Suchergebnisse

In democratic society implementing the equality of possibilities, the aim of education allows to elaborate "people's responsibilities and capacities" necessary for the realization of individuals' personal functions in society. Thus a big attention is paid to pre-school education as well (Blackledge and Hunt 1997). In the age of pre-school education a child's socialization is taking place, that is conveyed by social maturity and the quality of maturity processes. In accordance to scientific research data (Bokhvin, 1996; Berchmann, 1995; Ch.Cooley, 1989) and the experience of the best children's education institutions shows that "childish" activity and the logics of the development of the forms of "childish" world cognition (especially if it is exceptionally tolerated by adults) lead towards the origin of children's psychosocial features, such as ability to communicate and collaborate (Ivoškaitė, 2007). Nevertheless, the pre-school education is significant not only for children and their successful socialization, but also for parents as when a child stars to attend the pre-school institution, his/her life obtains new purport. He/She has to divide his/her life into two essentially different social environments – family and preschool (Dencik 2005 p.81), as in accordance to the situation of socialization, a child conceives family as private and preschool institution as social life environment. A child, who attends the institution of pre-school education, has to adapt to this situation and to strive that it would become the space of socio-cultural life. The pre-school education in Lithuania is legitimated (Education Law of the Republic of Lithuania, 2003; The Conception of Pre-School Education of the Republic of Lithuania, 1989) as specific, independent sub-system of education system integrating children's education in family as well as in institution of preschool education in the humanistic direction, encouraging the implementation of socio-cultural diversity and the principles of democratic lifestyle. Pre-school education helps a child purposefully to self-educate and helps a family successfully to combine responsibilities which allow to participate in work market and children's education. It is very important for a family to know what possibilities and what responsibilities as well as what services and what qualities are provided in the institutions of pre-school education (Juodaitytė, Gaučaitė and Kazlauskienė 2009). The quality and accessibility of pre-school education are especially important for the further children's (self-) education, however, parents' participation in children's education processes is a concurrent condition of children's successful (self-) education. Thus the main role in child's education falls on family and pre-school education and it is a specialized help for a family. So Lithuanian and foreign scientists always special attention paid to a family and its role in children's pre-school education involving the problems of both family's collaboration.

In democratic society implementing the equality of possibilities, the aim of education allows to elaborate "people's responsibilities and capacities" necessary for the realization of individuals' personal functions in society. Thus a big attention is paid to pre-school education as well (Blackledge and Hunt 1997). In the age of pre-school education a child's socialization is taking place, that is conveyed by social maturity and the quality of maturity processes. In accordance to scientific research data (Bokhvin, 1996; Berchmann, 1995; Ch.Cooley, 1989) and the experience of the best children's education institutions shows that "childish" activity and the logics of the development of the forms of "childish" world cognition (especially if it is exceptionally tolerated by adults) lead towards the origin of children's psychosocial features, such as ability to communicate and collaborate (Ivoškaitė, 2007). Nevertheless, the pre-school education is significant not only for children and their successful socialization, but also for parents as when a child stars to attend the pre-school institution, his/her life obtains new purport. He/She has to divide his/her life into two essentially different social environments – family and preschool (Dencik 2005 p.81), as in accordance to the situation of socialization, a child conceives family as private and preschool institution as social life environment. A child, who attends the institution of pre-school education, has to adapt to this situation and to strive that it would become the space of socio-cultural life. The pre-school education in Lithuania is legitimated (Education Law of the Republic of Lithuania, 2003; The Conception of Pre-School Education of the Republic of Lithuania, 1989) as specific, independent sub-system of education system integrating children's education in family as well as in institution of preschool education in the humanistic direction, encouraging the implementation of socio-cultural diversity and the principles of democratic lifestyle. Pre-school education helps a child purposefully to self-educate and helps a family successfully to combine responsibilities which allow to participate in work market and children's education. It is very important for a family to know what possibilities and what responsibilities as well as what services and what qualities are provided in the institutions of pre-school education (Juodaitytė, Gaučaitė and Kazlauskienė 2009). The quality and accessibility of pre-school education are especially important for the further children's (self-) education, however, parents' participation in children's education processes is a concurrent condition of children's successful (self-) education. Thus the main role in child's education falls on family and pre-school education and it is a specialized help for a family. So Lithuanian and foreign scientists always special attention paid to a family and its role in children's pre-school education involving the problems of both family's collaboration.

The article analyses the contemporary problem of our society – manifestations of social stratification in educational institutions. This problem is getting worse as the education system itself is not fully capable of identifying it and thereby reducing the social tension between the members of the educational community. The article presents the research carried out in Lithuanian schools, during which socially disadvantaged pupils were interviewed. The results of the research and their interpretation are presented.

