Darnaus vystymosi švietimo prielaidos BPD 2.4 priemonės projektuose. Raktiniai žodžiai: darnus vystymasis, darnaus vystymosi švietimas, BPD 2.4 priemonė, mokymasis visą gyvenimą. Darnaus vystymosi siekis – užtikrinti tinkamą asmens gyvenimo kokybę, siekti visuomenės gerovės ir saugumo, išmintingai derinant ekonomikos, socialinės raidos bei aplinkos apsaugos uždavinius. Išsilavinimas yra vienas svarbiausių faktorių, nuo kurio priklauso žmogaus ir visuomenės pasirengimas ir motyvacija spręsti daugialypes darnaus vystymosi problemas. Švietimui, visuomenės informavimui, įvairių sričių specialistų kvalifikacijos tobulinimui čia tenka ypatingas vaidmuo. Kadangi visuomenės darnaus vystymosi koncepcija yra dinamiška, jos įgyvendinimo modeliai yra nuolat plėtojami priklausomai nuo įgytų žinių ir patirties: darnus vystymasis yra nuolatinio mokymosi vyksmas. Todėl visos veiklos, prisidedančios prie mokymosi visą gyvenimą kokybės gerinimo, sykiu kuria prielaidas darnaus vystymosi nuostatoms įgyvendinti. Magistro baigiamasis darbas susideda iš keturių dalių dalių: Pirmoje dalyje apibrėžiamas švietimo vaidmuo įvairaus lygmens darnaus vystymosi strateginiuose dokumentuose. Antroje - nagrinėjamos mokymosi visą gyvenimą strateginės nuostatos, atskleidžiamos jų sąsajas su Lietuvos švietimo prioritetais. Trečioje - nurodomi tyrimo metodai ir suformuluojami tyrimo kriterijai. Ketvirtoje – pateikiami BPD 2.4 priemonės „Mokymosi visą gyvenimą sąlygų plėtojimas“ projektų paraiškų analizės... [toliau žr. visą tekstą] / Prerequisites for sustainable development of education in the projects of SPD 2.4 facility. Key words: Sustainable Development, Education for Sustainable, SPD 2.4 Facility, Lifelong Learning. The goal of sustainable development is ensuring the proper quality of individual life, seeking for public safety and welfare by wisely coordinating economic, societal development and environmental tasks. Education is one of the key factors determining the preparation and motivation of individual and society on solving the multifaceted problems of sustainable development. Education, public notification, and qualification improvement of specialists in various fields here plays a special role. As the concept of sustainable development of society is dynamic, its models of implementation are being continuously advanced depending upon the level of gained knowledge and experience: sustainable development is a process of continuous learning. Therefore every activity contributing to the quality improvement of lifelong learning likewise generates prerequisites for implementation of sustainable development provisions. The Master Final Thesis consists of four parts: The first part contains a description of education in strategic documents of sustainable development of different levels. The second part contains the analysis of strategic provisions of lifelong learning and their links with Lithuanian educational priorities. Methods of research and research criteria are specified in the third part... [to full text]

Mokymosi visą gyvenimą samprata šiuolaikinėje visuomenėje reikalauja naujo traktavimo būdo: tai ne tradicinis kvalifikacijos kėlimas, o naujas žinių vadybos būdas. Nagrinėjamas industrinio kapitalo virsmas į žmoniškąjį kapitalą, kuris vaidina vis svarbesnį vaidmenį. Europos Sąjungos strateginiai dokumentai, reglamentuojantys mokymosi visą gyvenimą yra orientuoti į žiniomis pagrįstus modelius, tačiau šalys narės skirtingai įgyvendina šias koncepcijas (nagrinėjama Europos šalių geroji patirtis). Struktūrinė Europos Sąjungos fondų parama atvėrė galimybę sustiprinti mokymosi visą gyvenimą efektyvumą, tačiau paramos panaudojimas Lietuvoje žmoniškųjų išteklių plėtrai buvo daugiau chaotiškas (strategiškai neapgalvotas), nenukreiptas į modelių struktūrines permainas. / Conception of Lifelong learning in contemporary society demands new approach: its not traditional training in service, but new method of knowledge management. Industrial capital converts to human capital, what plays more important role. Strategically documents of Europe union, which regulate lifelong learning, are orientated to knowledge based models, but European countries implement these models in different ways. Structural support of EU funds made an opportunity to strengthen/enhance the effectiveness of lifelong learning in Lithuania, but the use of support was chaotic and not directed to changes of models structure.

