An analysis of Lithuanian legislation has shown that documents regulating the development of teachers' qualifications provides the teacher with an opportunity to improve personal, institutional and national educational needs for development, and defines requirements for educators and qualification development opportunities. However, research conducted in Lithuania shows that this process is frequently characterised as fragmentary, and that it lacks research on the needs of the development and planning of teachers' qualifications, the connection with the educational process, and its practical application. In the meantime, teachers commonly disregarding the significance of the subsidiarity principle to the effectiveness of the development of teachers' qualifications desire direct cooperation and the coordination of the need for the development of personal qualifications with the andragogue organiser, while ignoring the people responsible for it in educational institutions. The perception that the andragogue organiser's activities must be designed taking into account not only the personal expectations of teachers but also the objectives and priorities of educational institutions and of the development of teachers' qualifications raises a scientific issue: what type of andragogue organiser's activity is effective for achieving the main goals (quality) in the development of teachers' qualifications? The qualitative research conducted revealed the andragogue organiser's role and the effectiveness of the activity and direction of improvement with respect to the performed functions, activity areas and competences, and justified the fundamental principles of the development of teachers' qualifications. In the practical approach, empirical data presented in this article can be significant in: 1) seeking the effectiveness and improvement of activity of the andragogue organising teachers' qualification development services in the Klaipėda district; 2) identifying the roles and responsibilities of the participants' process in ensuring its quality.
An analysis of Lithuanian legislation has shown that documents regulating the development of teachers' qualifications provides the teacher with an opportunity to improve personal, institutional and national educational needs for development, and defines requirements for educators and qualification development opportunities. However, research conducted in Lithuania shows that this process is frequently characterised as fragmentary, and that it lacks research on the needs of the development and planning of teachers' qualifications, the connection with the educational process, and its practical application. In the meantime, teachers commonly disregarding the significance of the subsidiarity principle to the effectiveness of the development of teachers' qualifications desire direct cooperation and the coordination of the need for the development of personal qualifications with the andragogue organiser, while ignoring the people responsible for it in educational institutions. The perception that the andragogue organiser's activities must be designed taking into account not only the personal expectations of teachers but also the objectives and priorities of educational institutions and of the development of teachers' qualifications raises a scientific issue: what type of andragogue organiser's activity is effective for achieving the main goals (quality) in the development of teachers' qualifications? The qualitative research conducted revealed the andragogue organiser's role and the effectiveness of the activity and direction of improvement with respect to the performed functions, activity areas and competences, and justified the fundamental principles of the development of teachers' qualifications. In the practical approach, empirical data presented in this article can be significant in: 1) seeking the effectiveness and improvement of activity of the andragogue organising teachers' qualification development services in the Klaipėda district; 2) identifying the roles and responsibilities of the participants' process in ensuring its quality.
The article discusses the problem of pedagogues training revealing traditional factors and factors influencing alternation. In accordance with the analysis of documents regulating education, scolars' works and research data we ascertained that Lithuanian education, school, educator sought to be devoted to the founding values of humanism and democracy at all times. During the mankind evolution it was recognized that the shortest way to effect man's conscious, values and world's outlook is with the purposeful impact of the educational process. Every social system first of all wants to entrench in the education, school. Fullanas M., theoretician of education alternation, proposes that pedagogues training provisions may have crucial impact not only upon education, but also upon XXI century's society in stimulating or blocking its development. The aim of this work – to reveal the problems of historically emerged traditions and factors influencing alternation in pedagogues training. Tasks: 1. To justify the significance of pedagogues phenomena for the society's alternation. 2. To reveal requirements for the pedagogues training: traditional factors and factors influencing alternation. Research methods: historical – descriptive, modeling, abstraction and summation. Summing up the scientific and pedagogical heritage studies, reflecting pedagogical and academic work experience, such conclusions can be drawn: • In the alteration of educational systems pedagogues are recognized as the main factors of education changes and mediators of society development processes. • Every generation of pedagogues are trained in the educational reality determined by existing sociocultural, economic, political and other values, wherein two groups fo pedagogue's role are pronounced: traditional and responding alternation processes.
