Suchergebnisse

The aim of the paper is to analyze the military career structure in the National Defence System (NDS) as well as its improvement in the context of modern developments. The aim of the research is to provide guidelines for the improvement of the structure after the assessment of the military career structure of professional military officers in the Lithuanian Armed Forces. The article is prepared using the following methods: meta-analysis of scientific and specific literature, comparison, generalization and the survey of the professional military officers from the NDS. The target group was 332 professional military officers. A research revealed that the management of career processes of modern statutory bodies is still based more on the concept of a traditional rather than modern career. A career is seen here as career advancement, moving to a higher level and being rewarded a higher military rank. The military career structure and its management are regulated by law. However, due to the abundance of legislation we face with too much information and too many procedures in different normative documents, long bureaucratic procedures which do not ensure the efficiency of the military career structure and may violate the basic management principles, i.e. complexity, equality, competition, impartiality, transparency and consistency. A quantitative research revealed that the majority of Lithuanian officers are dissatisfied with the existing military career structure, which is formal, fragmented and focused on the organization rather than the person as a valuable element of the organization. After analyzing managerial aspects of the career structure, was identified that the military career structure applies only individual career planning and organizing tools. Also, the research revealed key problematic areas: officers lack information with respect to career opportunities, they are not included in career planning, request forms regarding their career or qualifications are rarely filled in, the potential of a career manager is not explored and prepared individual career plans are purely a formality. This is in conflict with the procedures and requirements found in the Officer Career Concept and other legislation.

The aim of the paper is to analyze the military career structure in the National Defence System (NDS) as well as its improvement in the context of modern developments. The aim of the research is to provide guidelines for the improvement of the structure after the assessment of the military career structure of professional military officers in the Lithuanian Armed Forces. The article is prepared using the following methods: meta-analysis of scientific and specific literature, comparison, generalization and the survey of the professional military officers from the NDS. The target group was 332 professional military officers. A research revealed that the management of career processes of modern statutory bodies is still based more on the concept of a traditional rather than modern career. A career is seen here as career advancement, moving to a higher level and being rewarded a higher military rank. The military career structure and its management are regulated by law. However, due to the abundance of legislation we face with too much information and too many procedures in different normative documents, long bureaucratic procedures which do not ensure the efficiency of the military career structure and may violate the basic management principles, i.e. complexity, equality, competition, impartiality, transparency and consistency. A quantitative research revealed that the majority of Lithuanian officers are dissatisfied with the existing military career structure, which is formal, fragmented and focused on the organization rather than the person as a valuable element of the organization. After analyzing managerial aspects of the career structure, was identified that the military career structure applies only individual career planning and organizing tools. Also, the research revealed key problematic areas: officers lack information with respect to career opportunities, they are not included in career planning, request forms regarding their career or qualifications are rarely filled in, the potential of a career manager is not explored and prepared individual career plans are purely a formality. This is in conflict with the procedures and requirements found in the Officer Career Concept and other legislation.

Lifelong learning paradigm raises higher requirements for a teacher: quality and effectiveness are the two key words defining the general education policy of the EU and the main objectives of the current period. Today teachers are required to be able to work in a multicultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counseling, conflict management, mediation etc.). Besides high professional requirements teachers are also required to participate in the continuous/further learning process including formal/nonformal professional development, selfeducation, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres. The following question have been raised in the article: how the process of teachers' professional development is organised in Lithuania?

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. [.]