Suchergebnisse

The research explores problem contexts of the modelling of virtual learning environment. School communities are facing learning difficulties under the rapidly evolving global conditions. Considering the tendencies in changing learning processes, it is essential to reflect upon and provide a basis for the contours of the modelling of a virtual learning environment. While in search of new learning conceptualization strategies, it is very important to properly understand the inclusive and activating context of open learning space, as well as to properly assess the content elements and anticipate the possible features of expression. The process of modelling of the virtual learning environment is analysed through reflexive approaches. The contemporary school is now moving onto the logic of organizing learning services, revealing new trends of expression: skills, information, knowledge, networking relations between learners and the creation of learning values. Virtual learning environment is positioned as an inevitable vision. This vision aims for the learner to be in the centre of learning, while learning itself would be understood as a social process, where learners create a confidencebased culture, design a course of personalized learning for themselves, apply different methods and styles of learning in regard to the objective of the learning object. The goal of the new learning policy strategy is to establish learning environments that would create conditions for people of different interests and capabilities to receive customized education, adapt to various life situations and aims, as well as combine formal learning and self-education.

The article positions the most important specific discourses that form the identity of childhood: cultural, philosophical and political. It discloses and contextualises indoctrinated meanings of changes in education, analyses the relation of child-orientated education paradigm with the model of changes in education policy. It is concluded that, considering the sociocultural traditions of childhood phenomenology, present traditions – to develop the conception of childhood policy – are adequate. Therefore, it is necessary to discuss the context of identity of childhood phenomenon and the context of the dialogue with the sociocultural environment; this means that the identity of childhood policy acquires the features of peculiar political culture and becomes social-pedocentric. This way the discourse on indoctrinated meanings of changes in education is disclosed as a social, humanitarian method that constructs new cognition of childhood, helping to respond to essential questions on education in childhood, which are essential to educational policy. The identity of childhood policy has to state universal constitutional (legitimatized) values of childhood, maintaining the identity of childhood as the initial identity. Based on theoretical analysis, it is stated that the contemporary policy of childhood is explained as the whole of ideas, concepts and categories, which are being changed by social actions, about children's education, which is being implemented in a network structure and in which the essential shift of strategic state functions takes place (transition to "activating" policy) and in which the new concept of childhood policy is being developed, putting more emphasis on empowerment of the child and mediation as elements of "network management". The article explains how in the context of change of the educational paradigm (from traditional to post-modern) theoretical-philosophical perspectives of discourse approaches (social constructivism and phenomenology) can be applied. Contextualised diversity of childhood conceptions in regulatory documentalistics is presented. KEY WORDS: childhood education, childhood policy, indoctrinated meanings, change, discourse, regulatory documentalistics.

The article actualizes the system of preparatory pre-school education as a subsystem of education that lacks theoretical management and administration conceptions. It is explained that due to this reason with respect to management processes of educational reform of Lithuania the system of preparatory pre-school education becomes dysfunctional and does not respond to the general trend of changes in education. The thesis discloses theoretical-praxeological bases of management of preparatory pre-school education system, which have self-contextualised in the modern policy of education of Lithuania. With this aim the author of the thesis uses post-modern instruments of social sciences and the humanities and formulates the idea about the necessity of new type managerial knowledge, while making political decisions regarding managerial strategies of preparatory pre-school education and other subsystems of education. Based on the results of qualitative content analysis, which showed up carrying out the analysis of the most important documents on education of modern post-reform period of Lithuania, the following is concluded: to manage preparatory pre-school education system both general and special managerial principles, which are suitable for management of localized subsystems of education in policy change processes, can be applied. The thesis proves that the management of preparatory pre-school education system must be perceived through the paradigms of systemic change of its functions, orientating to societarian, systemic, institutional, interpersonal and intrapersonal levels, their inter-synergic relations, and the change of preparatory pre-school education as a subsystem and as a system of education.

The article actualizes the system of preparatory pre-school education as a subsystem of education that lacks theoretical management and administration conceptions. It is explained that due to this reason with respect to management processes of educational reform of Lithuania the system of preparatory pre-school education becomes dysfunctional and does not respond to the general trend of changes in education. The thesis discloses theoretical-praxeological bases of management of preparatory pre-school education system, which have self-contextualised in the modern policy of education of Lithuania. With this aim the author of the thesis uses post-modern instruments of social sciences and the humanities and formulates the idea about the necessity of new type managerial knowledge, while making political decisions regarding managerial strategies of preparatory pre-school education and other subsystems of education. Based on the results of qualitative content analysis, which showed up carrying out the analysis of the most important documents on education of modern post-reform period of Lithuania, the following is concluded: to manage preparatory pre-school education system both general and special managerial principles, which are suitable for management of localized subsystems of education in policy change processes, can be applied. The thesis proves that the management of preparatory pre-school education system must be perceived through the paradigms of systemic change of its functions, orientating to societarian, systemic, institutional, interpersonal and intrapersonal levels, their inter-synergic relations, and the change of preparatory pre-school education as a subsystem and as a system of education.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.