The article discusses the problem of pedagogues training revealing traditional factors and factors influencing alternation. In accordance with the analysis of documents regulating education, scolars' works and research data we ascertained that Lithuanian education, school, educator sought to be devoted to the founding values of humanism and democracy at all times. During the mankind evolution it was recognized that the shortest way to effect man's conscious, values and world's outlook is with the purposeful impact of the educational process. Every social system first of all wants to entrench in the education, school. Fullanas M., theoretician of education alternation, proposes that pedagogues training provisions may have crucial impact not only upon education, but also upon XXI century's society in stimulating or blocking its development. The aim of this work – to reveal the problems of historically emerged traditions and factors influencing alternation in pedagogues training. Tasks: 1. To justify the significance of pedagogues phenomena for the society's alternation. 2. To reveal requirements for the pedagogues training: traditional factors and factors influencing alternation. Research methods: historical – descriptive, modeling, abstraction and summation. Summing up the scientific and pedagogical heritage studies, reflecting pedagogical and academic work experience, such conclusions can be drawn: • In the alteration of educational systems pedagogues are recognized as the main factors of education changes and mediators of society development processes. • Every generation of pedagogues are trained in the educational reality determined by existing sociocultural, economic, political and other values, wherein two groups fo pedagogue's role are pronounced: traditional and responding alternation processes.
The article "Perception of the progress announced by general education schools: a community approach" presents School's progress and its dissemination from the viewpoint of general education school community. Thus, for almost three decades, Lithuania has been developing its own educational system after the Restoration of its Independence. The Restoration of the Independent State of Lithuania on March 11, 1990, prompted a systemic reform of all areas of education. This transformation of education in Lithuania was stimulated by internal (factors that existed in the system of education itself) and sociocultural (factors from other socio-cultural areas of life). According to the national rapports Lithuanian education had to model and develop a new concept of education goals, objectives, structures, curriculum, methods, strategies, which Western European countries had been developing for decades, constantly changing, refining, reforming. The article addresses the scientific problem that the There is a lack of research, concerning the general education school community's approach towards student›s education results, as a significant sign of progress. National goal for 2020 is that all general education schools would announce their progress report but according to studies changes are too slow. This is why aim of research is to analyze general education school community attitude to school's progress announcements. The object of the research is the attitude of general education school communities to the announcement of school progress 2018 m. The current study (Perception of the progress announced by general education schools: a community approach) is development (described in more detail) part of the research "The Conception of School Community of General Education School Progress in terms of the Good School Concept" (from V. Targamadzė, G. Žibėnienė and J. Česnavičienė). The article presents a quality research – a interview performed in 2018, which involved representatives of general education school management and teachers, as well as 7-12 grade gymnasium students and their parents. With the help of purposeful sampling there were chosen comprehensive schools that delegated one parent each who had a child studying in grades 7-12 and were acquainted with the school activities. The criteria applied for the selection of comprehensive schools were as follows: comprehensive schools had to be from different regions of the country: schools in a city; schools in a big town; schools in a town and in a village; comprehensive schools according to different founders: state and public institutions. When analyzing the perception of the progress announced by general education schools, we must remember, the fact that a school is an organization operating in a complex and changing social environment and involving many different society groups, such as school administration, teachers, students, parents and other society. Based on the idea already found in the Good School Concept (2015) that the education in Lithuania is founded on close collaboration between the family, school and society. The research methods were used: analysis of academic literature and educational documents, structured interviews. To analyze the interview, the content analysis was adapted, (Bitinas, Rupšienė, Žydžiūnaitė, 2008,) which allowed to make conclusions based on the analyzed text. The qualitative content analysis was used to analyze the interview data, which allowed to draw conclusions based on the analyzed text. This method of analysis was based on systematic analytical steps: multiple readings of records, systematic interpretation of distinguished categories and subcategories and their justification based on the evidence from the transcribed texts – the confirmatory statements. According to the qualitative research methodology, the confirmatory statements are extracts from answers provided by the participants which cannot be changed by the researcher; therefore, they are quoted exactly as given by the participants. The initial interview data was handled in such a way as to ensure that it was impossible to identify the persons involved in the study. The research was organized, data analysis was carried out and presented based on the principles of qualitative research ethics: insuring the respect for individual privacy, confidentiality and anonymity, with goodwill and justice. While analyzing legal documents concerning education, it was revealed that there is no clear obligation for general education schools to publish the progress of their schools. Legislation (Good School Concept, 2015; State Strategy for Education 2013–2022) identifies the announcement of the progress of general education schools as an aspiration to achieve educational progress as one of the features of a modern, good school.
