Suchergebnisse

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community. ; Straipsnyje pristatomos pagrindinės švietimo sociologijos paradigmos (modernybės ir vėlyvosios modernybės; socialinio konflikto ir socialinio konstruktyvizmo; tinklaveikos ir kapitalo), laiduojančios švietimo kaip socialinio instituto gilesnę ir platesnę analizę. Ypač aktualu, remiantis aptartomis paradigmomis, analizuoti aktualiausias šių dienų ugdymo mokslų problemas: lygiavertišką dalyvavimą, ugdymo(si) lygiavertiškumą, švietimo prieinamumą, įtraukųjį ugdymą ir t. t. Šios teorijos suteikia galimybę iš sociologinės perspektyvos įvertinti dabartinio laikotarpio visuomenės tendencijas, atskleisti skirtingų pakopų švietimo institucijų veiklos suderinamumo ir nuoseklumo problemas, jų tarpusavio sąveiką ir santykį su kitomis visuomenės socialinėmis sistemomis, švietimo vaidmenį tobulinant visuomenės socialinę struktūrą.

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.

The article discusses the adult and old people learning opportunities for Lithuania. Adult education is one of the most important factors that determine both the development of the society and the human achievements in modern society. Education is a social practice which includes education and cultural communication in the broadest sense, as well as actions of human reproduction at large. Access to adult education should ensure the justice in the society, although scientists argue that education system is usually powerless to correct other social systems created by inequality and in justice Accessible and quality adult education system ensures better life, social mobility, and provides status. Accessibility of education (particularly adult's) is unconsciously problem, unequally understandable phenomenon, rarely becoming the object of special investigation. This can be logical: usage of this concept gained a wider scope only in last years, when essential European political educational documents appeared, first of all, Memorandum of life-long learning. In long-life learning ensuring strategy, the analysis of present state is provided. A potential of informal adults education suppliers when integrating groups of social exclusion, consolidating local communities by raising political and civil literacy of society, what is directly related to common welfare of society, are not fully used. Seeking to increase the integration of socially vulnerable society groups, juridical base is constantly improved in recent years. The law of disabled people social integration and the law of social companies are enacted, interinstitutional programs, reflecting the needs of different social separation groups, making assumptions to develop the initiatives directed to education of social separation groups are implemented.

The article discusses the adult and old people learning opportunities for Lithuania. Adult education is one of the most important factors that determine both the development of the society and the human achievements in modern society. Education is a social practice which includes education and cultural communication in the broadest sense, as well as actions of human reproduction at large. Access to adult education should ensure the justice in the society, although scientists argue that education system is usually powerless to correct other social systems created by inequality and in justice Accessible and quality adult education system ensures better life, social mobility, and provides status. Accessibility of education (particularly adult's) is unconsciously problem, unequally understandable phenomenon, rarely becoming the object of special investigation. This can be logical: usage of this concept gained a wider scope only in last years, when essential European political educational documents appeared, first of all, Memorandum of life-long learning. In long-life learning ensuring strategy, the analysis of present state is provided. A potential of informal adults education suppliers when integrating groups of social exclusion, consolidating local communities by raising political and civil literacy of society, what is directly related to common welfare of society, are not fully used. Seeking to increase the integration of socially vulnerable society groups, juridical base is constantly improved in recent years. The law of disabled people social integration and the law of social companies are enacted, interinstitutional programs, reflecting the needs of different social separation groups, making assumptions to develop the initiatives directed to education of social separation groups are implemented.

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]

The article analyzes the problem of accessibility of education. Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region's intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralization of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiary, education decentralization and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimization that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalized and poor citizens. KEYWORDS: social justice, education accessibility, social stratification.DOI: http://dx.doi.org/10.15181/atee.v2i0.944

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

The modernity theories of western-type societies are understood as a process, when a developing society approaches developed societies, reaching a certain level of economic growth, a certain level of public participation or a certain phase of democratic development, giving access for more individuals to the physical, social and economic mobility. In modern societies, the educational institution has become one of the key factors to ensure the stimulating and securing mobility of individuals. The modern world gives the education prominence in modern societies. Education has become a major means to climb up the ladder of social classes. Therefore, education has to be compulsory so that it prevents people from creating social groups that could turn into ones nonintegral, excluded from society. The aim of modern society is to provide equal opportunities to everyone to learn and meet the needs of the times. According to the modernity theory the Institution of Education should become the basis of social security protecting the individual from various social risks in the future. According to functionalists, each social element of a society as a whole, including the educational institution, contributes to the stability of society. [.]

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

Scientific literature generally identifies factors that influence social change and the accessibility to education: physical, political, economical and cultural fields. It is logical that the discussed political, economical and social field changes and power distribution in social space had direct effect on the structuring of society, the institution of education and the accessibility to education. However, it must be noted that the transformation of the institution of education cannot replace economical and political reforms, above all, it becomes a catalyst and the object of power and influence distribution. The exclusive focus on social, economic, educational opportunities and the great influence of the mentioned fields on the institution of education consolidate the pragmatic, instrumental concept of education, overshadow specific personality-linked and its power development-related aims of education, devalue the significance of personality and humanistic and cultural outlines within the theoretical reflection on education and its practice.

The modernity theories of western-type societies are understood as a process, when a developing society approaches developed societies, reaching a certain level of economic growth, a certain level of public participation or a certain phase of democratic development, giving access for more individuals to the physical, social and economic mobility. In modern societies, the educational institution has become one of the key factors to ensure the stimulating and securing mobility of individuals. The modern world gives the education prominence in modern societies. Education has become a major means to climb up the ladder of social classes. Therefore, education has to be compulsory so that it prevents people from creating social groups that could turn into ones nonintegral, excluded from society. The aim of modern society is to provide equal opportunities to everyone to learn and meet the needs of the times. According to the modernity theory the Institution of Education should become the basis of social security protecting the individual from various social risks in the future. According to functionalists, each social element of a society as a whole, including the educational institution, contributes to the stability of society. [.]