Suchergebnisse

The feature of modern world is superfluity of information therefore, it is necessary to generalize it. There are presented reports that initiated the most of discussions. The subjects do not encompass plenty of educational problems analyzed in the conference. The representatives of scientific committee stressing the increased level of conference participants, new paradigmatic thinking, problematic and critical level of reports emphasized the following problems: relevance of integration of Lithuanian higher education into general environment of the European Union and the analysis of the situation; the spread of theoretical and empirical researches of the quality of university and non-university teacher training; the problems of creating a quality system in higher education; experience of teacher training reform in Latvia, Ukraine, Croatia, Russia, the USA; the relevance of adults training; the world experience of study quality evaluation, emphasizing similarities and differences of various countries; the objective to get acquainted with various models of modern teacher training, analyzing the organization of studies, communication with students, qualification of lecturers, development and management of studies, the system of quality guarantee, achievement and evaluation of goals. Exceptional attention was paid to preschool and pre-primary education problems and possibilities to solve them. The context of European documents regulating the system of higher education (Bologna process, Lisbon Strategy, Salamanka Convention, etc.) and in the context of analysis of the Lithuanian strategic guidelines of the change of higher education, the possibilities of Lithuanian study guarantee, shifting to knowledge based economy and creative society were discussed.

The feature of modern world is superfluity of information therefore, it is necessary to generalize it. There are presented reports that initiated the most of discussions. The subjects do not encompass plenty of educational problems analyzed in the conference. The representatives of scientific committee stressing the increased level of conference participants, new paradigmatic thinking, problematic and critical level of reports emphasized the following problems: relevance of integration of Lithuanian higher education into general environment of the European Union and the analysis of the situation; the spread of theoretical and empirical researches of the quality of university and non-university teacher training; the problems of creating a quality system in higher education; experience of teacher training reform in Latvia, Ukraine, Croatia, Russia, the USA; the relevance of adults training; the world experience of study quality evaluation, emphasizing similarities and differences of various countries; the objective to get acquainted with various models of modern teacher training, analyzing the organization of studies, communication with students, qualification of lecturers, development and management of studies, the system of quality guarantee, achievement and evaluation of goals. Exceptional attention was paid to preschool and pre-primary education problems and possibilities to solve them. The context of European documents regulating the system of higher education (Bologna process, Lisbon Strategy, Salamanka Convention, etc.) and in the context of analysis of the Lithuanian strategic guidelines of the change of higher education, the possibilities of Lithuanian study guarantee, shifting to knowledge based economy and creative society were discussed.

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Maritime education and training (MET) in Lithuania has deep historical roots. The place, name and jurisdiction of Lithuanian MET institutions have been changed several times. The first seamen examination institution in Klaipėda was founded in 1811. Nowadays there are two higher MET institutions, having basic programs leading to deck and engineering officer watchkeeping certificate: Lithuanian Maritime College and Klaipėda University Maritime Institute. These two high schools are among 96 EU MET institutions. There are 165 MET institutions in EU (25 countries), Norway and Iceland, 69 of them provide education and training for rating and other maritime specialists, offer short courses, researches and other services for maritime industry. MET institutions have different institutional structures and administration. They can be organized as universities, academies, colleges, vocational, technical schools, and higher polytechnics, state-owned and private. 25% are maritime academies (universities), 23% are faculties or departments in polytechnics, and colleges are 46% of all EU MET institutions leading to certificate of competence. The academic degree (bachelor, master) together with the maritime certificate is provided in some of EU countries. MET in Lithuania (also in the other EU countries) is provided in accordance to legal acts of three levels: international (world wide) legal acts, international (Europe Union) legal acts and national legal acts, which set norms for academic. [to full text]

Voluntary activity always played an important role in every civilization and society. During the history of the Catholic Church, religious communities were the first to take care of public education, treatment and social welfare. Thousands of religious created and worked in the voluntary health and education system. They created hospitals to the poor, orphans and single mother's shelters. They well understood Christ's words, "whatever you did for one of the least of these brothers of mine, you did for me." (Mt 25:40). The role of voluntary action in our society is increasing. Voluntary activity at both national and international level is closely linked to active citizenship, the core of democracy. Voluntary activities – it is an opportunity for everyone, regardless of gender, race, nationality, religion, political belief, age or health, to use their skills and experience, gain new skills, make friends, engage in work and change the social life of the country. Voluntary activities promote personal development, expand social benefits, general human capacity – it is time for the benefit of other activities and the opportunity to educate themselves, improve their personal, professional and social competencies. Volunteering is one of the ways in which different nationalities, religions, social and economic environment and people can affect positive change. A changing society, people's social skills are becoming particularly important. Greater opportunity to adapt to new environment, extend successful participation in the area of lifelong learning. Non-governmental organizations are great opportunities for people of different age engage in learning through volunteering, to realize their talents, share ideas, values, to communicate. The Church is called to love and serve people.[.].