The article "Perception of the progress announced by general education schools: a community approach" presents School's progress and its dissemination from the viewpoint of general education school community. Thus, for almost three decades, Lithuania has been developing its own educational system after the Restoration of its Independence. The Restoration of the Independent State of Lithuania on March 11, 1990, prompted a systemic reform of all areas of education. This transformation of education in Lithuania was stimulated by internal (factors that existed in the system of education itself) and sociocultural (factors from other socio-cultural areas of life). According to the national rapports Lithuanian education had to model and develop a new concept of education goals, objectives, structures, curriculum, methods, strategies, which Western European countries had been developing for decades, constantly changing, refining, reforming. The article addresses the scientific problem that the There is a lack of research, concerning the general education school community's approach towards student›s education results, as a significant sign of progress. National goal for 2020 is that all general education schools would announce their progress report but according to studies changes are too slow. This is why aim of research is to analyze general education school community attitude to school's progress announcements. The object of the research is the attitude of general education school communities to the announcement of school progress 2018 m. The current study (Perception of the progress announced by general education schools: a community approach) is development (described in more detail) part of the research "The Conception of School Community of General Education School Progress in terms of the Good School Concept" (from V. Targamadzė, G. Žibėnienė and J. Česnavičienė). The article presents a quality research – a interview performed in 2018, which involved representatives of general education school management and teachers, as well as 7-12 grade gymnasium students and their parents. With the help of purposeful sampling there were chosen comprehensive schools that delegated one parent each who had a child studying in grades 7-12 and were acquainted with the school activities. The criteria applied for the selection of comprehensive schools were as follows: comprehensive schools had to be from different regions of the country: schools in a city; schools in a big town; schools in a town and in a village; comprehensive schools according to different founders: state and public institutions. When analyzing the perception of the progress announced by general education schools, we must remember, the fact that a school is an organization operating in a complex and changing social environment and involving many different society groups, such as school administration, teachers, students, parents and other society. Based on the idea already found in the Good School Concept (2015) that the education in Lithuania is founded on close collaboration between the family, school and society. The research methods were used: analysis of academic literature and educational documents, structured interviews. To analyze the interview, the content analysis was adapted, (Bitinas, Rupšienė, Žydžiūnaitė, 2008,) which allowed to make conclusions based on the analyzed text. The qualitative content analysis was used to analyze the interview data, which allowed to draw conclusions based on the analyzed text. This method of analysis was based on systematic analytical steps: multiple readings of records, systematic interpretation of distinguished categories and subcategories and their justification based on the evidence from the transcribed texts – the confirmatory statements. According to the qualitative research methodology, the confirmatory statements are extracts from answers provided by the participants which cannot be changed by the researcher; therefore, they are quoted exactly as given by the participants. The initial interview data was handled in such a way as to ensure that it was impossible to identify the persons involved in the study. The research was organized, data analysis was carried out and presented based on the principles of qualitative research ethics: insuring the respect for individual privacy, confidentiality and anonymity, with goodwill and justice. While analyzing legal documents concerning education, it was revealed that there is no clear obligation for general education schools to publish the progress of their schools. Legislation (Good School Concept, 2015; State Strategy for Education 2013–2022) identifies the announcement of the progress of general education schools as an aspiration to achieve educational progress as one of the features of a modern, good school.
Aim of study – to explore the school's activities director, enabling teachers to leadership. 1. School head teacher leadership enables activities cover five main areas: hiring and firing execution of the strategic plan and annual performance development, financial resources, time and rational human resource development, democratic principles based school management; 2. School director activity enables teachers to leadership manifests itself most private teacher improvement, caring for aesthetic environment, good climate of psychological support, successful adaptation, at least the head of school activities enables teachers to leadership manifests itself in the organization of the training. 3. The evaluation of N school head teachers and teachers' attitudes towards the leadership it became clear that the Head of School is the school leader and encourages teachers to lead (72.5%).
