framework for education, which is necessary for the exercise of their rights and leads to personal social maturity in the future. In addition, as recommended by the Public Legal Education Program [4], the legal education primers are introduced in the pre-school institutions and continued senior in general education classes. But the law course framework is still not available in all general education schools, which would not only enable students to get familiar with the Lithuanian legal system, but also launch young people to a sense of responsibility for their deeds and the like. \"To know the fundamental rights and freedoms is the right acquired by birth, and the training program should be available to all young people\" [53]. However, only in 2006 Lithuania started the preparation of specialists who are able to teach children the law foundations properly. The thesis aim is to highlight the legal education opportunities for optimization in general education schools. Tasks: to discuss the concept of legal education based on literary sources, analyze legal education model of general education; empirically examine legal education in mainstream schools optimization problems, the study on an aggregate basis to draw conclusions about the legal education opportunities for optimization of general education schools. Test methods - scientific analysis of the sources, the questionnaire, statistical calculations. Literary analysis revealed that legal education components are legal education, legal information and legal advice, primarily to train to respect other human rights and freedoms accepting one's responsibilities. The classroom structure of human rights education, implementation methodology, teaching communication and direct nature of the relationship depend on what kind of legal education program are formulated or in other words, the model. The model gives the direction of the educational process by focusing on individual and community in a certain outcome, influenced by the level of public authorities' decisions, rulings process consists of \"actors\", the stages, elements, components, teacher professionalism, formed qualitative change. Legal education should begin as early as the first class or even earlier, since the educational results achieved in a primary school determine their social maturity in senior classes. On the basis of study (empirical study was conducted in two Panevezys city comprehensive schools. The study included 140 subjects: 40 teachers and 100 students) the data confirmed the hypothesis that legal education is necessary for general education students, which allows state-controlled education system to a consistent public legal education. This was confirmed by all tested and the majority of teachers indicated that human rights education fosters social consciousness, a sense of citizenship (81 percent), societal values (88 percent), provide legal expertise (100 percent). Empirical examination and analysis of legal education in mainstream school model optimization problems can lead to the formulation of the following key findings: Purpose. Lithuanian legal education is a primary objective to foster active, competent, critically thinking citizen who knows his rights, freedoms and carries out his duties, is fair, honest, responsible and able to communicate and collaborate, possesses thinking and practical skills. The legal basis of education. Students and teacher are aware of their rights, liberties, and carry out their duties (97 percent). The teacher must have a common literacy and knowledge of his subject (95 percent). Legal education curriculum content. The focus should be given on basic human rights concepts of interpretation (100 percent). Implementation methods. Legal education has a separate teaching course (100 percent); integrated into other courses (100 percent); integrated into the curriculum activities (18 percent); the development of democratic relations at school (73 percent). Methods. Application of various methods of legal education: theoretical lectures (50 percent), practical tasks (37 percent), used visual aids (13 percent).
20 years ago Lithuanian society adopted in the national referendum the Constitution of the Republic of Lithuania in which preamble is stated that Lithuania seeks to become an open, fair, harmonious society and a constitutional state. But nearly two decades in the independent state developing legal, social security, economic and political systems testify that in our society has set in a value-system when such a value as the law is ignored and eliminated, i.e. the phenomenon of legal nihilism has spread. In this work the peculiarities of legal nihilism, also its causes and ways of overcoming in the comprehensive schools are analyzed. 98 students from the 7-8th forms of the Radviliškis X lower secondary school and 82 parents took part in the research. In the work the statistical data analysis was done in order to summarize the questionnaire. The most important findings of the empirical research: hypothesis of the work – not having investigated the causes of legal nihilism in comprehensive school and identified its results, we are not able to understand its destructive nature and to take effective means for its reduction, first in the comprehensive schools, and later in society. The concept legal nihilism and the departure from the rules and the proprieties among the parents with further education and university education isn't significant statistically. The concept legal nihilism among girls and boys isn't meaningful statistically. The departure from the rules and the proprieties among girls and boys is significant statistically. Boys are more prone to depart from the rules and break the common decency. Knowledge of law and legal terminology is important in teaching of young generation. Most parents, having taken part in the research, knew the legal concepts such as legal nihilism, low, freedom and equality . There were fewer students who could define the concept legal nihilism. More than half of the students indicated that the concept legal nihilism isn't well known to them.
