Suchergebnisse

Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross- Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support— yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context

Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross- Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support— yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context

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 aim of the research – to define the content, functions, manifestations, forms of the concept of legal culture and to investigate the specific character of the legal culture of Latvian senior-grade elementary school pupils, developing proposals for improvement of acquisition of the legal culture by elementary school pupils. Thus, no research studies of legal culture are actually being made in Latvia, and also attention is insufficiently paid to it in the studies of law, and in political and sociological studies. The scientific novelty of the Doctoral Dissertation is characterised by the fact that the Doctoral Dissertation is dedicated to the legal culture, its updating and consolidating in the scientific and research environment in Latvia. Moreover, such an original research study of the legal culture of Latvian elementary school pupils has been made for the first time in Latvia.

The aim of the research – to define the content, functions, manifestations, forms of the concept of legal culture and to investigate the specific character of the legal culture of Latvian senior-grade elementary school pupils, developing proposals for improvement of acquisition of the legal culture by elementary school pupils. Thus, no research studies of legal culture are actually being made in Latvia, and also attention is insufficiently paid to it in the studies of law, and in political and sociological studies. The scientific novelty of the Doctoral Dissertation is characterised by the fact that the Doctoral Dissertation is dedicated to the legal culture, its updating and consolidating in the scientific and research environment in Latvia. Moreover, such an original research study of the legal culture of Latvian elementary school pupils has been made for the first time in Latvia.

The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.

The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.

Today nation education problem is pretty urgent thing. More and more spreading cosmopolitical ideas, because of that family starts to forget her national culture. When nations is shuffling nation loses speech and national identity. Heute ist das Problem der Nationalerziehung ganz aktuell. Kosmopolitische Ideen verbreiten sich immer mehr, und die Familie verliert allmählich ihre Nationalität, die Völker vermischen sich und verlieren ihre nationale Identität. Ungeachtet dessen, dass die Nationalerziehung in den bildungsreglamentierenden Dokumenten als eine Prioritätsrichtung erklärt wird, formiert jedoch die sogenannte "Bürgerlichkeit" entgegengesetzte Vorurteile den Nationalideen, die in Litauen der Zwischenkriegszeit gepflegt oder in den ersten Jahren der nationalen Unabhängigkeit erklärt wurden. Deswegen ist es wichtig, im Kindergarten von klein an das Gefühl des nationalen Bewusstseins, Ethnosittlichkeit, Traditionenrespekt zu erziehen. Das muss sich im Bildungsinhalt wiederspiegeln, während die Ethnokultur in alle Bildungsbereiche integriert wird. Ziel der Forschung: Perspektive der Nationalerziehung in der Vorschlbildung zu erforschen. Aufgaben: Erklärung der passenden Bedingungen für die Nationalerziehung. Erklärung der Aspekte der Nationalerziehung der Kinder während verschiedener Tätigkeit. Erklärung der wichtigsten Faktoren, die die Erziehung der nationalen Persönlichket im Kindergarten und in der Familie beeinflussen. Erklärung der Meinung der Pädagogen und Eltern über die Nationalerziehung und die Perspektive. Das Problem der Forschung – Faktoren, die für den Erfolg und Perspektiven der Nationalerziehung entscheidungsgebend sind. Forschungsmethoden: Fragebogen, Vergleichsanalyse der statistischen Angaben. Forschungsteilnehmer: 50 Pädagogen und 50 Eltern der X Kinderkrippen und – gärten des Bezirks Marijampole. Forschungsangaben wurden mit Microsoft Excel Progrmm bearbeitet. Die Forschung hat gezeigt, dass die Umgebung im Kindergarten und in der Familie, die Bildungsbasis, das Mikroklima der Gemeinschaft, die Beziehungen zwischen dem Kind und der Erzieherin, die Bildungs- und Spieltätigkeit, die Erneuerung der Position des Vorschulpädagogen für den Erfolg und Perspektiven der Nationalerziehung entscheidend sein können. Die Resultate der Forschung werden in der pädagogischen Bildung der Vorschulpädagogen des Bezirks Marijampole verwertet werden. Das Thema der Arbeit ist mit der Voraussicht der Perspektiven der Nationalerziehung, mit der Vervollkommnung der beruflichen Kompetenz und mit der Vorbereitung für die Arbeit im Kindergarten direkt verbunden.

