Suchergebnisse

Intensive changes in the higher education system take place in many countries of the world. The number of students attending universities decreases, higher education has been turned into a mass phenomenon, internationalisation of higher education influences management of study programmes, however, introduction of the ternary study system, encouraged by the Bologna Process, becomes one of the main highlights in education systems of countries. Here, a special attention is given to postgraduate studies. In accordance with legislations and university strategies, the significance of research competences acquired by a Master's graduate as well as the significance of research as such in the sector of science are emphasised as a major criterion in terms of quality of learning outcomes. The article discusses the significance of scientific research, development of competences in scientific research and the importance of the ability to carry out scientific research in professional activities. The obtained results show that the importance of scientific research in postgraduate studies is divided in respect of the following categories: development of professional competence, importance for educational institutions and society. Informants, when revealing the importance of scientific research, mostly emphasised that, first of all, their professional growth was the purpose of scientific research, and only then they mentioned the benefits they gave to educational institutions and society. The content of studies is mostly directed towards development of such abilities as research planning and organisation, processing of research data, quality of carrying out research and distribution of research data, meanwhile the significance of scientific research in professional activities could be explained in terms of such categories as professional competence, quality of activities and continuation of research activities. [.]

Intensive changes in the higher education system take place in many countries of the world. The number of students attending universities decreases, higher education has been turned into a mass phenomenon, internationalisation of higher education influences management of study programmes, however, introduction of the ternary study system, encouraged by the Bologna Process, becomes one of the main highlights in education systems of countries. Here, a special attention is given to postgraduate studies. In accordance with legislations and university strategies, the significance of research competences acquired by a Master's graduate as well as the significance of research as such in the sector of science are emphasised as a major criterion in terms of quality of learning outcomes. The article discusses the significance of scientific research, development of competences in scientific research and the importance of the ability to carry out scientific research in professional activities. The obtained results show that the importance of scientific research in postgraduate studies is divided in respect of the following categories: development of professional competence, importance for educational institutions and society. Informants, when revealing the importance of scientific research, mostly emphasised that, first of all, their professional growth was the purpose of scientific research, and only then they mentioned the benefits they gave to educational institutions and society. The content of studies is mostly directed towards development of such abilities as research planning and organisation, processing of research data, quality of carrying out research and distribution of research data, meanwhile the significance of scientific research in professional activities could be explained in terms of such categories as professional competence, quality of activities and continuation of research activities. [.]

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

This article compares the state of the field of Comparative Education in Lithuania with developments internationally. As in most of the countries of the erstwhile Eastern Bloc, the confluence of circumstances in the past decades resulted in Comparative Education being strongly and visibly present in courses taught at pre-graduate and postgraduate levels at universities in Lithuania since 1990. What is absent are research institutes of Comparative Education, also established chairs of Comparative Education, Comparative Education departments and academics exclusively occupied with (teaching and conducting research in) Comparative Education. Comparativists in Lithuania are also not strongly connected with each other and with the international Comparative Education community. While Comparative Education research gets done vigorously and the themes of research are very topical and include equity issues (including gender equity), quality and quality assurance, internationalization of higher education, the societal effects of education (e.g., the effect of education on values, including the political values of students, the effect of education on economic development or on social mobility) and research on the learning of students. Also, the ways of solving conflicts differ in the groups depending on age and sex.

