Suchergebnisse

The Law on Minimal and Average Care of the Child of the Republic of Lithuania (in effect since 1 January 2008) established the procedure for provision of minimal and average care for the child having behavioural problems and susceptible to crime. The article analyses activities of school and municipal preventive work groups in implementing the minimal care of the child: the first part of the article provides a description of the concept of minimal care of the child and the responsibilities of implementing institutions; the second part analyses obstacles in implementing the law and envisages possible measures of a more effective activity of preventive work groups in municipalities and schools. ; Įgyvendinant nepilnamečių justicijos programą, 2008 m. sausio 1d. įsigaliojęs Lietuvos Respublikos vaiko minimalios ir vidutinės priežiūros įstatymas (Valstybės žinios. 2007, Nr. 80-3214) įteisino minimalios ir vidutinės priežiūros skyrimo tvarką vaikui, turinčiam elgesio problemų bei linkusiam nusikalsti. Įstatymas nustato vaiko minimalios ir vidutinės priežiūros principus, priemones, šių priemonių skyrimo, pratęsimo, pakeitimo, panaikinimo pagrindus ir tvarką, taip pat vaiko vidutinės priežiūros priemonės taikymo vaikų socializacijos centruose nuostatas. Nors už minimalios priežiūros priemonių įgyvendinimą ir koordinavimą dažniausiai atsakomybė tenka mokyklų specialistams, tačiau teikiamos pagalbos priemonės, pagalbos veiksmingumas nacionaliniu lygiu nėra sistemingai analizuojamas. Straipsnyje nagrinėjama prevencinio darbo grupių veikla mokyklose ir savivaldybėse, įgyvendinant vaiko minimalią priežiūrą: pirmojoje straipsnio dalyje pateikiama vaiko minimalios priežiūros samprata ir ją įgyvendinančių institucijų atsakomybės; antrojoje – analizuojami įstatymo įgyvendinimo trikdžiai bei numatomos galimos priemonės efektyvesnei prevencinio darbo grupių savivaldybėse ir mokyklose veiklai. Straipsnyje remiamasi: socialinių tinklų kūrimo koncepcija (Wijk, Van Den Bosch, Volberda, 2003; Darling- Hammondas, Laughlinas, 1995), iškeliančia socialinių tinklų svarbą kiekvienam ugdymosi proceso dalyviui; sisteminiu požiūriu, kuriuo remiantis asmuo gali vystytis ir tobulėti tik sąveikaudamas su aplinka, esant abipusei priklausomybei ir dermei (Payne, 2000); ekologiniu modeliu, orientuotu skatinti grupių funkcionavimą, organizacines struktūras, socialinį tinklą bei fizinę aplinką (Germain, Gitteman, 1980; Berns, 2009).