SENSTANTI VISUOMENĖ: KONKURENCINGUMO VEIKSNIAI IR PRIEMONĖS EUROPOJE SANTRAUKA Informacinėje visuomenėje demografinių procesų dinamika paspartino senstančios visuomenės procesą ir pakeitė visuomenės amžiaus struktūrą. Technologijų pažanga, globalizacija ir demografinis senėjimas keičia Europos visuomenę ir skatina politikos kūrėjus atsižvelgti į įvairius skirtingų kartų poreikius. Europoje, kurioje labai ryškios senėjimo tendencijos ypač jaučiami socialiniai ir ekonominiai pokyčiai: globalinės užimtumo, kompetencijos bei gebėjimų naudotis informacinėmis technologinėmis stoka, sveikatos, politinės ir bendruomeninio aktyvumo galimybės. Senstančios visuomenės augimas yra kompleksinė problema, kuri pasireiškia nacionaliniu, regioniniu, įmonių ir individualiu lygmeniu. Stiprinant senstančios visuomenės konkurencingumą ir socialinę sanglaudą, remiantis strategijomis kuriamos efektyvios priemonės siekiant kokybiško integravimo į socialinę bei ekonominę politiką. Tezė Europoje senstančios visuomenės problemos sukelia sudėtingus socialinius ir ekonominius pokyčius, kuriuos itin svarbu tikslingai įvertinti ir numatyti, kad būtų galima laiku imtis veiksmų, kurių tikslas – suformuoti naujas realijas, atitinkančias, senstančios visuomenės globaliojo konkurencingumo sampratas. / AGING SOCIETY: FACTORS AND MEANS OF COMPETITIVENESS IN EUROPE SUMMARY Dynamics of demographic processes in information society has accelerated the process of aging society and changed the structure for the age of society. The advancement of technologies, globalization and demographic aging change the European society and encourage the policy makers to regard the demands of different generations. Social and economic alterations are especially felt in Europe where there are very vivid aging tendencies: global employment, a lack of competence and ability to use information technologies, health, possibilities of political and communal activity. The growth of aging society is a complex problem which asserts in national, regional, enterprise and individual level. The effective measures are created by strengthening the competitiveness of aging society and social cohesion as well as referring to strategies in pursuance of integration to social and economic politics. Thesis Problems of aging society in Europe initiates complicated social and economy changes which must be thoroughly appraised and predicted in order to take timely measures aimed at formation of global competitiveness concepts for the aging society which fit to new reality.

The non-formal adult (25-64 year olds) education in public and private teaching sectors on the basis of social and human capital, including both learners’ and non-formal education organizers’ situation is analyzed in this dissertational research. The specific purpose of this dissertation is seen through the reality that non-formal adult education is more oriented towards the expectations of employers for their employees’ better qualification(s) while placing the possibilities for personal growth and self-expression aside (i.e. escaping from human capital and putting the social capital into the first place). Also, the manifestations of social stratification in these processes are captured as well, by stressing such aspects as: the education of adult learners, the age factor and the sectors where adults work. While implementing the dissertational research, main statements to be defended were explored and confirmed as well: i) human capital remains more oriented towards social capital accumulation in the public and private sectors of non-formal adult education; ii) the differences between non-formal adult education public and private teaching sectors are rather slight. / Disertacijoje analizuojamas neformalusis suaugusiųjų (25-64 metų amžiaus) švietimas žmogiškojo ir socialinio kapitalo aspektu valstybiniame bei privačiame mokymo sektoriuose besimokančiųjų ir neformalųjį švietimą organizuojančių institucijų lygmenis. Formuluojama problematika, kad neformalusis suaugusiųjų švietimas, kaip vienas svarbiausių asmens sėkmingo veikimo visuomenėje, tenkinant jo/jos pažinimo, lavinimosi bei saviraiškos poreikius garantų, yra daugiau orientuotas į esamų darbdavių lūkesčius darbuotojų kvalifikacijai tobulinti/kelti, akivaizdžiai atsiejant individo saviugdos/asmenybės tobulėjimo bei saviraiškos galimybes (kitaip tariant, atitrūkstama nuo žmogiškojo kapitalo į pirmąją vietą iškeliant socialinį). Taip pat šiame procese pastebimos ir socialinės stratifikacijos apraiškos, ypač išskiriant besimokančiųjų grupių išsilavinimo, amžiaus bei sektorių, kuriuose dirbama, aspektus. Tyrimo eigoje buvo išanalizuoti bei patvirtinti ir ginamieji teiginiai, kad: a) neformaliajame suaugusiųjų švietime valstybinio ir privataus mokymo sektoriuose žmogiškasis kapitalas išlieka orientuotas į socialinio kapitalo kaupimą ir b) skirtumai tarp neformalųjį suaugusiųjų švietimą vykdančių valstybinio ir privataus mokymo sektorių yra nežymūs.

