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The aim of the article is to outline the concep­tual space of education policy of a comprehensive school.The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on sev­eral levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents com­prising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formu­lation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level. ; Socialinių mokslų (edukologija) doktorantasVilniaus universitetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25Profesorė habilituota socialinių mokslų (edukologija) daktarėVilniaus universitetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25Pagrindinis straipsnio tikslas – išanalizuoti politikos, viešosios politikos ir švietimo politikos sampratas mokyklos lygmens švietimo politikos sąvokinės erdvės kontūrų brėžties aspektu. Straipsnyje analizuojama definicijų "policy", "politics" ir "polity" vartosena ir jų įtaka "švietimo politikos" apibrėžimui. Bandoma rasti viešosios politikos ir švietimo politikos apibrėžčių, pateiktų mokslinėje literatūroje, sąsajų. Ieškoma atsakymų į klausimą, kodėl mokyklos lygmens švietimo politiką būtų tikslinga vadinti "mokyklos lygmens ugdymo politika". Pateikta savita mokyklos ugdymo politikos definicija suponuoja straipsnio mokslinį naujumą.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The article attempts to reveal the correlation of values, attitudes and their place in the system of individual ant societal value development with maturity, culture, ideology and social domain (especially education) change areas and tendencies of the society which the person belongs to. The main thesis of the article – changing of values and their place in the conglomeration of societal values – presupposed the changing of educational domain and its tendencies, one of which is inclusive education. The minor thesis follows from the major one – persons, affected by disability (children, teenagers and youth), and their relatives still face difficulties in pursuing education: equal opportunities and dignity as values in individual cases are still to be achieved. After analysing the aspects of changes in special education, it becomes clear that the legal basis for regulation, established in the country, only in theory warrants equal opportunities for everyone pursuing education. Data from long-term studies show that disabled people often encounter difficulties in educational reality. Values, interpreted from the perspective of Kant's deontological ethics and categorical imperative and declared in normative documents regulating the educational system, in reality have not reach the rank of basic values: in the process of education disabled people are nevertheless occasionally ignored and discriminated.