Voluntary activity always played an important role in every civilization and society. During the history of the Catholic Church, religious communities were the first to take care of public education, treatment and social welfare. Thousands of religious created and worked in the voluntary health and education system. They created hospitals to the poor, orphans and single mother's shelters. They well understood Christ's words, "whatever you did for one of the least of these brothers of mine, you did for me." (Mt 25:40). The role of voluntary action in our society is increasing. Voluntary activity at both national and international level is closely linked to active citizenship, the core of democracy. Voluntary activities – it is an opportunity for everyone, regardless of gender, race, nationality, religion, political belief, age or health, to use their skills and experience, gain new skills, make friends, engage in work and change the social life of the country. Voluntary activities promote personal development, expand social benefits, general human capacity – it is time for the benefit of other activities and the opportunity to educate themselves, improve their personal, professional and social competencies. Volunteering is one of the ways in which different nationalities, religions, social and economic environment and people can affect positive change. A changing society, people's social skills are becoming particularly important. Greater opportunity to adapt to new environment, extend successful participation in the area of lifelong learning. Non-governmental organizations are great opportunities for people of different age engage in learning through volunteering, to realize their talents, share ideas, values, to communicate. The Church is called to love and serve people.[.].

Voluntary activity always played an important role in every civilization and society. During the history of the Catholic Church, religious communities were the first to take care of public education, treatment and social welfare. Thousands of religious created and worked in the voluntary health and education system. They created hospitals to the poor, orphans and single mother's shelters. They well understood Christ's words, "whatever you did for one of the least of these brothers of mine, you did for me." (Mt 25:40). The role of voluntary action in our society is increasing. Voluntary activity at both national and international level is closely linked to active citizenship, the core of democracy. Voluntary activities – it is an opportunity for everyone, regardless of gender, race, nationality, religion, political belief, age or health, to use their skills and experience, gain new skills, make friends, engage in work and change the social life of the country. Voluntary activities promote personal development, expand social benefits, general human capacity – it is time for the benefit of other activities and the opportunity to educate themselves, improve their personal, professional and social competencies. Volunteering is one of the ways in which different nationalities, religions, social and economic environment and people can affect positive change. A changing society, people's social skills are becoming particularly important. Greater opportunity to adapt to new environment, extend successful participation in the area of lifelong learning. Non-governmental organizations are great opportunities for people of different age engage in learning through volunteering, to realize their talents, share ideas, values, to communicate. The Church is called to love and serve people.[.].

Voluntary activity always played an important role in every civilization and society. During the history of the Catholic Church, religious communities were the first to take care of public education, treatment and social welfare. Thousands of religious created and worked in the voluntary health and education system. They created hospitals to the poor, orphans and single mother's shelters. They well understood Christ's words, "whatever you did for one of the least of these brothers of mine, you did for me." (Mt 25:40). The role of voluntary action in our society is increasing. Voluntary activity at both national and international level is closely linked to active citizenship, the core of democracy. Voluntary activities – it is an opportunity for everyone, regardless of gender, race, nationality, religion, political belief, age or health, to use their skills and experience, gain new skills, make friends, engage in work and change the social life of the country. Voluntary activities promote personal development, expand social benefits, general human capacity – it is time for the benefit of other activities and the opportunity to educate themselves, improve their personal, professional and social competencies. Volunteering is one of the ways in which different nationalities, religions, social and economic environment and people can affect positive change. A changing society, people's social skills are becoming particularly important. Greater opportunity to adapt to new environment, extend successful participation in the area of lifelong learning. Non-governmental organizations are great opportunities for people of different age engage in learning through volunteering, to realize their talents, share ideas, values, to communicate. The Church is called to love and serve people.[.].

Voluntary activity always played an important role in every civilization and society. During the history of the Catholic Church, religious communities were the first to take care of public education, treatment and social welfare. Thousands of religious created and worked in the voluntary health and education system. They created hospitals to the poor, orphans and single mother's shelters. They well understood Christ's words, "whatever you did for one of the least of these brothers of mine, you did for me." (Mt 25:40). The role of voluntary action in our society is increasing. Voluntary activity at both national and international level is closely linked to active citizenship, the core of democracy. Voluntary activities – it is an opportunity for everyone, regardless of gender, race, nationality, religion, political belief, age or health, to use their skills and experience, gain new skills, make friends, engage in work and change the social life of the country. Voluntary activities promote personal development, expand social benefits, general human capacity – it is time for the benefit of other activities and the opportunity to educate themselves, improve their personal, professional and social competencies. Volunteering is one of the ways in which different nationalities, religions, social and economic environment and people can affect positive change. A changing society, people's social skills are becoming particularly important. Greater opportunity to adapt to new environment, extend successful participation in the area of lifelong learning. Non-governmental organizations are great opportunities for people of different age engage in learning through volunteering, to realize their talents, share ideas, values, to communicate. The Church is called to love and serve people.[.].

