Suchergebnisse

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).