Today nation education problem is pretty urgent thing. More and more spreading cosmopolitical ideas, because of that family starts to forget her national culture. When nations is shuffling nation loses speech and national identity. Heute ist das Problem der Nationalerziehung ganz aktuell. Kosmopolitische Ideen verbreiten sich immer mehr, und die Familie verliert allmählich ihre Nationalität, die Völker vermischen sich und verlieren ihre nationale Identität. Ungeachtet dessen, dass die Nationalerziehung in den bildungsreglamentierenden Dokumenten als eine Prioritätsrichtung erklärt wird, formiert jedoch die sogenannte "Bürgerlichkeit" entgegengesetzte Vorurteile den Nationalideen, die in Litauen der Zwischenkriegszeit gepflegt oder in den ersten Jahren der nationalen Unabhängigkeit erklärt wurden. Deswegen ist es wichtig, im Kindergarten von klein an das Gefühl des nationalen Bewusstseins, Ethnosittlichkeit, Traditionenrespekt zu erziehen. Das muss sich im Bildungsinhalt wiederspiegeln, während die Ethnokultur in alle Bildungsbereiche integriert wird. Ziel der Forschung: Perspektive der Nationalerziehung in der Vorschlbildung zu erforschen. Aufgaben: Erklärung der passenden Bedingungen für die Nationalerziehung. Erklärung der Aspekte der Nationalerziehung der Kinder während verschiedener Tätigkeit. Erklärung der wichtigsten Faktoren, die die Erziehung der nationalen Persönlichket im Kindergarten und in der Familie beeinflussen. Erklärung der Meinung der Pädagogen und Eltern über die Nationalerziehung und die Perspektive. Das Problem der Forschung – Faktoren, die für den Erfolg und Perspektiven der Nationalerziehung entscheidungsgebend sind. Forschungsmethoden: Fragebogen, Vergleichsanalyse der statistischen Angaben. Forschungsteilnehmer: 50 Pädagogen und 50 Eltern der X Kinderkrippen und – gärten des Bezirks Marijampole. Forschungsangaben wurden mit Microsoft Excel Progrmm bearbeitet. Die Forschung hat gezeigt, dass die Umgebung im Kindergarten und in der Familie, die Bildungsbasis, das Mikroklima der Gemeinschaft, die Beziehungen zwischen dem Kind und der Erzieherin, die Bildungs- und Spieltätigkeit, die Erneuerung der Position des Vorschulpädagogen für den Erfolg und Perspektiven der Nationalerziehung entscheidend sein können. Die Resultate der Forschung werden in der pädagogischen Bildung der Vorschulpädagogen des Bezirks Marijampole verwertet werden. Das Thema der Arbeit ist mit der Voraussicht der Perspektiven der Nationalerziehung, mit der Vervollkommnung der beruflichen Kompetenz und mit der Vorbereitung für die Arbeit im Kindergarten direkt verbunden.

Today nation education problem is pretty urgent thing. More and more spreading cosmopolitical ideas, because of that family starts to forget her national culture. When nations is shuffling nation loses speech and national identity. Heute ist das Problem der Nationalerziehung ganz aktuell. Kosmopolitische Ideen verbreiten sich immer mehr, und die Familie verliert allmählich ihre Nationalität, die Völker vermischen sich und verlieren ihre nationale Identität. Ungeachtet dessen, dass die Nationalerziehung in den bildungsreglamentierenden Dokumenten als eine Prioritätsrichtung erklärt wird, formiert jedoch die sogenannte "Bürgerlichkeit" entgegengesetzte Vorurteile den Nationalideen, die in Litauen der Zwischenkriegszeit gepflegt oder in den ersten Jahren der nationalen Unabhängigkeit erklärt wurden. Deswegen ist es wichtig, im Kindergarten von klein an das Gefühl des nationalen Bewusstseins, Ethnosittlichkeit, Traditionenrespekt zu erziehen. Das muss sich im Bildungsinhalt wiederspiegeln, während die Ethnokultur in alle Bildungsbereiche integriert wird. Ziel der Forschung: Perspektive der Nationalerziehung in der Vorschlbildung zu erforschen. Aufgaben: Erklärung der passenden Bedingungen für die Nationalerziehung. Erklärung der Aspekte der Nationalerziehung der Kinder während verschiedener Tätigkeit. Erklärung der wichtigsten Faktoren, die die Erziehung der nationalen Persönlichket im Kindergarten und in der Familie beeinflussen. Erklärung der Meinung der Pädagogen und Eltern über die Nationalerziehung und die Perspektive. Das Problem der Forschung – Faktoren, die für den Erfolg und Perspektiven der Nationalerziehung entscheidungsgebend sind. Forschungsmethoden: Fragebogen, Vergleichsanalyse der statistischen Angaben. Forschungsteilnehmer: 50 Pädagogen und 50 Eltern der X Kinderkrippen und – gärten des Bezirks Marijampole. Forschungsangaben wurden mit Microsoft Excel Progrmm bearbeitet. Die Forschung hat gezeigt, dass die Umgebung im Kindergarten und in der Familie, die Bildungsbasis, das Mikroklima der Gemeinschaft, die Beziehungen zwischen dem Kind und der Erzieherin, die Bildungs- und Spieltätigkeit, die Erneuerung der Position des Vorschulpädagogen für den Erfolg und Perspektiven der Nationalerziehung entscheidend sein können. Die Resultate der Forschung werden in der pädagogischen Bildung der Vorschulpädagogen des Bezirks Marijampole verwertet werden. Das Thema der Arbeit ist mit der Voraussicht der Perspektiven der Nationalerziehung, mit der Vervollkommnung der beruflichen Kompetenz und mit der Vorbereitung für die Arbeit im Kindergarten direkt verbunden.

