Suchergebnisse

The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors' professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors' professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project "Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools" (SUCCESS, 2017-12-LT01-KA201-035247). In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years. The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.

Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.

The waste problem is now recognized as the most important and difficult area of environmental protection. Waste collection and initial sorting depends largely on the goodwill and awareness of society, so education and training of society are very important. In respect that the environmental education is an assumption for a success of waste sorting, it can be argued that one of the tools to implement it is schools' initiatives. However, there is a problem that the focus on the implementation of these initiatives is not sufficient because the schools' waste sorting initiatives are not evaluated and analyzed in order to determine their effectiveness. In this paper this problem is solved on the basis of scientific literature and data of empirical study. In the first section of paper it is discussed the role of environmental education on a purpose to educate a person consciously understanding the importance of waste sorting. Scientific works of Lithuanian and foreign authors' were analyzed. The comparison and summary methods were used in order to submit the common trends and providences. In the second section on the basis of International, European Union and Lithuanian legislation analysis, legal regulation of environmental education was analyzed, and a legal basis to implement waste sorting initiatives at schools of Lithuania was identified. In the third section using the method of data analysis the waste sorting initiatives implemented by Lithuanian schools were identified and analyzed. In order to assess initiatives the survey of experts was carried out. The educational effectiveness of initiatives was determined. It emerged that waste sorting initiatives implemented by comprehensive schools in the educational aspect are effective. On the basis of the survey of experts the recommendations for initiatives improving were submitted.

The waste problem is now recognized as the most important and difficult area of environmental protection. Waste collection and initial sorting depends largely on the goodwill and awareness of society, so education and training of society are very important. In respect that the environmental education is an assumption for a success of waste sorting, it can be argued that one of the tools to implement it is schools' initiatives. However, there is a problem that the focus on the implementation of these initiatives is not sufficient because the schools' waste sorting initiatives are not evaluated and analyzed in order to determine their effectiveness. In this paper this problem is solved on the basis of scientific literature and data of empirical study. In the first section of paper it is discussed the role of environmental education on a purpose to educate a person consciously understanding the importance of waste sorting. Scientific works of Lithuanian and foreign authors' were analyzed. The comparison and summary methods were used in order to submit the common trends and providences. In the second section on the basis of International, European Union and Lithuanian legislation analysis, legal regulation of environmental education was analyzed, and a legal basis to implement waste sorting initiatives at schools of Lithuania was identified. In the third section using the method of data analysis the waste sorting initiatives implemented by Lithuanian schools were identified and analyzed. In order to assess initiatives the survey of experts was carried out. The educational effectiveness of initiatives was determined. It emerged that waste sorting initiatives implemented by comprehensive schools in the educational aspect are effective. On the basis of the survey of experts the recommendations for initiatives improving were submitted.

Casting the societal needs, fastly developing the sciences, technologies, education must apply to innovations and fill the societal bill. Bilingual education reflects European languages and the main policy of Lithuanian education, as well as, education development trends. It is thought to form conditions perfecting children language competence, creating and improving pupils common communicative abilities by bilingual teaching. The aim of this Master dissertation is to survey the bilingual education and its peculiarities. In Master's dissertation there are analised the concept of bilingual education and its psychological peculiarities, as well as, European Union and Lithuanian legal documents, historical aspects of bilingual education, bilingual teaching models. There are also highlighted the main problems which appear working with bilingual teaching syllabus. There was made a research in Vilnius city secondary schools of ethnic groups. In this research 9-10 formers and their teachers took part. The results of this research revealed the real situation in ethnic groups schools. The research succeeded to find out how the process of bilingual teaching in ethnic schools takes place, what models of bilingual teaching are applied, how many teachers are prepared to work according bilingual teaching syllabus and are familiar with teaching models. After the results, there were successfully made the conclusions, prepared some recommendations for school teachers, heads, which could help for preparing bilingual teaching syllabus, applying a variety of teaching models and types.