20 years ago Lithuanian society adopted in the national referendum the Constitution of the Republic of Lithuania in which preamble is stated that Lithuania seeks to become an open, fair, harmonious society and a constitutional state. But nearly two decades in the independent state developing legal, social security, economic and political systems testify that in our society has set in a value-system when such a value as the law is ignored and eliminated, i.e. the phenomenon of legal nihilism has spread. In this work the peculiarities of legal nihilism, also its causes and ways of overcoming in the comprehensive schools are analyzed. 98 students from the 7-8th forms of the Radviliškis X lower secondary school and 82 parents took part in the research. In the work the statistical data analysis was done in order to summarize the questionnaire. The most important findings of the empirical research: hypothesis of the work – not having investigated the causes of legal nihilism in comprehensive school and identified its results, we are not able to understand its destructive nature and to take effective means for its reduction, first in the comprehensive schools, and later in society. The concept legal nihilism and the departure from the rules and the proprieties among the parents with further education and university education isn't significant statistically. The concept legal nihilism among girls and boys isn't meaningful statistically. The departure from the rules and the proprieties among girls and boys is significant statistically. Boys are more prone to depart from the rules and break the common decency. Knowledge of law and legal terminology is important in teaching of young generation. Most parents, having taken part in the research, knew the legal concepts such as legal nihilism, low, freedom and equality . There were fewer students who could define the concept legal nihilism. More than half of the students indicated that the concept legal nihilism isn't well known to them.
Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.
Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.
Standards of education attainments, indicating the most important guidelines of maturity and attainments, define the level of quality of pupils' knowledge, faculties, skills and abilities pursued at the comprehensive school and desirable approaches. For a long time the system of education of Lithuania has been following neutral attitude towards gender, although one of the principles of article 5 of the Law on Education of the Republic of Lithuania says: "equal opportunities: the system of education is socially fair, it ensures persons' equality regardless of their gender,. ( ); it ensures availability of education for every person,.()". The article familiarises with one of the instruments for implementing gender equality policy of the EU: measurement indicators, which create a possibility to observe the level of understanding gender equality among young people and the process of consolidation of equality in countries-members and to make international comparisons. The indicators are quantitative and qualitative information, grounded on the child's social and cultural participation context and educational content at the comprehensive school. It is foreseen to evaluate quality of the results of developing gender equality, learning outcomes and abilities of genders (girls and boys) applying three qualitative indicators.
Standards of education attainments, indicating the most important guidelines of maturity and attainments, define the level of quality of pupils' knowledge, faculties, skills and abilities pursued at the comprehensive school and desirable approaches. For a long time the system of education of Lithuania has been following neutral attitude towards gender, although one of the principles of article 5 of the Law on Education of the Republic of Lithuania says: "equal opportunities: the system of education is socially fair, it ensures persons' equality regardless of their gender,. ( ); it ensures availability of education for every person,.()". The article familiarises with one of the instruments for implementing gender equality policy of the EU: measurement indicators, which create a possibility to observe the level of understanding gender equality among young people and the process of consolidation of equality in countries-members and to make international comparisons. The indicators are quantitative and qualitative information, grounded on the child's social and cultural participation context and educational content at the comprehensive school. It is foreseen to evaluate quality of the results of developing gender equality, learning outcomes and abilities of genders (girls and boys) applying three qualitative indicators.
Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer's culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social studies, although some authors refer it to physical ones. In general it is possible to state that modern geography is a complex system of closely related studies, which consists of the complexes of physical (natural) and social (public) geography's branches. Changes itself carry a lot of problems, the essential one is relating the policy of common education to the changes of geographical training. Geography as a subject is very integral. Itself it contains the content of a number of sciences. Its division into a public and one of nature indicates the multiplicity of the subject. That is why the concept of geographical education and evaluation becomes problematic and requires separate studies. A broader understanding about the geographical education submits the national study of pupils' achievements (VI – X forms) held in year 2004 and 2006. These are actually one of the most serious studies, which partially reflect the spread of geographical training and the levels of achievement. However, there is still noticeably small contribution towards development of geographical training at school. This lack suggests that this particular MA Thesis at least partially reveals the concept of geographical education and deepen knowledge about the geographical education of the basic school leavers.
Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer's culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social studies, although some authors refer it to physical ones. In general it is possible to state that modern geography is a complex system of closely related studies, which consists of the complexes of physical (natural) and social (public) geography's branches. Changes itself carry a lot of problems, the essential one is relating the policy of common education to the changes of geographical training. Geography as a subject is very integral. Itself it contains the content of a number of sciences. Its division into a public and one of nature indicates the multiplicity of the subject. That is why the concept of geographical education and evaluation becomes problematic and requires separate studies. A broader understanding about the geographical education submits the national study of pupils' achievements (VI – X forms) held in year 2004 and 2006. These are actually one of the most serious studies, which partially reflect the spread of geographical training and the levels of achievement. However, there is still noticeably small contribution towards development of geographical training at school. This lack suggests that this particular MA Thesis at least partially reveals the concept of geographical education and deepen knowledge about the geographical education of the basic school leavers.
The aim of the research – to define the content, functions, manifestations, forms of the concept of legal culture and to investigate the specific character of the legal culture of Latvian senior-grade elementary school pupils, developing proposals for improvement of acquisition of the legal culture by elementary school pupils. Thus, no research studies of legal culture are actually being made in Latvia, and also attention is insufficiently paid to it in the studies of law, and in political and sociological studies. The scientific novelty of the Doctoral Dissertation is characterised by the fact that the Doctoral Dissertation is dedicated to the legal culture, its updating and consolidating in the scientific and research environment in Latvia. Moreover, such an original research study of the legal culture of Latvian elementary school pupils has been made for the first time in Latvia.
