The article discusses the issues of political competence, political activity and political communication in Lithuania. The concept of political competence is operationalized and measured in terms of threefold sub-levels: the level of political information, the congruence between the perception of left-right wing politics, and self-placement on the left-right wing political scale together with the actual voting preferences. Analysis revealed the dependence of the level of political competence upon demographic criteria and personal values. The main problem is incompatibility between the level of political competence and political activity. The most active citizens do not necessarily have substantial political knowledge while the most competent citizens often abstain from active civic and political involvement.
The article discusses the issues of political competence, political activity and political communication in Lithuania. The concept of political competence is operationalized and measured in terms of threefold sub-levels: the level of political information, the congruence between the perception of left-right wing politics, and self-placement on the left-right wing political scale together with the actual voting preferences. Analysis revealed the dependence of the level of political competence upon demographic criteria and personal values. The main problem is incompatibility between the level of political competence and political activity. The most active citizens do not necessarily have substantial political knowledge while the most competent citizens often abstain from active civic and political involvement.
The article discusses the issues of political competence, political activity and political communication in Lithuania. The concept of political competence is operationalized and measured in terms of threefold sub-levels: the level of political information, the congruence between the perception of left-right wing politics, and self-placement on the left-right wing political scale together with the actual voting preferences. Analysis revealed the dependence of the level of political competence upon demographic criteria and personal values. The main problem is incompatibility between the level of political competence and political activity. The most active citizens do not necessarily have substantial political knowledge while the most competent citizens often abstain from active civic and political involvement.
In the current political, economic, cultural, education and training, and other discourses, the consequences of the processes of postmodernism and globalization are becoming increasingly pronounced. To quote J. F. Lyotard, the foundation of postmodernism is the diversity of thinking and its presentation by language, therefore, one has to learn to live by recognizing the said diversity. The vision of postmodernism includes multiplicity, the recognition and promotion of diversity, and the dialogue of differences. The notions of network society, global society, citizen of the world, intercultural education, and cultural integration have been used increasingly frequently. When one lives in a multicultural society, with one of its characteristics being a diversity of cultures, it is necessary to promote cultural exchange and collaboration: to get interested in one's own and other cultures and to together create a cohesive and democratic society based on intercultural relations and intercultural dialogue between representatives of different cultures or religions or individuals of a different social or economic status.
In the current political, economic, cultural, education and training, and other discourses, the consequences of the processes of postmodernism and globalization are becoming increasingly pronounced. To quote J. F. Lyotard, the foundation of postmodernism is the diversity of thinking and its presentation by language, therefore, one has to learn to live by recognizing the said diversity. The vision of postmodernism includes multiplicity, the recognition and promotion of diversity, and the dialogue of differences. The notions of network society, global society, citizen of the world, intercultural education, and cultural integration have been used increasingly frequently. When one lives in a multicultural society, with one of its characteristics being a diversity of cultures, it is necessary to promote cultural exchange and collaboration: to get interested in one's own and other cultures and to together create a cohesive and democratic society based on intercultural relations and intercultural dialogue between representatives of different cultures or religions or individuals of a different social or economic status.
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. [.]
We live in the world that is full of variety and uncertainty together with subterfuge, criticism and creativity and it is the time that we need more individual abortions, perception, reflection and responsibility for the legal choices. Legal education at secondary school is the environment that educates students, namely citizens that are conscious, realizing their rights and duties, able to adjust legal knowledge in certain situations, constructively participate in changing society life. The obstacles that appear in education reality are associated with social life changes, the education content as social expressions, reflects the changes of today's society, as well as expectations and problems. Education content will be meaningful only when it will correlate with society and person's material and emotional culture. As a consequence, modern society should take into consideration education syllabus and their content as only the competent and meaningful syllabus as well as content may be useful and influence the progress among secondary school students. As far as quick social and legal education content change is concerned, it is important to note the significance of competences in General syllabus. This globalization era is marked with exceptional mark when global ideology assuring easier, of more quality and interesting life pierces the politics, culture, education, social life of every country suggesting living according common principles, namely, competences. The conception of competences is reasoned by education, it is the tune of educational processes that create common system of knowledge, skills, competence and value transmission. Consequently, the essence of renewable General programs is the transition from traditional and common education to modern education when educational content starts educate student competences. The object of this research is legal education aspect General syllabus at secondary school. This research aims at revealing the syllabus and content change of legal education at secondary school. The tasks of this research are as follows: 1. To analyze the main aspects of legal education syllabus and content change at secondary school. 2. To reveal the concept of competence education in General syllabus. 3. To look into legal education integration in General syllabus. 4. To figure out general competence expression in legal education context. Methodology: content analysis method, scientific and methodological literature analysis and generalization. Theoretical part deals with theoretical aspects of education, the concept of legal education is analyzed as well as its importance. The secondary school as an educational institution is considered, its significance in fast changing society. What is more, continuous education at secondary school is associated with education content and its change. On the grounds of general syllabus, general competences at secondary schools are examined in the context of legal education. The research is based on General syllabus (2002, 2008, 2011). The qualitative analysis was implemented by quality analysis open source coding program "Kokybis". The research results reveal that there is sufficient amount of attention legal education in schools starting elementary education and finishing with secondary education. Moreover, there are signs of adequate integration in syllabus as well as the expression of competences is visible in legal education context.
