The development of mass higher education caused an austerity of state financing since the middle of the 20th century and encouraged higher education institutions to search for alternative sources of funding. One of the most convenient ways of diversifying the financial resources was the introduction of tuition fees. In this context, the student loans became an attractive means to ensure access to higher education. Student loans gave the students the possibility to cover their tuition fees and living costs and at the same time enabled the governments to save money. It is widely recognized that the higher education provides significant benefits to an individual. Students who are receiving loans get funding for the investment in education, and these loans must be repaid after graduation when the students get their economic benefits. The student loan system of Lithuania is also relevant in the light of the higher education funding model. The article provides an overview of the development of the student loan systems, an analysis of specific objectives of student loan schemes, and the factors influencing these objectives. The analysis of theoretical literature shows that the objectives of student loan systems are the following: improving access to higher education and the financial stability of the sector of higher education, promoting students' mobility and financial independence, meeting specific manpower needs. The success of the implementation of these objectives depends on the proper model of the student loan system and the national impact.
The development of mass higher education caused an austerity of state financing since the middle of the 20th century and encouraged higher education institutions to search for alternative sources of funding. One of the most convenient ways of diversifying the financial resources was the introduction of tuition fees. In this context, the student loans became an attractive means to ensure access to higher education. Student loans gave the students the possibility to cover their tuition fees and living costs and at the same time enabled the governments to save money. It is widely recognized that the higher education provides significant benefits to an individual. Students who are receiving loans get funding for the investment in education, and these loans must be repaid after graduation when the students get their economic benefits. The student loan system of Lithuania is also relevant in the light of the higher education funding model. The article provides an overview of the development of the student loan systems, an analysis of specific objectives of student loan schemes, and the factors influencing these objectives. The analysis of theoretical literature shows that the objectives of student loan systems are the following: improving access to higher education and the financial stability of the sector of higher education, promoting students' mobility and financial independence, meeting specific manpower needs. The success of the implementation of these objectives depends on the proper model of the student loan system and the national impact.
The development of mass higher education caused an austerity of state financing since the middle of the 20th century and encouraged higher education institutions to search for alternative sources of funding. One of the most convenient ways of diversifying the financial resources was the introduction of tuition fees. In this context, the student loans became an attractive means to ensure access to higher education. Student loans gave the students the possibility to cover their tuition fees and living costs and at the same time enabled the governments to save money. It is widely recognized that the higher education provides significant benefits to an individual. Students who are receiving loans get funding for the investment in education, and these loans must be repaid after graduation when the students get their economic benefits. The student loan system of Lithuania is also relevant in the light of the higher education funding model. The article provides an overview of the development of the student loan systems, an analysis of specific objectives of student loan schemes, and the factors influencing these objectives. The analysis of theoretical literature shows that the objectives of student loan systems are the following: improving access to higher education and the financial stability of the sector of higher education, promoting students' mobility and financial independence, meeting specific manpower needs. The success of the implementation of these objectives depends on the proper model of the student loan system and the national impact.
The development of mass higher education caused an austerity of state financing since the middle of the 20th century and encouraged higher education institutions to search for alternative sources of funding. One of the most convenient ways of diversifying the financial resources was the introduction of tuition fees. In this context, the student loans became an attractive means to ensure access to higher education. Student loans gave the students the possibility to cover their tuition fees and living costs and at the same time enabled the governments to save money. It is widely recognized that the higher education provides significant benefits to an individual. Students who are receiving loans get funding for the investment in education, and these loans must be repaid after graduation when the students get their economic benefits. The student loan system of Lithuania is also relevant in the light of the higher education funding model. The article provides an overview of the development of the student loan systems, an analysis of specific objectives of student loan schemes, and the factors influencing these objectives. The analysis of theoretical literature shows that the objectives of student loan systems are the following: improving access to higher education and the financial stability of the sector of higher education, promoting students' mobility and financial independence, meeting specific manpower needs. The success of the implementation of these objectives depends on the proper model of the student loan system and the national impact.