Agricultural land is Lithuania's national property. Agriculture in Lithuania is a priority area which is of great economic, social and environmental significance. On 1 May 2014 the established transitional period of accession of the Republic of Lithuania to the European Union expired, during which the acquisition of agricultural land was restricted to foreign entities. In order to enforce some safeguards on land acquisition and to prevent it from becoming the object of speculations between foreigners and the citizens of the Republic of Lithuania a new amendment to the Provisional Law on the Acquisition of Agricultural Land was introduced. The Provisional Law on the Acquisition of Agricultural Land established additional safeguards which restricted the possibilities of land acquisition not only to the foreign entities but also to the citizens of Lithuania. A person who wants to acquire agricultural land must meet high requirements, have a diploma of agricultural education and be engaged in agricultural activities. It is also requested to fill the purchaser's declaration and get a permit of National Land Service. There are many other requirements which will be analysed in this paper. The question then arises: Do such strict law regulations violate the right of private ownership and freedom of individual economic activity which is established in Article 46 of the Constitution of the Republic of Lithuania? It is important to mention that on 26 March 2015 the European Commission started a legislative procedure against Lithuania because of agricultural land acquisition constraints. The fact that the European Commission started a legislative procedure on its own initiative proves that agricultural land acquisition constraints possibly restrict an individual's freedom of action. The aim of this postgraduate paper is to analyse the ways of agricultural land acquisition, to determine the constraints established in the laws and to answer the question if agricultural land acquisition constraints do not violate the principle of economic freedom.

Agricultural land is Lithuania's national property. Agriculture in Lithuania is a priority area which is of great economic, social and environmental significance. On 1 May 2014 the established transitional period of accession of the Republic of Lithuania to the European Union expired, during which the acquisition of agricultural land was restricted to foreign entities. In order to enforce some safeguards on land acquisition and to prevent it from becoming the object of speculations between foreigners and the citizens of the Republic of Lithuania a new amendment to the Provisional Law on the Acquisition of Agricultural Land was introduced. The Provisional Law on the Acquisition of Agricultural Land established additional safeguards which restricted the possibilities of land acquisition not only to the foreign entities but also to the citizens of Lithuania. A person who wants to acquire agricultural land must meet high requirements, have a diploma of agricultural education and be engaged in agricultural activities. It is also requested to fill the purchaser's declaration and get a permit of National Land Service. There are many other requirements which will be analysed in this paper. The question then arises: Do such strict law regulations violate the right of private ownership and freedom of individual economic activity which is established in Article 46 of the Constitution of the Republic of Lithuania? It is important to mention that on 26 March 2015 the European Commission started a legislative procedure against Lithuania because of agricultural land acquisition constraints. The fact that the European Commission started a legislative procedure on its own initiative proves that agricultural land acquisition constraints possibly restrict an individual's freedom of action. The aim of this postgraduate paper is to analyse the ways of agricultural land acquisition, to determine the constraints established in the laws and to answer the question if agricultural land acquisition constraints do not violate the principle of economic freedom.

Agricultural land is Lithuania's national property. Agriculture in Lithuania is a priority area which is of great economic, social and environmental significance. On 1 May 2014 the established transitional period of accession of the Republic of Lithuania to the European Union expired, during which the acquisition of agricultural land was restricted to foreign entities. In order to enforce some safeguards on land acquisition and to prevent it from becoming the object of speculations between foreigners and the citizens of the Republic of Lithuania a new amendment to the Provisional Law on the Acquisition of Agricultural Land was introduced. The Provisional Law on the Acquisition of Agricultural Land established additional safeguards which restricted the possibilities of land acquisition not only to the foreign entities but also to the citizens of Lithuania. A person who wants to acquire agricultural land must meet high requirements, have a diploma of agricultural education and be engaged in agricultural activities. It is also requested to fill the purchaser's declaration and get a permit of National Land Service. There are many other requirements which will be analysed in this paper. The question then arises: Do such strict law regulations violate the right of private ownership and freedom of individual economic activity which is established in Article 46 of the Constitution of the Republic of Lithuania? It is important to mention that on 26 March 2015 the European Commission started a legislative procedure against Lithuania because of agricultural land acquisition constraints. The fact that the European Commission started a legislative procedure on its own initiative proves that agricultural land acquisition constraints possibly restrict an individual's freedom of action. The aim of this postgraduate paper is to analyse the ways of agricultural land acquisition, to determine the constraints established in the laws and to answer the question if agricultural land acquisition constraints do not violate the principle of economic freedom.