Suchergebnisse

This paper aims to investigate the effects of various fiscal policy measures for small and open economies by analysing the implications of fiscal shocks in the Baltic countries based on data for the period from 1995 to 2018. For this purpose, we have chosen structural VAR estimation methods following Blanchard, O., & Perotti, R. (2002). An Empirical Characterization of the Dynamic Effects of Changes in Government Spending and Taxes on Output. The Quarterly Journal of Economics, 117(4), 1329–1368, approach and relied on local projections for robustness checks. We find that the impact on growth of direct taxes, government consumption and public investment is strong and persistent in the analysed cases. Although the responses of FDI to fiscal shocks are less consistent as compared to output, in most cases, we get strong and persistent negative reactions in FDI to increasing tax burden.

This paper aims to investigate the effects of various fiscal policy measures for small and open economies by analysing the implications of fiscal shocks in the Baltic countries based on data for the period from 1995 to 2018. For this purpose, we have chosen structural VAR estimation methods following Blanchard, O., & Perotti, R. (2002). An Empirical Characterization of the Dynamic Effects of Changes in Government Spending and Taxes on Output. The Quarterly Journal of Economics, 117(4), 1329–1368, approach and relied on local projections for robustness checks. We find that the impact on growth of direct taxes, government consumption and public investment is strong and persistent in the analysed cases. Although the responses of FDI to fiscal shocks are less consistent as compared to output, in most cases, we get strong and persistent negative reactions in FDI to increasing tax burden.

Currently the world is threatened by a global COVID-19 pandemic and it has induced crisis creating a lot of disruptions in the healthcare system, social life and economy. In this article we present the analysis of COVID-19 situation in Lithuania and it's municipalities taking into consideration the effect of non-pharmaceutical interventions on the reproduction number. We have analysed the period from 20/03/2020 to 20/06/2021 covering two quarantines applied in Lithuania. We calculated the reproduction number using the incidence data provided by State Data Governance Information System, while the information for applied non-pharmaceutical interventions was extracted from Oxford COVID-19 Government Response Tracker and the COVID-19 website of Government of the Republic of Lithuania. The positive effect of applied non-pharmaceutical interventions on reproduction number was observed when internal movement ban was applied in 16/12/2020 during the second quarantine in Lithuania. ; Šiuo metu pasaulyje karaliauja COVID-19 pandemija, kuri sukėlė krizę sveikatos apsaugos srityje, taip pat ir socialiniame gyvenime bei ekonomikoje. Šiame straipsnyje pateikiame COVID-19 situacijos Lietuvoje ir atskirose jos savivaldybėse analizę, kurioje analizuojame nemedikamentinių intervencinių priemonių poveikį reprodukcijos skaičiui. Analizuotas laikotarpis nuo 2020-03-20 iki 2021-06-20, kurio metu buvo įvesti du karantino periodai. Reprodukcijos skaičius buvo apskaičiuotas naudojant Valstybės duomenų valdysenos informacinės sistemos pateikiamą naujų COVID-19 atvejų skaičių, tuo tarpu nemedikamentinių priemonių taikymo informacijai naudotas Oxford COVID-19 Government Response Tracker pateikiamas duomenų rinkinys Lietuvai bei Lietuvos Respublikos Vyriausybės COVID-19 tinklalapis. Teigiamas pritaikytų nemedikamentinių intervencijos priemonių efektas pastebėtas pritaikius vidinio judėjimo ribojimą visoje šalyje 2020-12-16 antrojo karantino metu.

Currently the world is threatened by a global COVID-19 pandemic and it has induced crisis creating a lot of disruptions in the healthcare system, social life and economy. In this article we present the analysis of COVID-19 situation in Lithuania and it's municipalities taking into consideration the effect of non-pharmaceutical interventions on the reproduction number. We have analysed the period from 20/03/2020 to 20/06/2021 co\-vering two quarantines applied in Lithuania. We calculated the reproduction number using the incidence data provided by State Data Governance Information System, while the information for applied non-pharmaceutical interventions was extracted from Oxford COVID-19 Government Response Tracker and the COVID-19 website of Government of the Republic of Lithuania. The positive effect of applied non-pharmaceutical interventions on reproduction number was observed when internal movement ban was applied in 16/12/2020 during the second quarantine in Lithuania.

