Zusammenfassung Nach der Analyse von Literaturquellen wurde solche Hypothese erhoben: die Beziehungen von Sozialpädagogen und Administration der Mittelschule im System "Leiter - Untergeordnete" sind problematisch. Forschungsgegenstand – die in den Mittelschulen arbeitenden Sozialpädagogen. Arbeitsziel - die Beziehungen von Sozialpädagogen und Administration der Mittelschule zu analysieren. Für die Arbeit gestellte Aufgaben: 1) Kommunikationsniveau von Sozialpädagogen und Administration der Schule zu analysieren; 2) Kommunikation und Zusammenarbeit von Sozialpädagogen und Administration der Schule im Kontext der von ihnen erfüllbaren Berufsfunktionen zu untersuchen; 3) gegenseitige Kommunikation von Sozialpädagogen und Administration der Schule zu analysieren. Arbeitsmethoden: 1) Analyse von wissenschaftlicher Literatur; 2) Analyse von Dokumenten; 3) Umfrage mittels eines Fragebogens; 4) statistische Datenanalyse. Im ersten Teil der Arbeit wurden die Voraussetzungen für eine feste Anstellung des Sozialpädagogen in den Mittelschulen, seine Kompetenz, Adaptation überblickt. In dem zweiten Teil wurden die Gesichtspunkte verschiedener Autoren für die Schule als eine spezifisch organisierte Gemeinschaft, für die Leitung einer zeitgenössischen Schule, Begriff und Funktionen der Administration, Veränderung des Gesichtspunkts für Leiter der Schule untersucht. Die Beziehungen von Sozialpädagogen und Leitern der Mittelschule im System "Leiter - Untergeordnete" wurden besprochen. Im... [to full text]

The main aim of social help is to act under natural situation at school in order to solve the problems that occur in the process of learning. The key objective of professional activities of a social educator is seeking for child’s welfare, early prevention, training of social potency, provisions of social services necessary for the child, while creating preconditions for successful human socialization of the growing child and his civil maturity. The purpose of the social educator is to be a lawyer of the child in all and every critical situation. The activities of the social educator are conditioned not only by the situation in the educational institution but also the problems of social education. While solving various problems, the social educator co-operates with school administration staff, form masters. According to the situation at school and on the basis of the main landmarks of the professional activities approved by the governing body, the social educator focuses on solving the most important problems.

Juvenile delinquency is a negative phenomenon in every society. To limit this phenomenon many scientific theories are created, various institutions are established, that make the system solid and that induce socially acceptable juvenile activity, limiting and smothering socially unacceptable behavior. When the republic of Lithuania was reconstituted, the juvenile orienting system is created again, the most effective forms are looked for. As not much time has passed after the independence was gained, many gaps in the system of juvenile delinquency prevention can be found. For the successful resolution of prevention problems we need a coordinated and systemized activity of all institutions and organizations, just like a firm legal basis. To organize a solid activity of all institutions we first of all need objective, reliable and exhaustive information, common standpoints to the reasons of juvenile delinquency and the possibilities of the suppression. So it is very important to know the standpoints to the reasons and prevention of juvenile delinquency of the people who do the educational, stimulating, upbringing, supporting and preventive work with children. The teacher’s activity, which should turn the process of child’s socialization to the direction of profit, first of all must be based on the interests of a child. This means that the most important thing is to recognize and realize the child’s problems, seeking to eliminate them or to alleviate their influence, and to... [to full text]

The importance of the topic. The main thing in teacher‘s preparation reform is a competence of learning how to learn. While doing his work in pre-school institution mentor expands practical competence‘s regulation, which stimulate to help young teachers. In different education press there is not enough information about pre-school institution leader‘s mentoring as activity. There was researched a problem, if leader‘s activity has any details of mentoring and how does leader help young teacher while using his mentoring activity. There is no clear opinion of pre-school institutions leaders and teachers about mentoring as a form of help to young teacher and mentoring perfect opportunities in pre-school institution. Hypothesis: because of that, that there is no caring system young teacher in pre-school institution, the leaders of institutions make a part of mentor’s functions and because of that gets necessary competences. The object of research: pre-school institution leader’s activity. The aim of research: to research pre-school institution leader’s mentoring activity details. Tasks: to estimate leader’s as mentor’s activities ways: the style and roles of learning; to research what social, personal and competence’s facilities are essential; to treat leader’s and teacher’s opinion about mentoring, to provide leader’s mentoring opportunities. The methods of tje research: Theoretical: the analysis and conclusions of scientific literature. Empirical: the questionnaire for... [to full text]

In documents, which decides about the training in comprehensive schools is said, that it is necassary to educate a person, who is able in self-contained and together to deal one‘s and community‘s problems, creativly answer in nowadays world‘s challenges, capable to give a sense his life in contradictory reality of nowadays. One of the vicissitude of education determing factors – vicissitude of school‘s and place community. That means, that to realize the point is nessesary school‘s community‘s undivided attention and collective work. Just from the schools head‘s dessicions depends how will develops rapports of education and how will the points will be realized, how changes will be in progress on parents and educators communication. Parents are part of the furniture in school‘s community‘s life, whom concentration into schools community is the main school‘s improving process point. Not even the schools educates the student, but the whole community‘s life, especially the family, where the child grows. That becouse it is important not just a collective activity of school‘s heads, teachers and parents, but as well as parent‘s education. From this, how it will succeed for school to organise and coordinate the activity of the head‘s of the classes and special educators, which are connected with collaboration with parents, depends education success. School‘s work organising, coordinating and control‘s function belongs to manager. States and abroad‘s educators attention for school‘s... [to full text]