Aim of study – to explore the school's activities director, enabling teachers to leadership. 1. School head teacher leadership enables activities cover five main areas: hiring and firing execution of the strategic plan and annual performance development, financial resources, time and rational human resource development, democratic principles based school management; 2. School director activity enables teachers to leadership manifests itself most private teacher improvement, caring for aesthetic environment, good climate of psychological support, successful adaptation, at least the head of school activities enables teachers to leadership manifests itself in the organization of the training. 3. The evaluation of N school head teachers and teachers' attitudes towards the leadership it became clear that the Head of School is the school leader and encourages teachers to lead (72.5%).
Aim of study – to explore the school's activities director, enabling teachers to leadership. 1. School head teacher leadership enables activities cover five main areas: hiring and firing execution of the strategic plan and annual performance development, financial resources, time and rational human resource development, democratic principles based school management; 2. School director activity enables teachers to leadership manifests itself most private teacher improvement, caring for aesthetic environment, good climate of psychological support, successful adaptation, at least the head of school activities enables teachers to leadership manifests itself in the organization of the training. 3. The evaluation of N school head teachers and teachers' attitudes towards the leadership it became clear that the Head of School is the school leader and encourages teachers to lead (72.5%).
Aim of study – to explore the school's activities director, enabling teachers to leadership. 1. School head teacher leadership enables activities cover five main areas: hiring and firing execution of the strategic plan and annual performance development, financial resources, time and rational human resource development, democratic principles based school management; 2. School director activity enables teachers to leadership manifests itself most private teacher improvement, caring for aesthetic environment, good climate of psychological support, successful adaptation, at least the head of school activities enables teachers to leadership manifests itself in the organization of the training. 3. The evaluation of N school head teachers and teachers' attitudes towards the leadership it became clear that the Head of School is the school leader and encourages teachers to lead (72.5%).
The clear finance and rational use of human resources are two mechanisms used by local government, which concerning for educational institutions workers in Lithuania. Human resource level reflect and the level of salary in educational institutions. Recently subsidiaries for this area from state budget are too small and causes dissatisfaction with salaries level or it's calculating system for educational institutions workers. Improvement possibilities of payment system for teachers and it's value is widely considering problem. The current situation in Lithuania allows to say that improvement of payment system for teachers is not less important than before, that is why so important to analyses all prospects and directions to improve teacher's payment systems. The object of paper – payment systems of the teachers in the general education schools (elementary, primary, secondary school and gymnasium). The goal of the paper – to analyse educational funding model in Lithuania, to explore payment systems of the teachers in the general education schools and provide a guidelines for this system improvement. The main tasks of the paper: 1) to perform a general analysis of recent education funding system with evaluation of main funding principle "money with pupil" and analyze the system of teacher's payment; 2) to get a guidelines of teachers attitude to payment system and it's differentiation ratio; 3) to prepare a packet of tools and proposals for teacher's payment system improvement. The paper contains of 3 chapters. In a first chapter was made a general analysis of funding for educational system, explored teacher's payment system. In a middle one was revealed the results of research. Third part of paper is dedicated for improvement of teacher's payment system in Lithuania, represent possible a new elements for current model of payment system. There are following conclusions, which were made under research: 1) Payment for teachers depends on political will. Recently government funds are not adequate to teachers expectations and cause their dissatisfaction in low salaries and incorrect calculating system. 2) Teachers are informed about current payment system to low. 3) Teachers' payment system effectiveness in Lithuania depends on proportion of salary differentiation. The study found that teachers have one-fifth more working hours then could be paid according to regulation of teachers' job.