It is Master Thesis analyzed strategic management of innovation culture by emphasizing context of educational system (pre-school educational institutions) in the Master Thesis. The research is based in three parts. By using theoretical analysis, there is pointed out the conception of strategic management of innovation culture and it let to present its' specific features and to identify importance of the pre-school educational institutions in this process, in the first part of the thesis. There is presented definition of strategic management, conception of innovation culture what is based on their coherence. There is pointed out the particularity of the pre-school institutions by identifying its' activities to entertain innovation culture. There is developed the importance of the research methodology, chosen quantitative and qualitative research methods and it let to actualize narrow studied branch of pre-school educational institutions in innovation context in the second part of the thesis. There are inspected various Lithuanian legislations, strategic documents, directives of European Union, analyzed Lithuanian pre-school institutions having their websites, programs, strategic, practice plans and other documents in the third part of the thesis. By seeking determine the strategic management situation of the Lithuanian innovation culture, there was studied inner and outer environment to form presumptions and conditions for the development of the innovation culture processes. There is fulfilled SSGG analysis, too. There is done empirical research, which analyses experiences by realizing strategic plans, keeping programs and other documents in Lithuanian pre-school educational institutions, which have websites. There is revealed the opinion of the experts to this problematic. There are pointed out directions to improve strategic management of innovation culture. Non-fiction analysis and research results validate that strategic management of innovation culture is strong in unification with evident aims and means, where education is the basement to system's achievements. There is stated in the research The research stated that the innovation culture is not constructive and reasonably reflected to the pre-school educational strategic plans and educational programs, and pre-school education level is not included in the realistic strategy of innovation culture. At the end of this thesis are identified development directions of strategic management of innovation culture, which pointed out the potential role of pre-school educational institutions.

It is Master Thesis analyzed strategic management of innovation culture by emphasizing context of educational system (pre-school educational institutions) in the Master Thesis. The research is based in three parts. By using theoretical analysis, there is pointed out the conception of strategic management of innovation culture and it let to present its' specific features and to identify importance of the pre-school educational institutions in this process, in the first part of the thesis. There is presented definition of strategic management, conception of innovation culture what is based on their coherence. There is pointed out the particularity of the pre-school institutions by identifying its' activities to entertain innovation culture. There is developed the importance of the research methodology, chosen quantitative and qualitative research methods and it let to actualize narrow studied branch of pre-school educational institutions in innovation context in the second part of the thesis. There are inspected various Lithuanian legislations, strategic documents, directives of European Union, analyzed Lithuanian pre-school institutions having their websites, programs, strategic, practice plans and other documents in the third part of the thesis. By seeking determine the strategic management situation of the Lithuanian innovation culture, there was studied inner and outer environment to form presumptions and conditions for the development of the innovation culture processes. There is fulfilled SSGG analysis, too. There is done empirical research, which analyses experiences by realizing strategic plans, keeping programs and other documents in Lithuanian pre-school educational institutions, which have websites. There is revealed the opinion of the experts to this problematic. There are pointed out directions to improve strategic management of innovation culture. Non-fiction analysis and research results validate that strategic management of innovation culture is strong in unification with evident aims and means, where education is the basement to system's achievements. There is stated in the research The research stated that the innovation culture is not constructive and reasonably reflected to the pre-school educational strategic plans and educational programs, and pre-school education level is not included in the realistic strategy of innovation culture. At the end of this thesis are identified development directions of strategic management of innovation culture, which pointed out the potential role of pre-school educational institutions.