The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students' professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher's activity, joining together all other activities into the whole and having an impact on pupil's and teacher's interaction, success of the self-developmental process. Teacher's informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils' self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc. Scientific literature data and legal documents' analysis substantiate theoretically the development of student-teachers' instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student's and teachers' instructional communication in the study process. The data of the empirical research revealed and substantiated prerequisites for student-teachers' self-development of instructional communication skills: one's self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on instructional communication throughout the whole goal-seeking teacher self-development process, especially during seminars and lessons (which comprise an elective subject in the study programme), or the educational project (students' self-study time), teaching practice and individual or group consultations, etc. were also revealed and substantiated.
The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students' professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher's activity, joining together all other activities into the whole and having an impact on pupil's and teacher's interaction, success of the self-developmental process. Teacher's informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils' self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc. Scientific literature data and legal documents' analysis substantiate theoretically the development of student-teachers' instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student's and teachers' instructional communication in the study process. The data of the empirical research revealed and substantiated prerequisites for student-teachers' self-development of instructional communication skills: one's self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on instructional communication throughout the whole goal-seeking teacher self-development process, especially during seminars and lessons (which comprise an elective subject in the study programme), or the educational project (students' self-study time), teaching practice and individual or group consultations, etc. were also revealed and substantiated.
General education programs of Lithuania state, that all general education is oriented to children, young people, their needs and abilities. Therefore, the goal of modern school is to help a person to develop the maximum power of individual creativity and capacity to meet the needs of his or her innate needs such as self - expression, freedom, love, respect, creativity, trim and harmony. However, in modern society, the standing of schools is decreasing, school attendance is falling and the learning motivation has a negative tendency as well. To answer these questions, the author examines one of the most urgent problems - students' reluctance to attend school. Reluctance of students to attend school is the loss not only in the education system, but also in general context of Lithuania as a state. The accounting and the return of the education system of students under the age of 16 who do not attend school in Lithuania has already been in solving process for some time. The school attendance problem s well as the attitude of students towards school and learning has always been under consideration. The reasons why students avoid going to school have been relevant since the origination of science. Nowadays it has become a social problem in Lithuania and abroad because the family as an essential institution for ensuring the safety weakened morally and economically. Parents became indifferent to children's success and progress at school. Lack of motivation, stiff school curriculum, poor microclimate and other reasons cause indisposition towards school attendance. That is why the author sets the hypothesis that students' reluctance to attend school not only leads to the family or the motivation of the learning factors, but also a significant impact has the atmosphere of a modern school and the student's relation with it. The author also analyzes various scientific literature, legislation, and reviews students' attendance problem at Vladas Jurgutis secondary school of Palanga, elicits the main factors that affect school attendance at the above mentioned school and presents the results of a survey, which clearly demonstrates dominance between the school relations including family and learning factors.
General education programs of Lithuania state, that all general education is oriented to children, young people, their needs and abilities. Therefore, the goal of modern school is to help a person to develop the maximum power of individual creativity and capacity to meet the needs of his or her innate needs such as self - expression, freedom, love, respect, creativity, trim and harmony. However, in modern society, the standing of schools is decreasing, school attendance is falling and the learning motivation has a negative tendency as well. To answer these questions, the author examines one of the most urgent problems - students' reluctance to attend school. Reluctance of students to attend school is the loss not only in the education system, but also in general context of Lithuania as a state. The accounting and the return of the education system of students under the age of 16 who do not attend school in Lithuania has already been in solving process for some time. The school attendance problem s well as the attitude of students towards school and learning has always been under consideration. The reasons why students avoid going to school have been relevant since the origination of science. Nowadays it has become a social problem in Lithuania and abroad because the family as an essential institution for ensuring the safety weakened morally and economically. Parents became indifferent to children's success and progress at school. Lack of motivation, stiff school curriculum, poor microclimate and other reasons cause indisposition towards school attendance. That is why the author sets the hypothesis that students' reluctance to attend school not only leads to the family or the motivation of the learning factors, but also a significant impact has the atmosphere of a modern school and the student's relation with it. The author also analyzes various scientific literature, legislation, and reviews students' attendance problem at Vladas Jurgutis secondary school of Palanga, elicits the main factors that affect school attendance at the above mentioned school and presents the results of a survey, which clearly demonstrates dominance between the school relations including family and learning factors.
At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.
At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.
At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.
