Suchergebnisse

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.

The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.

The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.

The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.

The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.

The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist's vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The possibilities to adjust art subject studies and profession-based context of activity in terms of these models are explored, whereas the context of studies and its relation to subject contents qualified as a prerequisite, factor and expression of the modernization of vocational training. Thus, the theory of art subject studies and vocational training is complemented. The research has revealed that the suggested theoretical model of contemporary education is applicable for the identification of vocational purposefulness of art subject studies and consolidation of the bases of a future specialist's vocational maturity at a college. Hence, the universality of the model and possibilities of its application in the modernization of other subject studies are validated. The totality of the research reasons into the fact that art subject studies are a significant component of vocational training, and that the presented theory permits to diagnose the state of studies in practice as well as its alteration in the shift of educational paradigms. This is topical in consolidating the modernization of studies as an educational phenomenon in reorganizing study programmes and the process of vocational training at institutions of higher education, anticipating new investigations and implementing the shift of educational paradigms with reference to democratic provisions.

The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist's vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The possibilities to adjust art subject studies and profession-based context of activity in terms of these models are explored, whereas the context of studies and its relation to subject contents qualified as a prerequisite, factor and expression of the modernization of vocational training. Thus, the theory of art subject studies and vocational training is complemented. The research has revealed that the suggested theoretical model of contemporary education is applicable for the identification of vocational purposefulness of art subject studies and consolidation of the bases of a future specialist's vocational maturity at a college. Hence, the universality of the model and possibilities of its application in the modernization of other subject studies are validated. The totality of the research reasons into the fact that art subject studies are a significant component of vocational training, and that the presented theory permits to diagnose the state of studies in practice as well as its alteration in the shift of educational paradigms. This is topical in consolidating the modernization of studies as an educational phenomenon in reorganizing study programmes and the process of vocational training at institutions of higher education, anticipating new investigations and implementing the shift of educational paradigms with reference to democratic provisions.

The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist's vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The possibilities to adjust art subject studies and profession-based context of activity in terms of these models are explored, whereas the context of studies and its relation to subject contents qualified as a prerequisite, factor and expression of the modernization of vocational training. Thus, the theory of art subject studies and vocational training is complemented. The research has revealed that the suggested theoretical model of contemporary education is applicable for the identification of vocational purposefulness of art subject studies and consolidation of the bases of a future specialist's vocational maturity at a college. Hence, the universality of the model and possibilities of its application in the modernization of other subject studies are validated. The totality of the research reasons into the fact that art subject studies are a significant component of vocational training, and that the presented theory permits to diagnose the state of studies in practice as well as its alteration in the shift of educational paradigms. This is topical in consolidating the modernization of studies as an educational phenomenon in reorganizing study programmes and the process of vocational training at institutions of higher education, anticipating new investigations and implementing the shift of educational paradigms with reference to democratic provisions.

The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist's vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The possibilities to adjust art subject studies and profession-based context of activity in terms of these models are explored, whereas the context of studies and its relation to subject contents qualified as a prerequisite, factor and expression of the modernization of vocational training. Thus, the theory of art subject studies and vocational training is complemented. The research has revealed that the suggested theoretical model of contemporary education is applicable for the identification of vocational purposefulness of art subject studies and consolidation of the bases of a future specialist's vocational maturity at a college. Hence, the universality of the model and possibilities of its application in the modernization of other subject studies are validated. The totality of the research reasons into the fact that art subject studies are a significant component of vocational training, and that the presented theory permits to diagnose the state of studies in practice as well as its alteration in the shift of educational paradigms. This is topical in consolidating the modernization of studies as an educational phenomenon in reorganizing study programmes and the process of vocational training at institutions of higher education, anticipating new investigations and implementing the shift of educational paradigms with reference to democratic provisions.

University's of Klaipeda students' today's culture research is described in the article, data, got in the end of 2002 y., in compared to data, got in the end of 2004 y. National upbringing's dimension is analyzed. Conclusions 1. In two years' time social trauma in Lithuania influence to academic youth has decreased: established, e. g., that there are a one third less students, who liked Lithuanian nation at the same time estimating it negative; the amount of students, who are favorably disposed towards their own nation, increased by one third. 2. It showed up, that fathers educate their children more patriotically than mothers; unfortunately, men do not socialize with children enough. 3. It was ascertained, that it is hard to educate youth patriotically because of the particularity of work in high school, but students' national optimism can be raised. 4. Lithuanian schools do not manage to indoctrinate love to native land worth - it stays in the last place between the students in the first courses and is important only for every fifteen student. With reference to working practice, it can be stated, that this worth should be indoctrinated from as early as possible, even before school. Despite the agitations, specific to international political unions, it is necessary to impose patriotic education course for pedagogical profile specialities' students in Lithuanian high schools.