All day school concept has been actively promoted and realized during past decade in several EU countries. This concept is related with attempts to guarantee child 's welfare and equal possibilities for academic success, to decrees social inequalities as such. All day school model is implemented in West, South and East Europe, but its implementation differs by school types, forms, etc. Even definitions, titles, descriptions of all day school vary from country to country in all Europe. Such variety is determined by different in-countries needs and contexts, different ways of school's life organization and implementation. Differences exist not only in separate countries, but also in separate schools of a same country. The authors of this article aim to present positive, challenging and to be improved aspects of all day schools' in five EU countries. Those aspects were analysed on student's, teacher's, family's and community's levels. The scientific work was carried on by meta -analysis of secondary sources. The first step was search for countries to be analysed and decision to choose concrete ones. The second one - identification and selection of reliable sources. At general level all day school is understood as regular school with prolonged in time curriculum and additional (non-formal) activities, that last till certain afternoon hours. The authors of this article reviewed and analysed experience of 5 EU countries - England, Greece, Germany, Finland and Portugal. The analysis revealed that all day school concept depends on in-country culture, educational tradition, and general socio-economic and political context. Positive aspects of all day schools are related to: possibility of individual choice; variety of educational forms; participation of parents and wider community in a school life; promotion of equal learning opportunities; growing motivation to learn and general satisfaction with school. Support for families is considered to be one of essential positive aspects in all day schools in all researched countries. Parents may combine their work with family duties and get social- pedagogical supervision. Usefulness of such school type for poor learners, especially immigrants, and others, coming from socio-economical background, is evident in all five countries. Challenging issues are related to: free choice possibilities; variety of activities at school; students' tiredness because of work overload and time spent in one place; applicability of physical environment; involvement of social partners; work overload of school teachers. Additional funding of all day schools is considered to be great challenge in all researched countries. Funding is necessary for implement of all days' school goals in full scope and comprehensive way.

All day school concept has been actively promoted and realized during past decade in several EU countries. This concept is related with attempts to guarantee child 's welfare and equal possibilities for academic success, to decrees social inequalities as such. All day school model is implemented in West, South and East Europe, but its implementation differs by school types, forms, etc. Even definitions, titles, descriptions of all day school vary from country to country in all Europe. Such variety is determined by different in-countries needs and contexts, different ways of school's life organization and implementation. Differences exist not only in separate countries, but also in separate schools of a same country. The authors of this article aim to present positive, challenging and to be improved aspects of all day schools' in five EU countries. Those aspects were analysed on student's, teacher's, family's and community's levels. The scientific work was carried on by meta -analysis of secondary sources. The first step was search for countries to be analysed and decision to choose concrete ones. The second one - identification and selection of reliable sources. At general level all day school is understood as regular school with prolonged in time curriculum and additional (non-formal) activities, that last till certain afternoon hours. The authors of this article reviewed and analysed experience of 5 EU countries - England, Greece, Germany, Finland and Portugal. The analysis revealed that all day school concept depends on in-country culture, educational tradition, and general socio-economic and political context. Positive aspects of all day schools are related to: possibility of individual choice; variety of educational forms; participation of parents and wider community in a school life; promotion of equal learning opportunities; growing motivation to learn and general satisfaction with school. Support for families is considered to be one of essential positive aspects in all day schools in all researched countries. Parents may combine their work with family duties and get social- pedagogical supervision. Usefulness of such school type for poor learners, especially immigrants, and others, coming from socio-economical background, is evident in all five countries. Challenging issues are related to: free choice possibilities; variety of activities at school; students' tiredness because of work overload and time spent in one place; applicability of physical environment; involvement of social partners; work overload of school teachers. Additional funding of all day schools is considered to be great challenge in all researched countries. Funding is necessary for implement of all days' school goals in full scope and comprehensive way.