Casting the societal needs, fastly developing the sciences, technologies, education must apply to innovations and fill the societal bill. Bilingual education reflects European languages and the main policy of Lithuanian education, as well as, education development trends. It is thought to form conditions perfecting children language competence, creating and improving pupils common communicative abilities by bilingual teaching. The aim of this Master dissertation is to survey the bilingual education and its peculiarities. In Master's dissertation there are analised the concept of bilingual education and its psychological peculiarities, as well as, European Union and Lithuanian legal documents, historical aspects of bilingual education, bilingual teaching models. There are also highlighted the main problems which appear working with bilingual teaching syllabus. There was made a research in Vilnius city secondary schools of ethnic groups. In this research 9-10 formers and their teachers took part. The results of this research revealed the real situation in ethnic groups schools. The research succeeded to find out how the process of bilingual teaching in ethnic schools takes place, what models of bilingual teaching are applied, how many teachers are prepared to work according bilingual teaching syllabus and are familiar with teaching models. After the results, there were successfully made the conclusions, prepared some recommendations for school teachers, heads, which could help for preparing bilingual teaching syllabus, applying a variety of teaching models and types.

Rapid economic and political changes and social events inevitably influenced the change in priorities and traditional values. Professional image of a pre-school teacher has changed as well. On the one hand, a pedagogue's image is formed by society and therefore the pedagogues themselves are partly responsible for their image. On the other hand, education in general receives very little attention. And if it receives, this is not necessarily a positive attention. Pre-school pedagogues' attitudes towards their profession determine their professional image in society. The subject of research is professional image of pre-school education pedagogues. The aim of the research is to reveal the attitude of preschool education pedagogues towards their professional image. The methods of the research are content analysis of scholarly and methodological literature, questionnaire survey, qualitative and quantitative analysis of research data, descriptive method. The scope and basis of the research: 138 pre-school education pedagogues from Šiauliai, Mažeikiai, Joniškis, Jurbarkas and Panevėžys towns participated. For realization of the aim quantitative and qualitative research paradigms were applied. The results of the empirical research have revealed that pre-school education pedagogues themselves are responsible for their professional image. The positive image of pedagogues is significantly determined by a pedagogue's dedication to job, responsibility, love for children, competences gained, and personal qualities. The negative image stems from low pay for a hard work.

Rapid economic and political changes and social events inevitably influenced the change in priorities and traditional values. Professional image of a pre-school teacher has changed as well. On the one hand, a pedagogue's image is formed by society and therefore the pedagogues themselves are partly responsible for their image. On the other hand, education in general receives very little attention. And if it receives, this is not necessarily a positive attention. Pre-school pedagogues' attitudes towards their profession determine their professional image in society. The subject of research is professional image of pre-school education pedagogues. The aim of the research is to reveal the attitude of preschool education pedagogues towards their professional image. The methods of the research are content analysis of scholarly and methodological literature, questionnaire survey, qualitative and quantitative analysis of research data, descriptive method. The scope and basis of the research: 138 pre-school education pedagogues from Šiauliai, Mažeikiai, Joniškis, Jurbarkas and Panevėžys towns participated. For realization of the aim quantitative and qualitative research paradigms were applied. The results of the empirical research have revealed that pre-school education pedagogues themselves are responsible for their professional image. The positive image of pedagogues is significantly determined by a pedagogue's dedication to job, responsibility, love for children, competences gained, and personal qualities. The negative image stems from low pay for a hard work.

This work aims to reveal socio-educational support models in pre-school institution. To perform research was selected qualitative research method. It was done theoretical analysis of socio-educational activities and theoretical model in pre-school. During qualitative research method using semi-structured interview were interviewed 15 experts, 10 social educators and 5 educators working in pre-school. Data of research were processed using content analysis method. In the part of study was investigate need of socio-educational support for childrens, parents community, competences of socio-educatots (educators), providing perpective, providing models, point of view of socio-educators and educators. Following qualitative study it was found that socio-educational support in pre school institution is carried out using preventive work: activities with children and children groups, activities with families, communication and collaboration, professional development of social educators. Mainly is focus on children and social skills development. Pre-school community would like that social educators more focus to children welfare, safety, pozitive integration and socialization in the society by promoting the expression of full-fledget personality. Educators expect more help: more attention and concentration in common activities, team work, communication and education of parents. Results of study reaveled socio-educational support areas for improvement: not adapted workplaces, low workloads of socio-educators, lack of National programs, legislation, job descriptions, lack of specialists (psychologist, physical therapist), lack of work methods and measures, lack of programs for improving professional competences skills. Moddeling data of study were created socio-educational support system model which interacts activities, development, environment, structure and main aim of socio-educators.

