After recreation of independence Lithuania happened to suffer the new quality of inner and outer economical, political and cultural relationships. The post-communist society has splintered into society of well-off and poor. The problem of certain groups of people who feel inferior members of society or separated, arises. Putting into life the concept of life-long learning encourages to search for the way how to integrate socially separated people into society so they could take an active position there. Today we live in the society of knowledge which becomes also the society of learning. It means that such a society has its members learning all through the life. The knowledge society requires much more not only from the policy of education but also from each of us. Today it is not enough for a person to enquire his or her qualification once. Today’s person has to have an ability to adapt to the changing world. Consequently, the essence of the changing society is constant changing and learning of its members. The first task on the way to this purpose is to make a research of society’s educational needs. The society’s educational needs (necessity for changing)are: to educate themselves, widen their intellectual potential and abilities adapting themselves to challenges of today’s life. When this is obvious and the present situation is assessed the measures for further activities can be noted. Problem of the research. The scientific problem of the present research is... [to full text]

Informational society must give the bases of mature and independent life and to form the need to learn all life and it is connected with the values which are being formed by every person all their conscious life. The object of the research: statute values of adults. The aim of the research: to analyze the statute values of adults in the environment of learning all life. The tasks of the research are: 1. to show the attitude of adults towards the learning all life; 2. to highlight the statute values of studying adults; 3. to analyze the statute values of studying adults. Methods used in the research: 1. The analysis of the scientific, methodological literature and documents; 2. The collection of data: open questionnaire; 3. The analysis of data: quality content analysis; 4. Sample selection: objective and criteria selection methods. The education as a constant and all life lasting learning process is discussed in the theoretical part of the work. The quality research is presented in the practical part of the work, where the learning adults and the lecturers working with the adults were questioned in order to determine their statute values in the environment of learning all life. The conclusions are: 1. 1. The education of adults takes place in the formal and informal system of learning. The continuous learning supplements the formal and the informal learning with the spontaneous learning, the environment that stimulates to learn and the inside-need to learn. 2. A new... [to full text]

Darbas parašytas besimokančios visuomenės sampratą nagrinėjant šiuose kontekstuose: švietimo ir mokslo sistemos, t.y. aukštojo mokslo ir mokymosi visą gyvenimą, besimokančių regionų ir besimokančios ekonomikos kontekste. Taikant analitinį, aprašomąjį bei lyginamąjį metodus, nagrinėjami Lietuvos ypatumai, problemos, stabdantys Lietuvos kaip besimokančios visuomenės plėtojimą. Darbe teigiama, kad didelis aukštojo mokslo siekiančiųjų skaičius nėra Lietuvos kaip besimokančios visuomenės sėkmės rodiklis ir neužtikrina konkurencingumo, o mokymasis visą gyvenimą priklauso ne tik nuo valstybės politikos mokslo atžvilgiu, bet ir nuo gyventojų motyvacijos, darbdavių požiūrio, pilietinės visuomenės stiprumo. Darbe taip pat teigiama, kad besimokančių regionų kūrimasis priklauso nuo socialinio kapitalo faktoriaus: visuomenės socialinių ryšių stiprumo, pasitikėjimo, bendruomeniškumo, o taip pat kad tinklais ir partnerystėmis pagrįsta inovacijų sistema, ypač vertinant žmogiškųjų išteklių veiksnį, gali sąlygoti Lietuvai didesnį konkurencinį pranašumą. / The focus of this paper is the notion of a learning society in Lithuania. Lithuania, as a EU member, is in the process of implementation of a Lisbon strategy, which declared the goal of creation the knowledge society until the year 2010. The main task is to identify the peculiarities and problems that impede the creation and development of a learning society in Lithuania. The different aspects have been analyzed: primarily, the higher education system and the notion of lifelong learning, then the conception of a learning region in Lithuania, and finally the creation of a learning economy with effective innovation systems. It is claimed that Lithuania, being an educated country with high percentage of students enrolment, is not competitive enough, and that lifelong learning depends not only on the policy of a government, but on the motivation of the citizens, the approach of the employers and a strength of a civil society. It is also claimed that the spontaneous creation of learning regions lies in the social capital (trust, social capabilities). An interactive and systemic innovation system based on the partnerships and networks, with a strong value of a human factor, can guarantee a better competitive advantage.