The clear finance and rational use of human resources are two mechanisms used by local government, which concerning for educational institutions workers in Lithuania. Human resource level reflect and the level of salary in educational institutions. Recently subsidiaries for this area from state budget are too small and causes dissatisfaction with salaries level or it's calculating system for educational institutions workers. Improvement possibilities of payment system for teachers and it's value is widely considering problem. The current situation in Lithuania allows to say that improvement of payment system for teachers is not less important than before, that is why so important to analyses all prospects and directions to improve teacher's payment systems. The object of paper – payment systems of the teachers in the general education schools (elementary, primary, secondary school and gymnasium). The goal of the paper – to analyse educational funding model in Lithuania, to explore payment systems of the teachers in the general education schools and provide a guidelines for this system improvement. The main tasks of the paper: 1) to perform a general analysis of recent education funding system with evaluation of main funding principle "money with pupil" and analyze the system of teacher's payment; 2) to get a guidelines of teachers attitude to payment system and it's differentiation ratio; 3) to prepare a packet of tools and proposals for teacher's payment system improvement. The paper contains of 3 chapters. In a first chapter was made a general analysis of funding for educational system, explored teacher's payment system. In a middle one was revealed the results of research. Third part of paper is dedicated for improvement of teacher's payment system in Lithuania, represent possible a new elements for current model of payment system. There are following conclusions, which were made under research: 1) Payment for teachers depends on political will. Recently government funds are not adequate to teachers expectations and cause their dissatisfaction in low salaries and incorrect calculating system. 2) Teachers are informed about current payment system to low. 3) Teachers' payment system effectiveness in Lithuania depends on proportion of salary differentiation. The study found that teachers have one-fifth more working hours then could be paid according to regulation of teachers' job.
Vilnius University has been the preeminent high school of The Grand Duchy of Lithuania for several centuries, spreading its influence across different areas of public life – religion, politics, culture. This article analyzes the influence of the Vilnius Alma Mater on the development of the Order of Saint Basil the Great (which had operated between 1617–1839). To that end, three aspects, revealing the connections of the two establishments, are distinguished: Basilians as university students, Basilians as university professors, and Basilians as university partners in the field of education. The research indicates that over a hundred young Basilians were studying in Vilnius University between 1617 and 1832. The members of the Basilian Order constituted a significant group of monk students from the mid-18th to the early 19th centuries. Cooperation in administering secondary schools yielded mutual benefits for both Vilnius University, which supervised the Vilnius educational district in 1803–1832, and the Basilian Order. The Order secured maintenance and provided support for a certain part of the Vilnius educational district schools, while the University became the protector and representative of the Order's interests in Russian governmental institutions. The employment of Basilian lecturers (professors and vice-professors) at Vilnius University indicates the public recognition of the Order.
Vilnius University has been the preeminent high school of The Grand Duchy of Lithuania for several centuries, spreading its influence across different areas of public life – religion, politics, culture. This article analyzes the influence of the Vilnius Alma Mater on the development of the Order of Saint Basil the Great (which had operated between 1617–1839). To that end, three aspects, revealing the connections of the two establishments, are distinguished: Basilians as university students, Basilians as university professors, and Basilians as university partners in the field of education. The research indicates that over a hundred young Basilians were studying in Vilnius University between 1617 and 1832. The members of the Basilian Order constituted a significant group of monk students from the mid-18th to the early 19th centuries. Cooperation in administering secondary schools yielded mutual benefits for both Vilnius University, which supervised the Vilnius educational district in 1803–1832, and the Basilian Order. The Order secured maintenance and provided support for a certain part of the Vilnius educational district schools, while the University became the protector and representative of the Order's interests in Russian governmental institutions. The employment of Basilian lecturers (professors and vice-professors) at Vilnius University indicates the public recognition of the Order.
Vilnius University has been the preeminent high school of The Grand Duchy of Lithuania for several centuries, spreading its influence across different areas of public life – religion, politics, culture. This article analyzes the influence of the Vilnius Alma Mater on the development of the Order of Saint Basil the Great (which had operated between 1617–1839). To that end, three aspects, revealing the connections of the two establishments, are distinguished: Basilians as university students, Basilians as university professors, and Basilians as university partners in the field of education. The research indicates that over a hundred young Basilians were studying in Vilnius University between 1617 and 1832. The members of the Basilian Order constituted a significant group of monk students from the mid-18th to the early 19th centuries. Cooperation in administering secondary schools yielded mutual benefits for both Vilnius University, which supervised the Vilnius educational district in 1803–1832, and the Basilian Order. The Order secured maintenance and provided support for a certain part of the Vilnius educational district schools, while the University became the protector and representative of the Order's interests in Russian governmental institutions. The employment of Basilian lecturers (professors and vice-professors) at Vilnius University indicates the public recognition of the Order.