The article presents the process of vocational education and training (VET) quality, which is an actual theme in educational policy nowadays. A total of 628 survey participants (240 teachers, 340 students and 48 school heads) participated in the research. Three vocational education and training schools from each region of Lithuania (Marijampolė and Alytus, Utena, Panevėžys, Šiauliai, Telšiai and Tauragė, Klaipėda, Kaunas, Vilnius) were selected randomly. The quantitative study revealed, that the majority (78%) of educational providers (pedagogues (n = 240), school heads (n = 48) (81% and 66% respectively) perceive quality as continuous improvement of services. In addition, 52% of teachers and school leaders (62% and 48% respectively) describe quality as being fit for purpose, that is to say, how much the vocational training institution meets its goals and realizes the functions provided in legal acts. Defining the quality concept, 49% study participants (n = 628) emphasized the satisfaction of consumers' needs and 28% – the importance of missing errors. However, only a small percentage of educational service providers (n = 288) involved in the study, perceive the quality as excellence and service exclusivity (21% respectively), although the same varied services are missed by both: pedagogues and users of services – students.Looking at the responses of school heads (n = 48), they would look much better compared to teachers (n = 240) and students (n = 340). Teachers' and school heads' attitudes towards quality management principles are different. Pedagogues, who usually understand their work as performing lessons, do not think that quality management principles are important for an organization and teaching process. The customer orientation is usually understood as the clarification of the customer's needs and expectations, as well as the quality of service provided. School heads (n = 48) have highlighted this feature as the most important since many vocational education and training institutions work in a competitive environment, consequently, each learner is important, as well as meeting their needs and expectations is a necessary part of the quality management system. ; Straipsnyje analizuojama pastaruoju metu švietimo politikoje ypač aktuali tema – profesinio mokymo proceso kokybė. Iš viso apklausta 628 tyrimo dalyviai (240 mokytojų, 340 mokinių ir 48 mokyklų vadovai). Atliekant tyrimą atsitiktiniu atrankos metodu buvo pasirinkta po 3 profesinio mokymo mokyklas iš kiekvieno Lietuvos regiono (Marijampolės ir Alytaus, Utenos, Panevėžio, Šiaulių, Telšių ir Tauragės, Klaipėdos, Kauno, Vilniaus). Gauti rezultatai pakankami aktualūs profesinio mokymo mokykloms organizuojant mokymo procesą ir užtikrinant šio proceso kokybę.

Straipsnyje aptariami pedagogo profesionalizacijosaspektai modernios visuomenės kontekste. Nuolatinė kaita, socialiniai,ekonominiai ir politiniai pokyčiai turi tiesioginės įtakos švietimo politikai irjos veikėjams, bet pirmiausia – patiems pedagogams. Susidūrę su nuolatiniaispokyčiais, pedagogai išgyvena prieštaringą situaciją: norėdami ir toliausėkmingai atlikti jiems pavestas funkcijas, kurių nuolat daugėja, pedagogaituri keistis taip, kaip keičiasi jį supanti konkurencinga švietimo aplinka. Straipsnyjepristatomas pedagogų vidausprofesionalizacijos teorinis modelis. Pedagogų profesionalizaciją reglamentuojaLietuvos Respublikos teisės aktai, kurie numato pedagogo kvalifikacijostobulinimo, kvalifikacinės kategorijos įgijimo ir atestacijos tvarką,dalyvavimą metodinių ratelių veikloje, savianalizę, kuri atliekama kiekvienaismokslo metais, ir t. t. Pateikiami atlikto kiekybinio tyrimorezultatai ir jų interpretacija. Tyrime analizuotas pedagogų požiūris įprofesionalizacijos elementus, jų reikalingumą ir praktinį pritaikymątiesioginiame darbe. PAGRINDINIAI ŽODŽIAI:profesionalizacija, moderni visuomenė, pedagogas.

In the article, it is accented that the modern Lithuanian education policy requires guaranteeing a possibility for a child to use the services provided by the state and at the same time, it enables education institutions to create more various education and social service forms, meeting children/youth needs. It is noted that the aim of the activities of education institutions, as of other organizations, is the provision of users' needs. This is why it so important to understand that users of services are the most important people, because the users do not depend on the institution, but the institution depends on them. The opinion is presented that a child is the user of education institution, his/her parents or, in other words, family, which can orient the child's behavior according to religion, politics, economics, personal ambitions, etc. In the article, the problem is analysed that until now in Lithuania there has been a lack of consensus among the formed state, regional education policy, provided service quality and provision of users' needs to guarantee a possibility for a child to use the services provided by the state, giving as many various education services as possible, meeting child/youth needs, and constantly seeking for the quality of educational, social and other services. [.]

In the article, it is accented that the modern Lithuanian education policy requires guaranteeing a possibility for a child to use the services provided by the state and at the same time, it enables education institutions to create more various education and social service forms, meeting children/youth needs. It is noted that the aim of the activities of education institutions, as of other organizations, is the provision of users' needs. This is why it so important to understand that users of services are the most important people, because the users do not depend on the institution, but the institution depends on them. The opinion is presented that a child is the user of education institution, his/her parents or, in other words, family, which can orient the child's behavior according to religion, politics, economics, personal ambitions, etc. In the article, the problem is analysed that until now in Lithuania there has been a lack of consensus among the formed state, regional education policy, provided service quality and provision of users' needs to guarantee a possibility for a child to use the services provided by the state, giving as many various education services as possible, meeting child/youth needs, and constantly seeking for the quality of educational, social and other services. [.]

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.