The diploma thesis offers to the reader a detailed comparison of two life insurance products -- Česká spořitelna insurance's FLEXI and Koopetiva's PERSPEKTIVA 7BN. The comparison is made from the point of view of finances, of the covered risks and the extent of the cover, of the differences in the insurance conditions, of the insurance payments and their amount upon the formation of the insured event and of the overall approach of the insurance companies to the insured client. The diploma thesis presents to the reader the evaluation of the pros and cons of the life insurance products, as well as recommendation in the product choice.

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The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

Bakgrund Sjukhusmaten har stor betydelse för patientens tillfrisknande, men trots detta slängs stor del av maten och många patienter lider av undernäring. En inlagd patient behöver energi- och näringstät kost, men för att patienter med sjukdomar och åkommor ska kunna äta maten krävs individanpassning av måltiderna. För att kunna leverera säkra patientmåltider krävs kunskap och fungerande kommunikation hos berörd personal. En organisatorisk studie kan möjliggöra identifikation av problemområden och fungerande områden kring måltidsrutinerna inom sjukhus, för att säkerställa rätt kost. Därför utgick denna studie utifrån ett organisatoriskt perspektiv vid syftesformulering.  Syfte Att kartlägga matutbudet och måltidsprocessen inom Landstinget Sörmland, med specifikt fokus på specialkost inom sjukhusmiljö.  Metod Studien bestod av statistik över beställda koster från Landstinget Sörmland åren 2015-2017, samt kompletterande samtal med berörda yrkesgrupper under våren 2018.  Resultat Beställningsstatistiken visade skillnader och likheter mellan sjukhusen, där Katrineholm utmärktes med störst andel specialkost på ≈40%. För Katrineholm var Minus fläsk, Laktosfritt och Lättuggat vanligast. Eskilstuna och Nyköping hade högst andel Flytande, Lättuggat och Dialys. Enskild specialkost varierade månadsvis, mest skiftningar hade Vegankost för Nyköping och Katrineholm, och Flytande för Eskilstuna. Representanter från fyra olika yrkesgrupper deltog i samtalen, där måltidsprocessen beskrevs beröra ordinering, beställning, tillagning, servering och uppföljning. Det största problemområdet uppgavs vara beställningsprocessen, vilket ansågs bero på kostrelaterad kunskapsbrist och/eller bortprioritering bland vårdpersonal. Uppföljningsarbetet var även ett område som ansågs ha förbättringspotential, eftersom patienters mat- och vätskeregistreringar behövde utarbetas grundligare.  Slutsats De konsistensanpassade kosterna utgjorde hög andel av totala specialkoster, där Lättuggat var bland de tre vanligaste för alla sjukhus, och förknippades till den geriatriska/kirurgiska vården. Kommunikationsproblem och kunskapsbrist inom vården kunde utgöra hinder inom måltidsprocessen. Studieresultatet betonar vikten av individanpassning och uppföljning inom patientmåltider. / Background Hospital meals are important for a patient’s recovery, despite this huge amount of food is wasted and many patients suffer of malnutrition. A hospitalized patient need a diet high in energy and nutrients, and individualized meal adaptions are necessary. To deliver safe meals are knowledge and functioning communication required. An organizational study might identify problematic and functioning areas regarding meal process routines within hospitals, to ensure patients their needed meals. Because of this, the study’s purpose emanated from an organizational perspective.  Objective To study diet variations and meal process in Landstinget Sörmland, with focus on special diets within hospital environment.  Method Data consisted of statistics of ordered meals provided from Landstinget Sörmland, years 2015-2017, and information collected through dialogues with involved personnel, 2018.  Results The statistics of ordered meals showed both differences and similarities between the hospitals, with highest proportion of special diets at Katrineholm (≈40%). Most common diets at Katrineholm were Pork-free, Lactose-free and Dialyses. Highest share in Eskilstuna and Nyköping were Liquid, Paté and Dialyses. The special diets that had highest monthly variations were Vegan in Nyköping and Katrineholm, and Liquid and Dialyses for Eskilstuna. The dialogues consisted of representatives from four work categories, and the meal process were reported to be prescribing, ordering, cooking, serving and follow-up. Difficulties were found regarding ordering, which was considered to be because lack of knowledge and/or neglecting among caregivers. Follow-up process was reported to have areas with room for improvement, with focus on food and fluid registration.  Conclusion Texture modified food represented a high proportion of total special diets. Most common for all hospitals were the amount of Paté, and could be associated with the geriatric/surgical care. Communicational problems and lack of knowledge could act as potential barriers within the meal process. The study results emphasize the value of individual adaption and patient meal follow-ups.