Currently the world is threatened by a global COVID-19 pandemic and it has induced crisis creating a lot of disruptions in the healthcare system, social life and economy. In this article we present the analysis of COVID-19 situation in Lithuania and it's municipalities taking into consideration the effect of non-pharmaceutical interventions on the reproduction number. We have analysed the period from 20/03/2020 to 20/06/2021 co\-vering two quarantines applied in Lithuania. We calculated the reproduction number using the incidence data provided by State Data Governance Information System, while the information for applied non-pharmaceutical interventions was extracted from Oxford COVID-19 Government Response Tracker and the COVID-19 website of Government of the Republic of Lithuania. The positive effect of applied non-pharmaceutical interventions on reproduction number was observed when internal movement ban was applied in 16/12/2020 during the second quarantine in Lithuania.

This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational "regime," or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and cultural status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate "educational regime."

Education is one of keystones that guarantees well-being of a country, therefore the understanding about the education system status might be crucial. It motivates to measure the state of the education system, to understand its determinants and to monitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment of the state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient to monitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of the education system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using the latter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, and compare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three "old" EU member states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as an example of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD, and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis for the construction of indices. We have found that the differences between composite indicators, constructed by the simple weighted additive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators by almost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education system is different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is no time lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the other countries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group.

Education is one of keystones that guarantees well-being of a country, therefore the understanding about the education system status might be crucial. It motivates to measure the state of the education system, to understand its determinants and to monitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment of the state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient to monitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of the education system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using the latter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, and compare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three "old" EU member states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as an example of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD, and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis for the construction of indices. We have found that the differences between composite indicators, constructed by the simple weighted additive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators by almost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education system is different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is no time lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the other countries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group.

Education is one of keystones that guarantees well-being of a country, therefore the understanding about the educationsystem status might be crucial. It motivates to measure the state of the education system, to understand its determinants and tomonitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment ofthe state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient tomonitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of theeducation system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using thelatter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, andcompare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three "old" EUmember states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as anexample of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD,and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis forthe construction of indices. We have found that the differences between composite indicators, constructed by the simple weightedadditive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators byalmost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education systemis different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is notime lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the othercountries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group. ; Švietimas yra vienas pagrindinių veiksnių, užtikrinančių šalies gerovę, todėl svarbu suprastišvietimo sistemos būklę. Todėl svarbu išmatuoti švietimo sistemos būklę, suprasti ją lemiančius veiksnius beistebėti kaitą laike, tai leistų įgyvendinti duomenimis grįstą švietimo politiką. Švietimo sistemos būklėsišmatavimas ir įvertinimas yra sudėtingas uždavinys, nes švietimui kaip daugialypiam reiškiniui stebėti ir vertintinepakanka pavienių švietimo sistemos rodiklių analizės. Siekiant visuminio ir apibendrinto švietimo sistemosvertinimo buvo pasirinkta skaičiuoti sudėtinius rodiklius – švietimo išteklių ir rezultatų indeksus, kuriais busįvertinta švietimo sistemos išteklių ir rezultatų būklė, pristatyti būseną lemiantys veiksniai bei palyginta laike irkitų šalių kontekste. Indeksai apskaičiuoti Baltijos ir trims "senosioms" ES šalims: Jungtinei Karalystei, kuriatstovauja anglosaksišką liberalųjį švietimo modelį, Vokietijai kaip kontinentinio-korporatyvistinio modelioatstovei ir Suomijai, skandinaviškojo socialdemokratinio modelio pavyzdys. Analizei panaudoti 2002–2014 m.viešai prieinami rodikliai iš Eurostato, OECD ir IEA duomenų bazių. Sudėtiniams indeksams skaičiuoti buvopritaikyti vienodi ir pagrindinių komponenčių analizės svoriai; atliktas tiesinis agregavimas. Gauta, kadskirtumas tarp vienodų svorių priskyrimo ir svorių priskyrimo, taikant pagrindinių komponenčių analizę, yramažas. Rezultatų indeksų dinamikai laike rodiklių kiekio padidinimas beveik dviem trečdaliais įtakos neturi.Atlikus švietimo išteklių ir rezultatų indeksų sąveikos laike analizę, gauta, jog švietimo sistemų inertiškumas yraskirtingas: Baltijos šalyse rezultatai sureaguoja į išteklių pasikeitimus po 2–4 m., o Vokietijoje ir JungtinėjeKaralystėje – tais pačiais ar kitais metais. Suomijos rezultatai, palyginti su kitomis nagrinėtomis šalimis, kitokie.Baltijos šalių indeksų dinamika – panaši, galimai sudaranti atskirą grupę.

Education is one of keystones that guarantees well-being of a country, therefore the understanding about the education system status might be crucial. It motivates to measure the state of the education system, to understand its determinants and to monitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment of the state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient to monitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of the education system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using the latter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, and compare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three "old" EU member states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as an example of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD, and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis for the construction of indices. We have found that the differences between composite indicators, constructed by the simple weighted additive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators by almost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education system is different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is no time lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the other countries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group.