We live in the world that is full of variety and uncertainty together with subterfuge, criticism and creativity and it is the time that we need more individual abortions, perception, reflection and responsibility for the legal choices. Legal education at secondary school is the environment that educates students, namely citizens that are conscious, realizing their rights and duties, able to adjust legal knowledge in certain situations, constructively participate in changing society life. The obstacles that appear in education reality are associated with social life changes, the education content as social expressions, reflects the changes of today's society, as well as expectations and problems. Education content will be meaningful only when it will correlate with society and person's material and emotional culture. As a consequence, modern society should take into consideration education syllabus and their content as only the competent and meaningful syllabus as well as content may be useful and influence the progress among secondary school students. As far as quick social and legal education content change is concerned, it is important to note the significance of competences in General syllabus. This globalization era is marked with exceptional mark when global ideology assuring easier, of more quality and interesting life pierces the politics, culture, education, social life of every country suggesting living according common principles, namely, competences. The conception of competences is reasoned by education, it is the tune of educational processes that create common system of knowledge, skills, competence and value transmission. Consequently, the essence of renewable General programs is the transition from traditional and common education to modern education when educational content starts educate student competences. The object of this research is legal education aspect General syllabus at secondary school. This research aims at revealing the syllabus and content change of legal education at secondary school. The tasks of this research are as follows: 1. To analyze the main aspects of legal education syllabus and content change at secondary school. 2. To reveal the concept of competence education in General syllabus. 3. To look into legal education integration in General syllabus. 4. To figure out general competence expression in legal education context. Methodology: content analysis method, scientific and methodological literature analysis and generalization. Theoretical part deals with theoretical aspects of education, the concept of legal education is analyzed as well as its importance. The secondary school as an educational institution is considered, its significance in fast changing society. What is more, continuous education at secondary school is associated with education content and its change. On the grounds of general syllabus, general competences at secondary schools are examined in the context of legal education. The research is based on General syllabus (2002, 2008, 2011). The qualitative analysis was implemented by quality analysis open source coding program "Kokybis". The research results reveal that there is sufficient amount of attention legal education in schools starting elementary education and finishing with secondary education. Moreover, there are signs of adequate integration in syllabus as well as the expression of competences is visible in legal education context.
Citizenship of the European Union, enshrined in the Maastricht Treaty and now governed by Article 20 of the Treaty on the Functioning of the European Union, is a fundamental status for citizens of all Member States, shaping their legal status and giving them social, economic and political rights to travel, work, study freely in the territory of the Union and the right to participate in political life. Such privileges are guaranteed to all citizens of EU Member States, as the possession of national citizenship per se confers a person citizenship of the Union and its legal content. As Member States have exclusive competence in the field of citizenship, the relationship and dependence between the EU and the Member States is an important criterion for deciding on the rights and privileges granted to EU citizens and their participation in the Union's internal market. Directive 2004/38/EC also has a significant impact on EU citizens' rights and their application, which is seen as a major political breakthrough in transposing all the rules formulated by the ECJ into EU secondary law and guaranteeing the right of economically inactive people to move freely. However, EU citizens are not the only category of people who can enjoy EU citizenship and the rights that come with it. Other persons, in particular third-country nationals who are family members of an EU citizen falling within the scope of Directive 2004/38/EC, persons falling outside the definition of a family member but favored by the ECJ in relation to the EU citizen, and the third-country nationals, who went through normal or discretionary naturalization process, may exercise their rights derived from EU citizen status or become EU citizens and enjoy all the legal content available to them. Therefore, the aim of this master's thesis is to analyze the legal content of EU citizenship and to reveal the broad treatment of Union citizenship status and the scope ratione personae of the rights it confers on EU citizens, their family members and third-country nationals.