At the end of 2019, there were 246 schools in Lithuania without permanent school headmasters. It is a quarter of all general education schools in Lithuania. Until February 1, 2020, alone an additional 121 tenders were announced. This number may continue to grow as new competitions for the post of the outgoing school principal are published regularly. A well-prepared, professional and knowledgeable school headmaster has a significant positive impact on school outcomes for both teachers and students. Therefore, the concern about the lack of headmasters in Lithuanian schools is justified. Negative communicative attention and political pressure contribute to the desire to resolve such a situation as soon as possible. In order not to manage the situation temporarily, but for long-term positive changes in the chain of school headmasters, it is necessary to assess the consistency and success of recent changes in this area. The consistency of the state policy of headmasters will be assessed at two levels - administrative and ideological. The evaluation at the administrative level will be performed by analysing the changes in the legal acts regulating the state management policy. The assessment of ideological policy consistency will be based on the types of leadership highlighted by Ellen Daniëls, Annie Hondeghema and Filip Dochyb, which have been the most prominent in recent decades: instructional, situational, transformational and distributed. Policy success will be measured by the model developed by David Marsh and Allan McConnel, which encompasses three different dimensions of policy success: process, political, and programmatic. Research examining policy success has received increasing attention over the past decade. An empirical study of the work has shown that while national headmaster policy may be considered more consistent throughout individual governments, it is more inconsistent in general. The work also provided new empirical knowledge on the policy success of national headmaster policy. Although these assessments vary widely (from failure to success) across different dimensions of success in different governments, the overall evaluation of policy success varies slightly more towards success (2.5(6) points). At the end of the work, practical recommendations for the improvement of school leaders' policy are presented.
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.
Research purpose. This study identifies analyses four key higher education policy models on the basis of OECD and EU data base with background discussion. The study provides information and knowledge how higher education policies and some key economic indicators can be combined? Study provides comparative trend analyses, which are policy-relevant and give insights to decision-makers. Design / Methodology / Approach. Since the well-known Mincer-Earnings-Equation in the early 1970s, there has emerged an extensive literature concerning the monetary returns on higher education. Tuition fees in higher education can be considered as private investment in higher personal incomes. Free educa-tion has been opposed on the basis of its unfairness: At the same time as the proportion of public expendi-ture on tertiary educational institutions is an average of near 70 percent of total expenditure in all OECD countries, less educated tax-payers support higher futures incomes of privileged students. In this paper we focus on key trends of economies with their higher education systems. Findings. At present, only few countries, in addition to the Nordic Countries, have adopted tuition-free higher education system. There are growing financial and political pressures to adopt tuition also in these countries. Thus, it is of the greatest importance to acquire research knowledge in this matter. First, we briefly review the relevant theoretical and empirical economic literature. Next, we discuss the potential economic benefits of tuition-free higher education system in terms of dynamic macro efficiency. We suggest an eclectic approach, where aspects of endogenous growth theory and dynamic public economics are em-phasized. Criterion for national success is the balanced growth path with social welfare maximization. We argue that there are plausible links between national success indicators, like competitiveness and welfare, and free higher education. In this paper, we present some empirical comparative analyses which are rele-vant for the assessment of higher education systems in the global OECD study context. The study contrib-utes to (1) the global analysis of higher education systems, (2) to the policy of higher education finance, ,(3) the education and inequality discussion, (4) to the discussion about returns of higher education and (5) to the discussion about education and development. Originality / Value / Practical implications. This study helps decision-makers in the field of higher edu-cation policy to create a big picture of on-going trends of higher education systems. The applies OECD´s analyses as a analytical framework. OECD classifies in its "Education at a Glance" report (2014, 2020) four alternative models of tuition fees and student support systems. Model 1: Countries with no or low tuition fees and generous student support system (Denmark, Finland, Iceland, Norway and Sweden). Model 2: Countries with high tuition fees and well-developed student support systems (Australia, Canada, New Zea-land, the United Kingdom and US). Model 3: Countries with high tuition fees and less-developed student support systems (Chile, Japan and South-Korea); and Model 4: Countries with low tuition fees and less-developed student support systems (Austria, Belgium, the Czech Republic, France, Ireland, Italy, Poland, Portugal, Switzerland and Spain). The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators. The study executes an empirical analysis of the higher education systems in these countries. A data pool covers higher education data, economic growth data and key welfare indicators.