Education is one of keystones that guarantees well-being of a country, therefore the understanding about the education system status might be crucial. It motivates to measure the state of the education system, to understand its determinants and to monitor changes over time that would allow the implementation of evidence-based education policy. Measurement and assessment of the state of the education system is a complex task, as the analysis of individual indicators of the educational system is insufficient to monitor and evaluate education as a multidimensional phenomenon. To achieve a comprehensive and generalized assessment of the education system, we have chosen to calculate the composite indicators, namely, indicators of resources and outcomes. Using the latter indicators we evaluate state of resources and output of the educational system, understand the factors, determining the state, and compare it over time and in the context of other countries. Indices were calculated for the Baltic countries and three "old" EU member states: UK representing the Anglo-Saxon liberal model, Germany for the Continental corporatist model and Finland as an example of the Scandinavian model. For the analysis we used 2002-2014 annual publicly available data from EUROSTAT, OECD, and IEA databases. We have employed a simple weighted additive method with equal weights and principal components analysis for the construction of indices. We have found that the differences between composite indicators, constructed by the simple weighted additive method with equal and principal components analysis weights, are limited. The increase in the number of sub-indicators by almost two-thirds does not affect dynamics of the output indices over time. We have established that inertia of the education system is different for the countries: the impact of the output on the results is observed with 2–4 year lag for the Baltic States, as there is no time lag or there is a one year lag for Germany and the United Kingdom. Finland's results are different as compared with the other countries examined. The dynamics of the Baltic indices is similar and possibly constitutes a separate group.

This paper discusses the problem of educational quality. The definition of quality is very broad; therefore, it is more convenient to use the term "educational effectiveness". Effectiveness can be measured by choosing quantitative indicators that should reflect the level of student achievement as well as equity. It is also important to measure educational efficiency– the output in relation to the input. The current review presents key findings of research conducted in the domain of educational effectiveness and efficiency. The main conclusion of the research paper is that the currently existing mythology of educational quality should be replaced by evidence-based education policy. ; Straipsnyje nagrinėjama švietimo kokybės problema. Kadangi kokybės sąvoka yra labai plati, tikslingiau kalbėti ne apie švietimo kokybę, bet apie švietimo efektyvumą. Švietimo efektyvumą galima išmatuoti, pasirinkus kiekybinius rodiklius, kurie atspindėtų ne tik mokinių pasiekimus, bet ir pasiektą socialinio teisingumo lygį. Svarbu įvertinti ir tai, su kokiais ištekliais šie rodikliai buvo pasiekti, t. y. švietimo sistemos našumą. Apžvalgoje pateikiami svarbiausi švietimo efektyvumo ir našumo tyrimų rezultatai. Pagrindinė straipsnio išvada – šiuo metu vyraujančius mitus apie švietimo kokybę reikia keisti duomenimis grįsta švietimo politika.

This article deals with the problem of the multiplicity of educational goals and their reduction into measurable indicators. The paper debates whether an increasingly predominant student performance-centered approach, which is mainly limited to PISA findings, is a manifestation of a changing global educational paradigm what concept of educational purposes prevails in today's world; whether the global universal goals of education can be considered; what vision for the future of education is being projected by international organizations, which strongly influence education policy; how the reduction of educational goals into performance indicators is reflected in Lithuanian education policy.

This article deals with the problem of the multiplicity of educational goals and their reduction into measurable indicators. The paper debates whether an increasingly predominant student performance-centered approach, which is mainly limited to PISA findings, is a manifestation of a changing global educational paradigm; what concept of educational purposes prevails in today's world; wh ; Straipsnyje nagrinėjama švietimo tikslų daugialypiškumo ir jų redukavimo į išmatuojamus rodiklius problema. Aptariami klausimai, ar vis labiau įsivyraujanti orientacija vien tik į mokinių mokymosi pasiekimus, dažniausiai apsiribojant PISA tyrimo duomenimis, yra kintamo globalaus požiūrio į švietimo daugialypiškumą išraiška; kokia švietimo paskirties samprata vyrauja šiandieniame pasaulyje; ar galima kalbėti apie universalius globalaus švietimo tikslus; kokią ateities švietimo viziją projektuoja didžiausią įtaką švietimo politikai darančios tarptautinės organizacijos; kaip švietimo tikslų redukavimas į rezultatų rodiklius atsispindi Lietuvos švietimo politikoje.