Citizenship of the European Union, enshrined in the Maastricht Treaty and now governed by Article 20 of the Treaty on the Functioning of the European Union, is a fundamental status for citizens of all Member States, shaping their legal status and giving them social, economic and political rights to travel, work, study freely in the territory of the Union and the right to participate in political life. Such privileges are guaranteed to all citizens of EU Member States, as the possession of national citizenship per se confers a person citizenship of the Union and its legal content. As Member States have exclusive competence in the field of citizenship, the relationship and dependence between the EU and the Member States is an important criterion for deciding on the rights and privileges granted to EU citizens and their participation in the Union's internal market. Directive 2004/38/EC also has a significant impact on EU citizens' rights and their application, which is seen as a major political breakthrough in transposing all the rules formulated by the ECJ into EU secondary law and guaranteeing the right of economically inactive people to move freely. However, EU citizens are not the only category of people who can enjoy EU citizenship and the rights that come with it. Other persons, in particular third-country nationals who are family members of an EU citizen falling within the scope of Directive 2004/38/EC, persons falling outside the definition of a family member but favored by the ECJ in relation to the EU citizen, and the third-country nationals, who went through normal or discretionary naturalization process, may exercise their rights derived from EU citizen status or become EU citizens and enjoy all the legal content available to them. Therefore, the aim of this master's thesis is to analyze the legal content of EU citizenship and to reveal the broad treatment of Union citizenship status and the scope ratione personae of the rights it confers on EU citizens, their family members and third-country nationals.
Citizenship of the European Union, enshrined in the Maastricht Treaty and now governed by Article 20 of the Treaty on the Functioning of the European Union, is a fundamental status for citizens of all Member States, shaping their legal status and giving them social, economic and political rights to travel, work, study freely in the territory of the Union and the right to participate in political life. Such privileges are guaranteed to all citizens of EU Member States, as the possession of national citizenship per se confers a person citizenship of the Union and its legal content. As Member States have exclusive competence in the field of citizenship, the relationship and dependence between the EU and the Member States is an important criterion for deciding on the rights and privileges granted to EU citizens and their participation in the Union's internal market. Directive 2004/38/EC also has a significant impact on EU citizens' rights and their application, which is seen as a major political breakthrough in transposing all the rules formulated by the ECJ into EU secondary law and guaranteeing the right of economically inactive people to move freely. However, EU citizens are not the only category of people who can enjoy EU citizenship and the rights that come with it. Other persons, in particular third-country nationals who are family members of an EU citizen falling within the scope of Directive 2004/38/EC, persons falling outside the definition of a family member but favored by the ECJ in relation to the EU citizen, and the third-country nationals, who went through normal or discretionary naturalization process, may exercise their rights derived from EU citizen status or become EU citizens and enjoy all the legal content available to them. Therefore, the aim of this master's thesis is to analyze the legal content of EU citizenship and to reveal the broad treatment of Union citizenship status and the scope ratione personae of the rights it confers on EU citizens, their family members and third-country nationals.
Citizenship of the European Union, enshrined in the Maastricht Treaty and now governed by Article 20 of the Treaty on the Functioning of the European Union, is a fundamental status for citizens of all Member States, shaping their legal status and giving them social, economic and political rights to travel, work, study freely in the territory of the Union and the right to participate in political life. Such privileges are guaranteed to all citizens of EU Member States, as the possession of national citizenship per se confers a person citizenship of the Union and its legal content. As Member States have exclusive competence in the field of citizenship, the relationship and dependence between the EU and the Member States is an important criterion for deciding on the rights and privileges granted to EU citizens and their participation in the Union's internal market. Directive 2004/38/EC also has a significant impact on EU citizens' rights and their application, which is seen as a major political breakthrough in transposing all the rules formulated by the ECJ into EU secondary law and guaranteeing the right of economically inactive people to move freely. However, EU citizens are not the only category of people who can enjoy EU citizenship and the rights that come with it. Other persons, in particular third-country nationals who are family members of an EU citizen falling within the scope of Directive 2004/38/EC, persons falling outside the definition of a family member but favored by the ECJ in relation to the EU citizen, and the third-country nationals, who went through normal or discretionary naturalization process, may exercise their rights derived from EU citizen status or become EU citizens and enjoy all the legal content available to them. Therefore, the aim of this master's thesis is to analyze the legal content of EU citizenship and to reveal the broad treatment of Union citizenship status and the scope ratione personae of the rights it confers on EU citizens, their family members and third-country nationals.