The change in the meanings of educational goals and priorities alters the overall educational concepts. Thus, learning in a constantly changing world becomes a life long process. Therefore, teachers have to know new tasks – to create such a learning process, which would encourage a students' learning, and at the same time would ensure the perspective of life long learning. The examination of scientific literature and educational documents reveal that pedagogical skills that emphasize knowledge transfer and the development of cognitive skills are becoming insufficient for teachers to meet new tasks. In the context of this analysis the one of the most important capabilities becomes a competence which can be described as an attitude to encourage teachers to develop theirs (as well as students') learning to learn abilities, knowledge and skills that encourage to create a positive learning environment and to take the position of life-long learning. The hypothesis of the change in teachers' competences allows authors to state a scientific problem: how to help a teacher to broaden the competences he / she already has, and to enable teachers to reflect on the teaching / learning experience. The goal of the research – to describe learning/teaching competence characteristics, and to construct a means, which would ensure the ability to measure the learning / teaching experience and the reflection of opportunities. In order to achieve the goal, the following activities were conducted: 1. The parameters and characteristics by which learning / teaching competencies were described in educational scientific literature and the documents of the European Union 2. The means were created, adapted and empirically tested for the fixing of teachers' learning / teaching experience and reflection. 3. The process was developed which would ensure the measurement of teaching / learning process and carried out a research of a particular learning experience.

The change in the meanings of educational goals and priorities alters the overall educational concepts. Thus, learning in a constantly changing world becomes a life long process. Therefore, teachers have to know new tasks – to create such a learning process, which would encourage a students' learning, and at the same time would ensure the perspective of life long learning. The examination of scientific literature and educational documents reveal that pedagogical skills that emphasize knowledge transfer and the development of cognitive skills are becoming insufficient for teachers to meet new tasks. In the context of this analysis the one of the most important capabilities becomes a competence which can be described as an attitude to encourage teachers to develop theirs (as well as students') learning to learn abilities, knowledge and skills that encourage to create a positive learning environment and to take the position of life-long learning. The hypothesis of the change in teachers' competences allows authors to state a scientific problem: how to help a teacher to broaden the competences he / she already has, and to enable teachers to reflect on the teaching / learning experience. The goal of the research – to describe learning/teaching competence characteristics, and to construct a means, which would ensure the ability to measure the learning / teaching experience and the reflection of opportunities. In order to achieve the goal, the following activities were conducted: 1. The parameters and characteristics by which learning / teaching competencies were described in educational scientific literature and the documents of the European Union 2. The means were created, adapted and empirically tested for the fixing of teachers' learning / teaching experience and reflection. 3. The process was developed which would ensure the measurement of teaching / learning process and carried out a research of a particular learning experience.

The change in the meanings of educational goals and priorities alters the overall educational concepts. Thus, learning in a constantly changing world becomes a life long process. Therefore, teachers have to know new tasks – to create such a learning process, which would encourage a students' learning, and at the same time would ensure the perspective of life long learning. The examination of scientific literature and educational documents reveal that pedagogical skills that emphasize knowledge transfer and the development of cognitive skills are becoming insufficient for teachers to meet new tasks. In the context of this analysis the one of the most important capabilities becomes a competence which can be described as an attitude to encourage teachers to develop theirs (as well as students') learning to learn abilities, knowledge and skills that encourage to create a positive learning environment and to take the position of life-long learning. The hypothesis of the change in teachers' competences allows authors to state a scientific problem: how to help a teacher to broaden the competences he / she already has, and to enable teachers to reflect on the teaching / learning experience. The goal of the research – to describe learning/teaching competence characteristics, and to construct a means, which would ensure the ability to measure the learning / teaching experience and the reflection of opportunities. In order to achieve the goal, the following activities were conducted: 1. The parameters and characteristics by which learning / teaching competencies were described in educational scientific literature and the documents of the European Union 2. The means were created, adapted and empirically tested for the fixing of teachers' learning / teaching experience and reflection. 3. The process was developed which would ensure the measurement of teaching / learning process and carried out a research of a particular learning experience.

This article focuses on the political, social and employment factors in Lithuania. Work and Family reconciliation policy has been promoted as a tool that different policy documents employ at any particular point in time. Social factors, like work and family reconciliation policies, in relation to gender equality were defined more in terms of level of labour market participation than anything else. In this article the differences and relationship between male and female at work and in the family and their impact on career among the employees based on employers' attitudes are described. These three factors are analysed in relation to opportunities of reconciliation of work and family obligations for young families with small children.