In this master`s work you will find unemployed women`s problems and possible ways of otheir salvation. The theoretical part of this work will be based on both, Lithuanian and foreigh scientist`s works. Introduction. Actuality of social- practical research. After Recreation of Indepondence in Lithuania the problem of unemployed became essential. Major part of large enterprices went bancrupt after they hadn`t managed to reorganize. A lot of workers were released from work. An unemployed person is not able to participate in increasing the national product he also loses his qualifications and shills. His thinking standart is still orientated in being dependant on someone who is responsible for him. The following characteristics as sex, age, social status (head of the family or house wife) defines activities of society. But not only formal features are important in occupation, like education and knowledgs of languages but a person`s ability also to adapt to new conditions. When his profesional activities are stopped a person suffers great changes of his social surroundings, communication. His economical status is suddenly changed due to discreased income. Such economical deprivation can cause certain phycological changes (Gruževskis,1994). In such permanently changing surroundings lifelong (permanent) learning becomes one of great importance. People should be ready for changing society and market as for critical accesment of their own knowledge and shills in professional area... [to full text]

Magistro darbe išanalizuotas suaugusiųjų profesinis rengimas, akcentuojamas naujas suaugusiųjų švietimo tikslas, išryškinamos formalaus ir savaiminio suaugusiųjų mokymosi vertinimo teorinės nuostatos. Išnagrinėti suaugusiųjų švietimo ir mokymo sistemos apibrėžiantys dokumentai, švietimo paslaugas teikiančių institucijų pasiskirstymas pagal tipus, vietoves. Išanalizuota Mažeikių rajone funkcionuojanti suaugusiųjų profesinio tęstinio mokymo sistema ir suaugusiųjų mokymu užsiimančių organizacijų veikla, trūkumai ir galimybės. Atliktas suaugusiųjų mokymosi galimybių tyrimas; pateiktos rekomendacijos dėl suaugusiųjų profesinio rengimo sistemos tobulinimo. / In this work has been analyzed professional training in the context of adults professional training, emphasized a new aim of adults education; also theoretical rules of evolution for formal, informal and spontaneous education of adults. This work analyses the dokuments defining the systems of adult's education and training, also educational institutions according to their types and localities. There has been analyzed the present systam of adults education in Mazeikiai district, its advantages, disadvantages and possibilities; also the activity of the organizations engaged in the education of adults and given the recommendations for continued educacion in the district.

