Magistro darbe atlikta valstybės finansinės paramos studentams Šiaulių universitete analizė. Išanalizuota studentų skaičiaus dinamika ir struktūros pokyčiai. Išsamiai analizuojamos aukštojo mokslo studijų paramos sistemos priemonės: stipendijos, paskolos.Jos palyginamos su kitais universitetais.Atlikta universiteto studentų, dalyvaujančių SOCRATES/ERASMUS programoje finansavimo, analizė.Palygintos studijų paskolų suteikimo ir grąžinimo tvarka su komercinių bankų teikiamais vartojimo kreditais.Įvertintas paskolų studijų įmokoms naudingumas. Patvirtinama autorės suformuluota mokslinio tyrimo hipotezė, jog paskolos studijų įmokoms mokėti teikia realią naudą studentui. / Analysis of the financial state support for students at Siauliai university was performed in the Master’s degree work. Dynamics of change in the number of students and structural changes were analysed. Means of the system of studies’ support in higher education, such as the student grants, loans, were analysed and were compared with other universities. The analysis of the funding for the university students, who participate in SOCRATES/ ERASMUS programme was performed. The order of getting and paying back the study loans was compared with credits, offered by commercial banks. Usefulness of the loans for paying the tuition fees was evaluated. The hypothesis of a scientific research, formulated by the author was confirmed that the loans for paying the tuition fees give practical benefit for students.

Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.

Education becomes more and more important and the investment in it is quite significant. The aim of this thesis is to bring comprehensive description of the Danish system of funding education at all levels and focus on the support of students in Denmark. The first part deals with describing the structure of the education system in Denmark and the quality assurance. The second part first compares the expenditures on education with other states, according to different levels of education in absolute terms and as a percentage of the total expenditure to GDP and also focuses on the taximeter system, the type of performance funding, which Denmark uses in some levels of education. The thesis also focuses on the description of the funding of different levels of education including PhD studies and also the funding of research and adult education. The last part describes the student support system and its development, which consists of grants and loans. It also deals with the total revenue generated by the student, whether the grants are sufficient, or whether the student uses other incomes additional.