The thesis is in the field of information design and specializing on spatial design. The study explores how workplace personalization can take form in an activity-based workplace with flexi-desks. At the time of writing, Mälardalen University is planning to build a new campus in Eskilstuna. The new workplace for the teachers and researchers is planned to be an activity-based workplace with flexi-desks. Earlier studies have shown that in many cases activity-based workplaces have not been used in the way they were designed for. In those cases, there appears to be issues with employees interaction with the physical environment.   The aim of the study has been to investigate what impact and need of workplace personalization have to the teachers in the academy of innovation, design and technology at Eskilstuna University, in order to avoid above named problems with the teachers new activity-based workplace.   Early empirical data in this study is based on interviews, to get the overall picture and to understand how activity-based workplaces work in practice at other organizations. The interviews also defined the functions of the new campus in Eskilstuna, that lead to a mapping of activity zones in the blueprints of the new building. Through studies of literature, a method has been developed that identifies the underlying needs of workplace personalization for the users in this study. The empirical data, together with earlier studies and design theory that puts human behavior first, resulted in a design proposal that satisfies the users needs for storage and personalization. The design proposal is a complement to the flexible workplace.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

Instructional design is a science that has received little attention from residential universities and educational practices. Instructional design is regarded as a prerequisite for designing, delivering and optimising flexi-learning programmes and should be part of the curricularising processes of universities. There is furthermore an increasing awareness, both internationally and nationally, of the need for distance education. The paradigm shift towards more learner centred study, independent of time and place, necessitates the redesigning and development of learning material at tertiary institutions. This study applies the parameters of instructional design and distance teaching to the field of hearing aid acoustics. The stages utilised in the instructional design of a distance teaching program for hearing aid acousticians were the following: planning through an analysis of the situation, design and development of the program, implementing the postgraduate Diploma in Hearing Aid Acoustics and the utilisation and management of the program through continuous assessment of the program. In the planning phase an analysis of the situation was conducted by means of questionnaires to the major role players, viz. hearing aid dispensers in practice and their adult and geriatric clients with a hearing loss. A total of 144 respondents were included in the study. In the planning document the expected outcomes and main traits of the potential learners were identified. The best system for the delivery of the program was also selected. The results of the analysis phase were used to develop and implement a two year post-graduate distance teaching diploma in hearing aid acoustics. A major challenge was to effectively facilitate the practical skills required of hearing aid acousticians within a distance teaching program. Selected contact periods are therefore used for practising practical skills. In the final phase of instructional design, the program was evaluated. It was indicated that instructional design is indeed a prerequisite for specifying conditions for learning, based on sound teaching principles. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