Recent demographic changes in Europe (ageing, migration and others) demonstrate the importance of senior adult education – an urgent issue at both national and the European Union policy levels. Extended retirement age in the Member States of the EU is a big challenge in the process of employment of elderly people. Lifelong language learning (LLL) is equally important for both active, working-age citizens and for senior citizens of retirement age. The problem of the research is grounded in the challenges that many European societies currently face: the retirement age being extended, employees need to adapt to the changed working conditions and satisfy urgent demands of the market. One of the basic needs is to acquire or maintain multilingual skills, without which their status in the competitive market would become complicated. Thus, the main aim of this research is to examine current issues of adult education in Europe and Lithuania, focusing on senior citizens’ foreign language acquisition. Considering the main aim of this paper, the following research question has been raised: What is the situation (reasons, obstacles, motivational factors and others) of lifelong language learning in Lithuania (the case of senior citizens)? The following research methods were suggested by the above-mentioned research question: content analysis (the examination of the legislation, regulating senior adult education in the EU; the study of scholarly sources concerning the characteristics of... [to full text] / Demografiniai pokyčiai Europoje (visuomenės senėjimas, migracija ir kt.) pabrėžia pagyvenusių asmenų švietimo svarbą. Tai – aktuali problema tiek nacionaliniu, tiek Europos Sąjungos politikos lygmeniu. Pratęstas pensinis amžius ES valstybėse narėse tampa dideliu iššūkiu pagyvenusių asmenų užimtumo procese, todėl kalbų mokymasis visą gyvenimą yra svarbus tiek aktyviems, darbingo amžiaus gyventojams, tiek pensinio amžiaus žmonėms. Europos visuomenių patiriami iššūkiai: prailgintas pensinis amžius, darbuotojų adaptacija prie pasikeitusių darbo sąlygų ir šiandieninės rinkos poreikių patenkinimas, pagrindžia šio tyrimo problemą. Daugiakalbystės įgūdžių įgyjimas ir išlaikymas yra vienas iš pagrindinių poreikių ar reikalavimų, be kurio Europos gyventojų padėtis konkurencinėje darbo rinkoje tampa vis sudėtingesnė. Taigi, šio darbo tiklas – išanalizuoti suaugusiųjų švietimo problemas Europoje ir Lietuvoje, įtraukiant pagyvenusių asmenų užsienio kalbų mokymąsi. Kokia yra užsienio kalbų mokymosi visą gyvenimą situacija (priežastys, kliūtys, motyvaciniai ir kiti veiksniai) Lietuvoje (pagyvenusių asmenų atveju) – tyrimo klausimas, suformuluotas atsižvelgiant į pagrindinį šio darbo tikslą. Darbo tikslas nulėmė darbe taikytus tyrimo metodus, t.y. turinio analizę (teisinės bazės, reguliuojančios pagyvenusių asmenų švietimą Europos Sąjungos šalyse, analizę; mokslinių šaltinių, nagrinėjančių pagyvenusių besimokančiųjų savybes, apžvalgą; įstatymų, kitų dokumentų ir institucijų, reguliuojančių... [toliau žr. visą tekstą]

Globalization, information explosion, rapid changes, society decomposition are the challenges of the 21st century: they raise new requirements for a person, society and the education system. Today a teacher should be flexible, permanently interested in teaching innovations, constantly learning, researching his/her activity. The purpose of the final Master’s work is investigating motivation, learning motives and problems of the Utena region educators during their life – long learning. The research has been done in January, 2005. 245 educators of various education institutions of Utena Region (i.e. of primary, basic, secondary, vocational and higher education) have participated in the research. In the empiric research it has been stated that 94 % of the educators consider life- long learning as necessary; last year 87 % of the respondents were studying. The research shows that educators’ abilities in their specialty have been greatly improved (97%) after the graduation from the formal education institutions; and the social competencies have also improved (86%). Motives of the educators concerning learning are mostly internal: the wish not to lag behind, to be socially active. External motives are as follows: to be employed the hope to get a higher salary, the wish to be retrained. The most popular ways of the educators learning are non- formal learning and informal learning. Four fifths of the educators were learning at the seminars and courses, every tenth educator was... [to full text]

Šiomis dienomis akcentuojamas mokymosi visą gyvenimą galimybės ir užsienio kalbų mokymosi reikšmė žmonių gyvenimui, asmeniniam tobulėjimui, savęs realizavimui, prisitaikymui prie mokslo ir technikos pažangos, prie kylančių reikalavimų darbuotojų kvalifikacijai, ekonomikos plėtotei ir kokybės užtikrinimui. Užsienio kalbų mokymosi kokybės valdymo galimybės naudojant komunikatyvinį kalbų mokymo(si) metodą, kurio esmė − kalbos mokymasis bendraujant, realizuojant besimokančiųjų poreikius mokytis pagrindinių Europos kalbų tam, kad suaugę žmonės galėtų pasinaudoti dauguma galimybių, kurios jiems atsiveria naujosiose Europos Sąjungos ir Europos Tarybos valstybės narėse. Mokymosi komunikatyviniu metodu tikslas yra mokinio komunikatyvinė kompetencija, kuri kalbėjimą padaro gyvą ir priverčia besimokantyjį įveikti kalbėjimo svetima kalba barjerą bei padeda praktiškai naudoti kalbą visose situacijose. / Every person is responsible for his/her life. Wanting to achieve their aims people can get help from other people, but everyone has to decide, what or how they have to do wanting to find their own best way. Every person has to choose the most suitable way of learning, which will help to achieve their goals. Nowadays the main attention is paid to the permanent learning, which can help to educate comprehensive abilities of activity, especially of IT, new culture of work techniques, foreign language and communication. Adults learning/teaching foreign languages using the communicative approach reveals much possilities.

