The central problem in this developmental study was the formulation via a consensus of thirty experts of goals and objectives for the High School Division. of the Distributive Education Clubs of America. The Delphi research technique was utilized as the primary methodology in formulating goals and objectives. Six Delphi Questionnaires--three to formulate the goals and three to formulate the objectives--were administered to a jury of experts. The jury was composed of thirty persons; twelve national leaders in distributive education, twelve high school distributive education teacher-coordinators and six national officers of the High School and Collegiate Divisions of DECA. In addition, a lexical analysis expert and a four-member advisory committee were utilized to examine and assess the jury of experts responses compiled after the return of each of the six Delphi Questionnaires. A forced-choice ranking scale was utilized by the jury of experts to rank the goals and objectives into five priority categories. The study formulated and prioritized twelve goals and seventy-two objectives. The twelve goals, in order of importance, are: (1) Develop Leadership Characteristics, (2) Develop Self-Confidence and/or Self-Acceptance, (3) Develop a Greater Understanding of our Free, Competitive Enterprise System, (4) Further Develop Occupational Competencies Needed for Careers in Marketing, Merchandising, and Management, (5) Develop High Ethical Standards in Personal and Business Relationships, (6) Develop Effective Interpersonal Relationships, (7) Develop a Greater Awareness of Career Opportunities in Marketing and Distribution, (8) Develop Greater Proficiency in Communication, (9) Develop Greater Appreciation of the Responsibilities of Citizenship, (10) Develop a Healthy Competitive Spirit, (11) Develop Social and Business Etiquette, and (12) Participate in Planned Social Activities. On the basis of the findings, the major conclusions and recommendations include: 1. The twelve goals serve as the general goals toward which several years of study in distributive education and concurrent participation in DECA activities might be aimed or for which students might strive. 2. The seventy-two objectives serve as the actions, knowledges, and skills the DECA student must learn to attain the twelve goals. 3. The twelve goals and seventy-two objectives can be categorized into three priorities: "Of Extremely High or High Priority," "Of Medium Priority," and "Of Low or Least Priority." 4. The Delphi technique, the use of a lexical analysis expert, and the utilization of an advisory committee were effective research procedures employed in the study. 5. The study may be used as a framework upon which sound research on DECA can be conducted and evaluations made. 6. The study can be utilized to formulate specific instructional behavioral objectives. 7. Pre- and in-service training of distributive educators on utilizing the results of the study is to be considered. 8. The goals and objectives may be adopted as guidelines for the DECA Student-of-the-year and DECA Chapter-of-the-year competitive event activities. / Ed. D.

Baigiamojo darbo tikslas – sukurti neformalaus suaugusiųjų mokymo(-si), vykstančio profesinio mokymo įstaigose, patrauklumo modelį. Uždaviniai: 1. Išanalizuoti neformalaus suaugusiųjų švietimo ir mokymo/si koncepcijas; 2. Apibūdinti suaugusiųjų neformalaus mokymo(-si) patrauklumą; 3. Išskirti neformalaus suaugusiųjų mokymo(-si), vykstančio profesinio mokymo įstaigose, patrauklumo elementus, savybes; 4. Patikrinti neformalaus suaugusiųjų mokymosi, profesinio mokymo įstaigose, patrauklumą lemiančius elementus ir jų savybes. Teorinėje darbo dalyje aptariama suaugusiųjų švietimo sampratos teorinė analizė, neformalaus suaugusiųjų švietimo koncepcija, neformaliojo suaugusiųjų švietimo raiška Lietuvoje, neformalaus suaugusiųjų mokymo/si patrauklumo samprata, neformalaus suaugusiųjų mokymo/si patrauklumo elementai, savybės. Analitinėje baigiamojo darbo dalyje analizuojami kiekybinio tyrimo metu gauti duomenys. Pateikiamas neformalaus suaugusiųjų mokymo/si patrauklumą profesinio mokymo įstaigose lemiantis modelis, pagal kurį siūlomos rekomendacijos. / The goal of this paper is to develop a model of attractive non-formal adult education in vocational education institutions. Tasks: 1. Analyze the perception of non-formal adult education and teaching/studying/learning. 2. Describe the appeal of non-formal adult education. 3. Extract the non-formal adult education appeal elements and their attributes in vacational education institutions. 4. Verify the non-formal adult education appeal elements and their attributes in vacational education institutions. In the theoretical part of this paper, the following topics are discussed: adult education perception theory, non-formal adult education perception, non-formal adult education expression in Lithuania, non-formal adult education appeal perception, and the elements and their attributes of non-formal adult education appeal. In the analytical part of the diploma paper, the data extracted during the quantitative part of the examination is analyzed and the model of non-formal adult education in vacational education institutions appeal is presented. The recommendations are presented based on this model.