Darbe analizuojamos Šveicarijos ir Lietuvos valstybės tarnybos sistemos, jų ypatumai bei galimybės taikyti naujosios viešosios vadybos elementus Lietuvoje. Šveicarijos valstybės tarnyba vertinama kaip viena pažangiausių pasaulyje. Būtent čia plačiai pradėtos diegti NVV naujovės. Šveicarijos valstybės tarnyba išsiskiria savo savitumu, kurį nulėmė tiesioginė demokratija, federalizmas ir konsensualinė demokratija. Pati valstybės tarnybos sistema yra sudėtinga, nes ją reglamentuoja skirtingų lygių teisės aktai, atskirai taikomi valstybės tarnautojams, priklausomai nuo to, kur jie atlieka savo tarnybą – federacijos ar kantonų lygmeniu. Valstybės tarnybai Šveicarijoje būdingas dėmesys į žmogiškuosius išteklius, įvairūs skatinimo ir motyvavimo būdai, įgyvendinamos įvairios darbo laiko formos ir tokiu būdu valstybės tarnautojams užtikrinamas „gyvenimo – darbo“ balansas. Darbe analizuojama Berno kantono valstybės tarnyba, nes šis kantonas vienas pirmųjų pradėjo taikyti naujosios viešosios vadybos metodus ir reformuoti valstybės tarnybą. Palyginus su Šveicarija Lietuvos valstybės tarnyba yra labai jauna ir neturi tokių gilių tradicijų. Ji nuolatos tobulinama, priimant teisės aktus bei jų pakeitimus. Darbe nagrinėjama viena aktualiausių Lietuvai, kaip ir daugeliui valstybių problema – kaip pritraukti ir išlaikyti aukštos kvalifikacijos specialistus valstybės tarnybos sistemoje. Tarp kitų Lietuvos valstybės tarnybos problemų viena opiausių tampa tai, kad geriausi ir perspektyviausi... [toliau žr. visą tekstą] / The paper analyses Switzerland and Lithuanian public service systems, their peculiarities as well as opportunities to apply the elements of new public management in Lithuania. The public service of Switzerland is evaluated as one of the most developed in the world. It was here where new public management (NPM) innovations were given the start. The public service of Switzerland is characteristic for its distinction, which was determined by direct democracy, federalism and consensual democracy. The public service system itself is rather complicated, as it is regulated by legal acts of various levels – they are separately applied to civil servants, depending on where they perform their service – at a federation or canton level. Public service in Switzerland is prominent for its attention to human resources, various motivation and incentive methods, as well as the implementation of different working hours forms, thus ensuring appropriate „work-life“ balance for public servants. This work also analyses the public service in Bern canton, as this canton was one of the pioneers which started to apply NPM methods as well as reform the public service. Compared to Switzerland, the public service in Lithuania is very young and does not possess such long traditions. It is constantly developed by adopting legal acts and their amendments. The paper investigates one of the most relevant problems in Lithuania, as well as in the vast majority of other countries – how to attract and... [to full text] / In der Arbeit werden die Systeme der öffentlichen Verwaltungen in Litauen und in der Schweiz, ihre Besonderheiten und die Möglichkeiten, wie man die Elemente von New Public Management in Litauen anpassen kann, analysiert. Die öffentliche Verwaltung in der Schweiz ist wie eine aus den fortschrittlichsten an der Welt bewertet. Nämlich hier sind die Neuerungen des New Public Managements begonnen einzusetzen. Die öffentliche Verwaltung in der Schweiz definiert sich mit der Eingeartigkeit, welche die direkte Demokratie, der Federalismus und die Konkordanz beschloßen haben. Das System der öffentlichen Verwaltung ist ziemlich kompliziert, weil es durch die Rechtsakte des verschiedenen Niveaus zugeordnet ist. Die Rechtsakte sind getrennt für die Beamte und die Angestellte ausgeliefert. Diese Auslieferung gehört von dem Arbeitsplatz der Angestellte – ist er auf dem Bund oder in der kantonale Verwaltung tätig. Die öffentliche Verwaltung in der Schweiz ist kennzeichnend auf die humanische Ressourcen, verschiedenen Arten von der Förderungen und der Motivationen. Dort sind auch die verschiedene Arbeitszeitsmodelle verwirklichen und für alle, wer in der öffentliche Verwaltung tätig sind, die „Life – Work“ Balance gesichert ist. In der Arbeit wird die öffentliche Verwaltung im Kanton Bern analysiert, weil dieser Kanton einer aus den ersten ist, welche die Methoden des New Public Managements angepasst und die Reformen in der öffentlichen Verwaltung begonnen hat. Im Vergleich mit der... [der volle Text, siehe weiter]