Different shortcomings have been attributed to both legislators (the people & the parliament) in all countries & at all times. The key shortcoming of the people as a legislator is its unability to duly solve state-level issues: the totality of citizens can easily be misled, they lack knowledge or competence on specific issues, their decisions are based on stereotypes etc. Another limitation of people is related to the possibility that anonymity of its decisions can provoke cruelty & intolerance. Despite logical validity of the above-mentioned shortcomings their practical correctness is not proven. Falseness is also not proven as the only existing example of a frequent people's participation in legislation (Switzerland) among other things proving the falseness of the above-mentioned reproaches could hardly serve as a basis for generalization. To the disadvantage of people as a legislator, a procedural argument is presented: during a referendum it is not possible to adopt a maximum best & balanced law as in every case there is a choice "either... or." There is a vote en bloc & no editorial (even most rational) amendments are possible. Besides, the legislation that involves a referendum is related to huge costs. The people's participation in legislation is beneficial because it ensures a higher legitimacy of the decisions & brings people closer to the ruling elite (thus the gap between what citizens expect from the administration & what they receive from the administration is minimized), moreover, this guarantees every citizen's right to participate in tackling his/her affairs. There is one case where the laws adopted by the people have all the strengths of the laws adopted by the parliament & the people, & avoid almost all the failings. These are ratification referenda where the parliament-approved draft laws are adopted (or rejected). The people are only a nominal legislator in Lithuania. The recent practice proves that currently the requirements for holding a referendum make it impossible to pass laws in referenda. This conclusion is confirmed by the fact that the requirements for initiating a referendum are practically impossible to meet: so far nobody has managed to collect 300.000 signatures required to initiate a referendum, ie., 12 percent of the citizens of the Republic of Lithuania who have the right to vote. Consequently, the Seimas is de facto the only legislator in Lithuania. The Parliament as a lawmaker also has some weaknesses. First parliament members, unlike the people, are more prone to bribing or may be subject to some other personal impact. On the other hand, in contemporary electoral system, the parliamentarians who seek to stay in office pander both certain social or territorial groups of the electorate by adopting laws beneficial to them. The people as the whole is not the only popular actor in the legislative process. Individual citizens & their groups have certain powers as well. Yet they are not legislators as such, but rather merely participants of the legislative process. As compared to foreign practice, in Lithuania the conditions & procedure exercising citizens' legislative initiative (50.000 signatures required) are subject to relatively liberal regulation. Unlike in many countries of Europe, there are no direct restrictions on exercising this initiative. There are two indirect restrictions: 1) a draft law on the state budget of the Republic of Lithuania can only be prepared & submitted to the Seimas by the Government, 2) draft laws on ratification & denouncing international treaties are submitted by the President. In practice, however, citizens' legislative initiatives are related to politicians' rather than citizens' initiatives. Citizens' legislative initiative most often is used not to promote the idea of lawmaking but to use citizens' signatures for exerting political pressure on the Seimas ruling majority by opposition & communicating a certain message to the electorate. Out of seven initiatives, one brought some results. Exercising the right of petition at the Seimas is in fact an indirect legislative initiative. It diminishes the significance of the Constitutional right of 50.000 citizens' initiative. This right does not make any practical influence: so far only two laws have been passed on the basis of the problems addressed in petitions. Adapted from the source document.
Facing 21st century, increasing globalization, population mobility, immigration and emigration, the promotion of citizens' active participation in social and civic life becomes an important political priority at national and European level, as a public good depends on the conscious citizens, who feel personal responsibility for what is happening in their country, understand their rights and civic responsibilities citizens, and are able to participate constructively in public life. Citizenship education of younger generation is significant. It is important to educate conscious citizens, who understand their rights and obligations, actively participate in society. Citizenship education in formal schools is imposed, unattractive and of limited effectiveness, it is therefore necessary to analyze attractive ways of citizenship education, accordingly, thesis research subject is citizenship education in scout movement non-governmental youth organization. The aim of thesis is to reveal the citizenship education and its expression in scout movement, through analysis of citizenship education in scout movement non-governmental youth organization "Lietuvos skautija" (Lithuanian scouting). Goals are to highlight the concept of citizenship and significance of its education, discussing the basic concepts and theoretical foundations of citizenship; to reveal interfaces between citizenship education and the Scout Movement; to identify research participants' attitude towards citizenship education in scout movement non-governmental youth organization \"Lietuvos skautija"; to assess the citizenship curriculum in approved "Lietuvos skautija's" youth program. Type of study: mixed, used methods: data collection method - structured questionnaire in writing; Data analysis methods: scientific analysis, qualitative content analysis and statistical data analysis. Key words are: non-governmental youth organization, citizenship, citizenship education, scout movement. Conclusions are: citizenship education is material for civil society development, as this can ensure human rights and freedoms; well-being of society, so young people need to acquire civic competences; citizenship education in scout movement is part of non-formal self-education system, which aims to develop responsible and conscious citizen through good scout education; research respondents expressed strong attitude towards citizenship education implementation as integral part of organization's core; citizenship education curriculum is regulated in LS youth program; citizenship education in organization is implemented through scouting values and methods.
