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Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

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 Master thesis sought to answer the question of how application of responsible research and innovation (RRI) in educational practice of natural science subjects determines students' intrinsic motivation. It examines the relation between basic schooll's pupils intrinsic motivation, perceived competence, operational autonomy and social interaction by applying RRI in natural science subjects. As the activities of RRI there were selected the activities developed by the project ENGAGE of European Union Framework Program "Science for Society" which is on the involvement of the future generation in the scientific problem solving by changing science teaching. The theoretical basis of the Master thesis is the theory of self-determination.

The Master thesis sought to answer the question of how application of responsible research and innovation (RRI) in educational practice of natural science subjects determines students' intrinsic motivation. It examines the relation between basic schooll's pupils intrinsic motivation, perceived competence, operational autonomy and social interaction by applying RRI in natural science subjects. As the activities of RRI there were selected the activities developed by the project ENGAGE of European Union Framework Program "Science for Society" which is on the involvement of the future generation in the scientific problem solving by changing science teaching. The theoretical basis of the Master thesis is the theory of self-determination.

In recent years, the developed countries of the world realized that one of the main factors contributing to the progress of any country is the research, development and innovations. Innovation and knowledge-based economy, the ability to create and apply new knowledge is one of the most important conditions for the development of the country. Therefore, it is very important that this process would include the relevant participants: business, government and higher education that can most effectively contribute for the country, and European growth. Smart specialization strategy has become the main theme of the European Union Cohesion policy reforms. For competitive economy, each country must invest in R & D. Smart specialization strategy was ex ante condition for the European Structural and Investment Funds to get investments for research, development and innovation activities. Lithuanian Government approved Smart specialization priority directions and priorities of the program. State Strategy \"Lithuania 2030\" highlighted the research, development and innovation in the development of the country, but the universities this activity is not properly appreciated. One of the problems of assessment is too narrow a definition of R & D activities Therefore, studies are needed to assess the contribution of higher education in the field of smart specialization implementation. The aim of this work is to evaluate preparation for implementation of Smart specialization strategy in the Lithuanian University of Educational sciences. Objectives – Analyse smart specialization strategy theoretical aspects. Make an analysis of documents regulating implementation measures of the smart specialization strategy. To analyse the potential of universities to contribute to the implementation of smart specialization strategies. Evaluate Lithuanian University of Educational Sciences Researchers R & D activities and provide the improvement of activity. In the research part of the work were used these empirical research methods: Comparative analysis of the scientific literature. A systematic analysis of the law acts. Questionnaire survey of researchers of Lithuanian University of Educational Sciences. Logical, systemic and comparative analysis of questionnaire data, semi-structured interviews with the Lithuanian University of Educational Sciences R & D project development experts, interpretive analysis of data received during the interview. The qualitative and quantitative results of the study show that the university lacks proper infrastructure, administrative staff managerial competence in the field of R & D management, systematic approach and information about the possibilities to carry out R & D activities in collaboration with business and motivational tools for researchers to engage in R & D activities. This shows that the Lithuanian University of Educational Sciences is not sufficiently prepared to implement R & D projects.

In recent years, the developed countries of the world realized that one of the main factors contributing to the progress of any country is the research, development and innovations. Innovation and knowledge-based economy, the ability to create and apply new knowledge is one of the most important conditions for the development of the country. Therefore, it is very important that this process would include the relevant participants: business, government and higher education that can most effectively contribute for the country, and European growth. Smart specialization strategy has become the main theme of the European Union Cohesion policy reforms. For competitive economy, each country must invest in R & D. Smart specialization strategy was ex ante condition for the European Structural and Investment Funds to get investments for research, development and innovation activities. Lithuanian Government approved Smart specialization priority directions and priorities of the program. State Strategy \"Lithuania 2030\" highlighted the research, development and innovation in the development of the country, but the universities this activity is not properly appreciated. One of the problems of assessment is too narrow a definition of R & D activities Therefore, studies are needed to assess the contribution of higher education in the field of smart specialization implementation. The aim of this work is to evaluate preparation for implementation of Smart specialization strategy in the Lithuanian University of Educational sciences. Objectives – Analyse smart specialization strategy theoretical aspects. Make an analysis of documents regulating implementation measures of the smart specialization strategy. To analyse the potential of universities to contribute to the implementation of smart specialization strategies. Evaluate Lithuanian University of Educational Sciences Researchers R & D activities and provide the improvement of activity. In the research part of the work were used these empirical research methods: Comparative analysis of the scientific literature. A systematic analysis of the law acts. Questionnaire survey of researchers of Lithuanian University of Educational Sciences. Logical, systemic and comparative analysis of questionnaire data, semi-structured interviews with the Lithuanian University of Educational Sciences R & D project development experts, interpretive analysis of data received during the interview. The qualitative and quantitative results of the study show that the university lacks proper infrastructure, administrative staff managerial competence in the field of R & D management, systematic approach and information about the possibilities to carry out R & D activities in collaboration with business and motivational tools for researchers to engage in R & D activities. This shows that the Lithuanian University of Educational Sciences is not sufficiently prepared to implement R & D projects.

The aim of this work is to assess the the realization of strategic management principles in Švenčionys district general education schools, to present the conclusions and proposals for the development of strategic management in general education schools. The issue raised in this research is the importance of strategic management development and implementation, both in public and in private sectors, which is emphasized as an essential factor in achieving a higher standard of living for progress of people, science and technology. However, democracy and progress in every development, practicing the principles of strategic management in organizations, are done only in part, and they are constantly faced with different obstacles. There are no published studies about the realization of strategic management principles in Lithuanian schools, which is why this fact reveals the novelty of the given subject. Research objectives: 1. To reveal the strategic management concept. 2. To discuss the applicability of strategic management principles in educational institutions. 3. To evaluate the realization of strategic management principles in Lithuanian educational institutions by theoretical aspect. 4. To investigate the application of strategic management principles in Švenčionys district general education schools. 5. To present the possibilities of strategic management development in general education. The contingent of the exploratory: The research was conducted in nine schools in Švenčionys district and in five institutions which are social school partners. The method used in this research: survey (used in two different forms). 160 respondents in total. Main research conclusions: Once summarizing the research results, we came to the conclusion that the strategic management principles are not yet implemented in Švenčionys district schools: some of the research participants claimed that their schools were not ready for creation of any strategic plan and they were certainly not yet ready for its implementation. One-fifth of the respondents admitted that they were not fully familiar with the school's strategic plan; only two-thirds of respondents made use of opportunity to influence the strategy development, three quarters understood their participation in the strategic management process as their personal coordination with the school's policy. Only little more than half of the survey participants rated the indicators marked in school strategic plan as real, based on comprehensive school environmental and internal analysis. Often this opinion was expressed by respondents with higher duties than by those occupying a lower position. The major obstacles to the implementation of the school's strategy for the participating in the survey Švenčionys district secondary school's headmasters and teachers, were lack of financial resources and lack of motivation. Younger respondents significantly more often than older respondents considered lack of motivation as a significant obstacle to the realization of the strategic management principles in general education school management. The research confirmed that there is a positive correlation between the realization of strategic management principles, school reputation, and education quality for students to gain.