The focus on quality gives a possibility for organizations to achieve better operational results. According to various surveys, in order to reach a long-term operational process, the assurance of the quality of operational results and gain strong positions in the market, an organization has to apply one of the most progressive means—quality management, which should become the key goal of the organization. Assurance and improvement of quality in a school of general education is one of the main priorities of the education policy of the Republic of Lithuania. Schools execute the assessment of operational quality by applying various evaluation measures, forms and instruments. One of the most important roles in assuring the quality of an organization is attributed to its leader. Therefore, the authors of the present article analyse school leaders' attitude towards change opportunities and the peculiarities of the evaluation of education services. ; Orientavimasis į kokybę suteikia galimybę organizacijoms pasiekti visapusiškai geresnių veiklos rezultatų. Bendrojo lavinimo mokyklos veiklos kokybės garantavimas ir gerinimas yra vienas iš esminių Lietuvos Respublikos švietimo politikos prioritetų. Mokykla veiklos kokybę įsivertina taikydama pasirinktus vertinimo būdus, formas ir instrumentus. Vienas iš svarbiausių vaidmenų, užtikrinant organizacijos veiklos kokybę, priskiriamas organizacijos vadovui. Todėl straipsnyje pristatomas mokyklos vadovų požiūris į kaitos galimybes mokykloje, išorės pokyčių poveikis veiklai. Tyrimas buvo atliktas dviem etapais. Pirmajame etape, siekiant ištirti mokyklos vadovų vaidmenį mokyklos kaitos procese, atlikta anketinė (atviri klausimai) mokyklos vadovų apklausa. Atrajame tyrimo etape, siekiant aptarti kaitos galimybes mokykloje, struktūruoto interviu metodu apklausta 16 ekspertų. Nustatyta, kad pagrindinės problemos, su kuriomis kaitos procese susiduria mokyklos, yra menka mokytojų motyvacija dalyvauti švietimo įstaigos valdyme, nepakankamas švietimo įstaigų finansavimas, susijęs su steigėjo netinkamu finansų planavimu. Mokytojų pasyvumas siejamas su pedagogų motyvacijos ir kompetencijų stoka, laiko stygiumi. Siekiant efektyvios švietimo institucijos veiklos, svarbu inicijuoti pokyčius, juos valdyti, atpažinti pasipriešinimo pokyčiams reiškinius. Darbo sąlygos pokyčiams įgyvendinti mokykloje yra daugiau nepalankios nei palankios.

To analyse teachers' experience in applying information communication technologies (from now on referred to as ICT) during the study process. Methodology: The analysis is based on a qualitative research methodology determined by the novelty of the problem under analysis. Six teachers of the University X (faculty Y) participating in the study were selected by applying a random sampling procedure and were interviewed by using the semi-structured interviews. Results: The research revealed that the use of ICT in the study process is still fragmented due to the lack of the teachers` ICT competence and to teaching priority given to direct communication. Because of the lack of higher level competence in ICT necessary for the efficient use of ICT tools in the study process, teachers as a rule resort to limited opportunities to increase the attractiveness of the process. Research limitations: in order to theoretically and empirically validate ICT application possibilities in the study process, teachers of one faculty of one university have been interviewed. In view of this, the conclusions cannot be extended to all teachers. Practical significance: the research revealed problems faced by the university teachers in applying ICT during the study process. Identification of problems will facilitate a more efficient use of ICT in the study process, as well as the development of teachers' qualification. Originality and value: the research provided more information on teachers` competence in using ICT.

Rapidly changing economic, social and political conditions, the penetration of new technologies also requires a completely different type of the university lecturers who are innovation-friendly. They must have relevant knowledge and combine didactic technologies and information and communication technologies in order that they would be able to give students an opportunity to study in an innovative and effective way. Taking into consideration that the study process is always based on a certain technology and paying attention to the shift of education paradigms, it can be established that, in the modern study process, it is extremely important to realise precisely today's educational objectives and principles which assist in implementing up-to-date educational technologies. The study is aimed at establishing what most important factors of the application of educational technologies in the process of modern studies are. The study is based on a quantitative research methodology the choice of which was determined by the newness of the analyzed problem. The study shows that the objectives of a subject of studies are always discussed with students, the latter also have an opportunity to set their own individual study objectives, they are continuously kept informed why they study concrete knowledge and what it will be needed for in the future. The creation of an environment favourable to studies is also proved by the fact that the opportunity is given to students to combine the content of their studies of a subject with their own personal experience, interests. The study process is dominated by the study process of the active creation and construction of knowledge.

This book presents the comprehensive investigation of critical thinking in higher education from the perspectives of the study and labor market. It looks for an answer to the vibrant question of what and to whom critical thinking is. The study brings together findings from systematic literature review, analysis of descriptions of higher education study programs and study subjects, phenomenographical research and survey and supplements the existing perceptions of critical thinking with novel data-driven insights. The book reveals how critical thinking manifests itself in the contexts of higher education and the labor market and advocates for the significance of the critical thinking at personal, interpersonal, and social levels.