This work aims to reveal socio-educational support models in pre-school institution. To perform research was selected qualitative research method. It was done theoretical analysis of socio-educational activities and theoretical model in pre-school. During qualitative research method using semi-structured interview were interviewed 15 experts, 10 social educators and 5 educators working in pre-school. Data of research were processed using content analysis method. In the part of study was investigate need of socio-educational support for childrens, parents community, competences of socio-educatots (educators), providing perpective, providing models, point of view of socio-educators and educators. Following qualitative study it was found that socio-educational support in pre school institution is carried out using preventive work: activities with children and children groups, activities with families, communication and collaboration, professional development of social educators. Mainly is focus on children and social skills development. Pre-school community would like that social educators more focus to children welfare, safety, pozitive integration and socialization in the society by promoting the expression of full-fledget personality. Educators expect more help: more attention and concentration in common activities, team work, communication and education of parents. Results of study reaveled socio-educational support areas for improvement: not adapted workplaces, low workloads of socio-educators, lack of National programs, legislation, job descriptions, lack of specialists (psychologist, physical therapist), lack of work methods and measures, lack of programs for improving professional competences skills. Moddeling data of study were created socio-educational support system model which interacts activities, development, environment, structure and main aim of socio-educators.

People with disabilities, people with special needs in our society have the same rights as other members of the public. People with disabilities must have the same education, work, leisure, participation in the social life, political and community options. Art therapy is interpreted differently in different countries and in different scientific literature. Art therapy can be appreciated as one of the integration dimension of the disable people into the society. Art is emerging as the most perfect language for all people to communicate, especially while verbal communication is difficult or impossible. Art therapy is applied recently in Lithuania. Art therapy is an effective and useful. But there is problems how to apply it, how to organize the work, what programs and methodological materials you can use in work, how to evaluate the effectiveness, who is suitable professionals for this job, how to adapt art therapy to the general curriculum? Master's paper objective is to analyze and evaluate the art education process peculiarity in the special needs schools. To implement the objective the following tasks were raised: to analyze the general methodological recommendatory documents of the primary and general education programs; to disclose the peculiarity of organizing art education in special needs schools; evaluate the peculiarity of organizing art education in special needs schools and to do the to do the questionnaire research. The object of the research is art education elements for schoolchildren with special educational needs. In the research was participating administrative staff of Lithuanian special needs schools. However, the ongoing development of art education is too slow. We have not enough professional art education teachers that could use high-quality art therapy and psychology techniques. Still are visible lack of information and resources for learning.

People with disabilities, people with special needs in our society have the same rights as other members of the public. People with disabilities must have the same education, work, leisure, participation in the social life, political and community options. Art therapy is interpreted differently in different countries and in different scientific literature. Art therapy can be appreciated as one of the integration dimension of the disable people into the society. Art is emerging as the most perfect language for all people to communicate, especially while verbal communication is difficult or impossible. Art therapy is applied recently in Lithuania. Art therapy is an effective and useful. But there is problems how to apply it, how to organize the work, what programs and methodological materials you can use in work, how to evaluate the effectiveness, who is suitable professionals for this job, how to adapt art therapy to the general curriculum? Master's paper objective is to analyze and evaluate the art education process peculiarity in the special needs schools. To implement the objective the following tasks were raised: to analyze the general methodological recommendatory documents of the primary and general education programs; to disclose the peculiarity of organizing art education in special needs schools; evaluate the peculiarity of organizing art education in special needs schools and to do the to do the questionnaire research. The object of the research is art education elements for schoolchildren with special educational needs. In the research was participating administrative staff of Lithuanian special needs schools. However, the ongoing development of art education is too slow. We have not enough professional art education teachers that could use high-quality art therapy and psychology techniques. Still are visible lack of information and resources for learning.