Suchergebnisse

Challenges that arise during a time of crisis, as the current COVID-19 pandemic, are a basis for recognizing how different governments handle the governance of units such as schools and issues related to democracy and social inequality. By paying attention to similar or contrasting issues in the political welfare states' characteristics and organization, the crisis's impact on different countries can be identified and can provide learning examples beyond the study's phenomena. Although Brazil and Sweden are historically and culturally diverse countries, they also share similarities in being politicized by global trends such as neoliberalism. The paper examines the two governments' discourses and how centralization, decentralization, and neoliberalism and the resulting shift to privatized public services can form a basis for understanding declines in democracy and social inequality in schooling in both countries. The following research question guides the work, how are democracy and social inequality expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic? To investigate how democracy and social inequality were expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic, we used a quantitative ethnographic approach to analyze the government's discourses. With quantitative ethnographic techniques we identified how the states organized discussions and actions to investigate and solve socio-educational issues related to democracy and how access to resources for education related to inequalities. The governmental intensity of keeping the economy functioning was observed to be influenced by the advance of neoliberalism in both countries. In organizing the education during the COVID-19 pandemic neoliberalism is pertaining to authoritarianism in Brazil and more culturally contingent actions related to the ethos - "openness" - in Sweden. ; lict

Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.

Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.

The process of development, theoretical substantiation and implementation of distance education system organization model into teacher postgraduate education has been considered in the paper. Postgraduate pedagogical study with wide-area distance study is greatly distinguished from present system by level of study quality, number of users, focus on personality, democracy, variance, application of modern information-communication technologies and telecommunication networks in study. The platform of distance education has to be applied for supplement and expansion of traditional process of institution study and communication in the teacher postgraduate education institutes. Implementation of distance education in the teacher postgraduate education system creates the educational system of retraining and professional development for teachers on-the-job, and improvement of educational services, proposed by educational institution.

In the present article, the author researches, on the example of the chemistry sector organizations, state of the competitiveness of organizations in the sphere of education and science in the Russian Federation. The author points out that education and science, has a great impact on the entire producing economy of the country. This makes questions of efficiency and competitiveness of great interest and interest. In the conclusion the author points out that currently in the Russian Federation research and educational organizations has a lot of problems that need to be solved. Because of the research author make 5 scientifically proven ways to facilitate efficiency and competitiveness of the organizations of education and science. ; peer-reviewed

An assessment is made of the effectiveness of a survey feedback intervention in engendering a capacity for change within a sample of 10 Canadian teacher training institutions (TTIs). This article establishes a conceptual framework for the intervention, presents data on the process of program change, and considers the positive and negative effects resulting from the intervention. Unanticipated outcomes are described, and suggestions are made concerning future research. The results suggest that a survey feedback intervention can be moderately effective in engendering a capacity for change in TTIs, but success can only be anticipated if the model of intervention is diligently imple mented (especially thefollow through phase), is used selectively, and is sustained over time.

"International organizations play an important role in the development of education around the world. Some have a direct impact on the rights of children and parents in education, while others have an indirect impact by addressing such issues as health, welfare or finance. Prominent among the most influential international organizations are the members of the United Nations family of agencies, although regional development banks and trade union organisations also play important roles. And no mention of international organizations would be complete without reference to the PISA programme of the OECD, although the OECD does much more in the field of education. The Role of International Organizations in Education provides an introductory background to the operation of organisations that have had a direct and lasting impact on the implementation of educational policy in an international context. The accounts provided give researchers and practitioners to the field an initial account of the organizations, their development over the last seven decades, and their changing influence on the practice of education. By including voices from countries on the receiving end of international policies, the volume also introduces some of the debates that pervade in the field of international education"--