Purpose with this work is to investigate social pedagogue’s actions functions and identify his place in school society. To achieve this purpose there are those goals: to analyze societies notion and to show its singularities; to mark social pedagogue actions functions’ strategies in school society, to determine functions, which lead towards concentration of this society (cooperation with VTAT, NRP, NVO and others) *; to show importance of functions of social pedagogue; to determine place in school’s society of social pedagogue; to establish theoretical model of social pedagogue’s activities in school society. Investigation object was social pedagogue’s activities in school society. On the strength of theoreticians’ investigations and practical experience, we established model of social pedagogue��s activities in school society, which can be implemented as follows: 1. Permanent implementation (continuous, constant); 2. Transformational implementation (variable implementation, conditioned by specific factors, which decide implementation of inadequate model or it works, but not in full force, that’s why it is not sporadic implementation.); 3. Sporadic implementation (single, occasional). With investigation we identified, that there is transformational implementation in the work of social pedagogue’s in the secondary schools of Vilnius. The hypothesis, that “social pedagogue in concentrated school society executes challenges, which society brings up, by... [to full text]

This subject was hosen because I hope that the child welfare, these right guard sovereign, may be safeguard purposeful working with some institutions who are in assent nicety way. I will try detected cooperation from sociopolitical as well as institutions who oppressing the child right. I will try with the accomplished analyses help present status, presenter inferences and will try to get the hang how to do assent action perfected. We must ready some professional sociopolitical and must give them some competence because they have hold child socialization process uh-uh in the education institution but as well as outside institution. Sociopolitical must be agent from child and institutions who may be oppressed the right of child. If we reach the welfare of child we must run-up master sociopolitical must accent general interdepartmental work. The sociopolitical and professional who working in the children’s right guard institutions must have some competitions from helping organization, practice coordination, as well as control of organization and steady action perfection.

Pedagogues are the basic supplies that help to reach good resulte in educational system. The guality of teaching usually judged by that how effectively pedagogues give educational services. There is a direct connection between pedagogue’s competence and educational services – the higher level of competence is the better guality of service is reached. The educational system should be coustantly changing and improving as economic, social, technological and low conditions are also changing all the time. It is necessary for our teacher to learn how to work in new conditions. Therefore it is important both to teach and to learn. This research work was done with the aim to investigate the peculiarities of pedagogues’s learning motivation, to reveal it’s main short comings, inner and outer problems and also to suggest possible solutions. The final work consists of 3 parts: the first part includes learning motivation conception examined in different the oretical aspects. The second part presents the analysis of pedagogues’ motivation as the factor of constant learning. The third part shows the results of the research and their exhaustive analysis. The received data has shown that unfavourable learning conditions, expectations which haven’t come true don’t encourage pedagogues to learn but having eliminated the established shortcomings pedagogues’ motivation will improve.

Kiekvienos tautos gyvenime be galo svarbi vieta tenka mokyklai, žmonių išsilavinimo lygiui. Išsilavinimas reikalingas ne tik asmenybės ugdymui, bet ir valstybės gerovei užtikrinti. Švietimas - tai veikla, kuria siekiama suteikti asmeniui visaverčio savarankiško gyvenimo pagrindus ir padėti jam nuolat tobulinti savo gebėjimus. Sėkmingam vaikų mokymuisi didelę įtaką daro teisingas auklėjimas, visapusis tėvų bei visuomenės rūpinamasis vaikais. Dažniausia tėvai nori, kad jų vaikai sėkmingai mokytųsi mokykloje, daug pasiektų gyvenime, kad būtų savimi pasitikintys, patenkinti ir atsparūs gyvenimo mestiems iššūkiams. Mokymosi motyvaciją stiprina tėvai, mokykla bei glaudus tėvų, pedagogų ir mokyklos administracijos bendradarbiavimas. Į mokyklą vaikas patenka iš šeimos ir tai - jo antri namai, jo šeima. / The topic of the Master thesis is „ Social assistance for students solving problems of school attendance: the comparative analysis of school attendance in Lithuania and Poland“. The objective of this work is to investigate and to prove the importance of organizing social assistance in schools. The research was conducted using questionnaires and it is illustrated with diagrams. The aim of the research was to compare organizing social assistance in Lithuanian and Polish schools, to analyse documents and different forms of social assistance rendering in two countries. The educational – psychological characteristics of teenagers as well as the reasons of their being reluctant to study are also presented. The importance and the influence on improving the school attendance of social assistance are also analysed here. Students and teachers were given questionnaires with questions about the quality of relationskip among students and their classmates and students and teachers as well as the influence of harmful habits on the attendance of school. Questions about forms of cooperation among class teachers and parents were also included. The attendance of school in both countries is summarised and compared in the conclusion.

The importance of a social pedagogic‘s activities at school and attention to these activities are increasing in nowadays life. The activities of a social pedagogic at school, in families, in village communities, his/her professional image and conduction I.Leliūgienė has analysed ( Leliūgienė, 2002), G. Kvieskienė in her works analysed qualification necessary for a social pedagogic at school, a system of social work and its problems. (Kvieskienė, 2001). L. Stašiūnaitė examined the problem solving model application in a social pedagogic’s at school activities. (Stašiūnaitė, 2001). O. Merfeldaitė analysed social – psychological problems salvation for children from risk groups. The aim of study – to explose the expetations of vocational school leaders and to identify the qualities (persona and professional) required for social pedagogics at vocational schools. The activities of a social pedagogic at a vocational school are devoted to educational process improvement, to developing students' spiritual values and positive character feature. The main goals of a social pedagigic’s professional activities at school are – early prevention and aiming at children’s well – being. The purpose of a social pedagogic’s activity at school is to advocate a child in all critical situations. Methods used in a social pedagogic’s activities at school: 1. Theoretical: comparission, analysis, synthesis, indication, deduction 2. Practical: biographic, interviewing, modeling, consulting. The study... [to full text]