Tobulėjant šiandieninės visuomenės naudojamoms technologijoms, vis didesnis dėmesys skiriamas mokymosi visą gyvenimą procesui. Norėdami gyventi pilnavertiškesnį gyvenimą mokytis turi ir pagyvenę žmonės. Nemaža dalis pagyvenusių žmonių gyvena senelių globos namuose. Šio darbo tikslas - išryškinti vyresniojo amžiaus žmonių mokymosi poreikių tenkinimo galimybes. Tyrimo objektas – pagyvenusių žmonių mokymosi poreikiai ir jų tenkinimo galimybės. / There is a growing attention paid to the process of lifelong learning as the technologies used by nowadays society are improving. The elderly have to learn as well if they want to lead a full-rate way of life. A fair number of the elder people live in nursing homes. The aim of this work is to show up the possibilities of the learning supply of the senior people. The object of the research is learning needs of senior people and the possibilities of their supply.

Mokytis gyvenime mus skatina ir verčia naujų poreikių, bei naujų technologijų atsiradimas, inovacijų taikymas darbe. Vykstanti švietimo reforma, įvairūs socialinio gyvenimo pokyčiai, skatina nuolat tobulintis visų pirma pedagogus, nes pagal savo profesijos ypatumą orientuotis į būsimus ateityje valstybės poreikius, jie patys pirmieji privalo kelti savo kvalifikaciją, prisitaikyti prie gyvenimo tempo ir kintančių rinkos pokyčių, atsižvelgti į darbo rinkos tendencijas ir prognozes. Žinoma, mokymasis visą gyvenimą aktualus ne tik švietimo darbuotojams tarp jų - dėstytojams, bet ir besimokančiai plačiajai visuomenei. Kadangi jauni žmonės baigę universitetus negali įsidarbinti, neretai jie savo ateitį susieja su ES daugiau išsivysčiusiomis šalimis, tokiu būdu .jų požiūris į vietinius poreikius tampa iškreiptas, o tolimesnis mokymasis – nebeaktualus. Jiems bandoma įteigti, jog pagrindinis sėkmės kliuvinys - neturimi praktiniai darbiniai įgūdžiai, tačiau tai – tik panašūs į tiesą teiginiai, beslapstantys bendrą ekonominį nuosmukį ir Valstybės bejėgišką jaunimo politiką, paverčiančią savo tėvynę pamote aktyviausiai ir perspektyviausiai tautos daliai. Darbe tirti Lietuvos Aukštųjų mokyklų dėstytojai ir studentai. Tyrimo tikslas - išanalizuoti mokymosi visą gyvenimą teorinius aspektus bei teisines prielaidas, taip pat ištirti pedagogų ir studentų požiūrį į mokymąsi visą gyvenimą bei nustatyti jo mokymosi galimybes. Teorinėje darbo dalyje apžvelgta ir apibendrinta mokslinė... [toliau žr. visą tekstą] / Encourages us to lifelong learning, and forces new needs, and the emergence of new technologies, innovation in the workplace. The ongoing educational reforms, social life changes, encourage to continually improve, in particular teachers, because of their profession to focus on the future needs of the future state, they themselves must first upgrade their skills and adapt to the changing pace of life and market changes, to take into account labor market trends and forecasts. Of course, lifelong learning is relevant not only to employees of education among them - teachers and learners, but the general public. As young people graduated from universities not work, they often associate their future with more advanced EU countries, in this way. Their approach to local needs become distorted, and further learning - history. They are trying to suggest that the main obstacle to success - the lack of practical working skills, The auditoria of the current study is 60 high school teachers and 300 students. Goal of the theoretical part of tiesis is- to analyze the life-long learning theoretical aspects, as well as to investigate teachers;and students; attitudes to lifelong learning and to identify the learning opportunities. The theoretical part of the work reviewed and summarized the scientific literature and take analysis of the European Union and the Lithuanian educational documents. The study was summarized questionnaire data obtained from interviews of students from Vilnius... [to full text]