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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.

The article highlights the importance of entrepreneurship education in a modern day educational institution. Strategic documents of the EU invite the educational institutions to cooperate more actively with the business world in order to have the best quality entrepreneurship education. So the main aim of the research is to determine the concept of entrepreneurship shared by teachers and businessmen. Firstly, the concept of entrepreneurship and its development is reviewed, taking into account the legislations and scientist observations. The second part of the article presents the similarities and differences on the concept of entrepreneurship from the point of view of teachers and businessmen. These differences can suggest what relevant aspects, indicated by the representatives of the business world, could be included into the process of organization of the entrepreneurship education and to improve.

The article presents the results of a quantitative study. The aim of the article is to identify the factors motivating teachers of the Vilnius City Municipality to work. The questionnaire survey of Vilnius city teachers was conducted in April-May, 2020, using the electronic survey tool Qualtrics. Employees of the Vilnius City Municipality Administration distributed the link to the questionnaire to all teachers of the Vilnius city schools by e-mail. 1660 respondents started the questionnaire on this electronic platform, but after eliminating the incomplete questionnaires, a database of 873 respondents who answered all the questions of the questionnaire was created. The survey of teachers of Vilnius city educational institutions has shown that teachers are most motivated by the improvement of teachers' working conditions at school and the reduction of direct control as well as by personal recognition and ensuring favourable opportunities for professional development.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]