Disertacijoje analizuojamas neformalusis suaugusiųjų (25-64 metų amžiaus) švietimas žmogiškojo ir socialinio kapitalo aspektu valstybiniame bei privačiame mokymo sektoriuose besimokančiųjų ir neformalųjį švietimą organizuojančių institucijų lygmenis. Formuluojama problematika, kad neformalusis suaugusiųjų švietimas, kaip vienas svarbiausių asmens sėkmingo veikimo visuomenėje, tenkinant jo/jos pažinimo, lavinimosi bei saviraiškos poreikius garantų, yra daugiau orientuotas į esamų darbdavių lūkesčius darbuotojų kvalifikacijai tobulinti/kelti, akivaizdžiai atsiejant individo saviugdos/asmenybės tobulėjimo bei saviraiškos galimybes (kitaip tariant, atitrūkstama nuo žmogiškojo kapitalo į pirmąją vietą iškeliant socialinį). Taip pat šiame procese pastebimos ir socialinės stratifikacijos apraiškos, ypač išskiriant besimokančiųjų grupių išsilavinimo, amžiaus bei sektorių, kuriuose dirbama, aspektus. Tyrimo eigoje buvo išanalizuoti bei patvirtinti ir ginamieji teiginiai, kad: a) neformaliajame suaugusiųjų švietime valstybinio ir privataus mokymo sektoriuose žmogiškasis kapitalas išlieka orientuotas į socialinio kapitalo kaupimą ir b) skirtumai tarp neformalųjį suaugusiųjų švietimą vykdančių valstybinio ir privataus mokymo sektorių yra nežymūs. / The non-formal adult (25-64 year olds) education in public and private teaching sectors on the basis of social and human capital, including both learners’ and non-formal education organizers’ situation is analyzed in this dissertational research. The specific purpose of this dissertation is seen through the reality that non-formal adult education is more oriented towards the expectations of employers for their employees’ better qualification(s) while placing the possibilities for personal growth and self-expression aside (i.e. escaping from human capital and putting the social capital into the first place). Also, the manifestations of social stratification in these processes are captured as well, by stressing such aspects as: the education of adult learners, the age factor and the sectors where adults work. While implementing the dissertational research, main statements to be defended were explored and confirmed as well: i) human capital remains more oriented towards social capital accumulation in the public and private sectors of non-formal adult education; ii) the differences between non-formal adult education public and private teaching sectors are rather slight.

Lifelong Learning is a key concept in modern ‘knowledge-based’ society and it is viewed as a commodity, a personal drive or a social necessity. This thesis aims to unravel its many dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools. A Model Experimental High School is a relatively new type of state school in Greece, which is highly differentiated from other schools in terms of curriculum, inter-school activities, staff and students and emerged in the Greek education system in 2011. For this reason, research on the effects of this differentiation in the aspects of Lifelong Learning is scarce. The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions on a macro level as, through a questionnaire, and as a result responses were collected from the thirty-six Model Experimental High Schools in urban and semi-urban areas of Greece. The second part was qualitative and through semi-structured interviews, it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher’s professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that through the various non-formal and informal activities that the demanding context of Model Experimental High Schools promotes, Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers by increasing their satisfaction. Moreover, both the quantitative and the qualitative methods revealed that teachers consider Lifelong Learning firstly as a means of personal development and secondly as continuous professional development. Lifelong Learning as investment in the human capital was not found as important as the previous two. Furthermore, the vocational vitality of teachers was found to be thriving due to the importance that Lifelong Learning plays in their life a and despite the difficulties which arise from the work demands or the difficult socioeconomic context in Greece due to the economic crisis of the recent years.

The final paper deals with training development system for civil servants. During the five years of Lithuania‘s independance the training of civil servants was delivered on an ad hoc basis. In 1995 the Law of the Officials of the Republic of Lithuania was passed. It was a starting point for the creation of the civil service training system. In 1999 after the adoption of the Law of the Public Service, the need to leggaly stabilize, the market of civil servant‘s training became apparent. In 2002 after the Law of the Public Service entered into force it vas necessary to start rationalizing the training system of civil servants relating it with the annual performance evaluation of civil servants. In 2002 The Training Strategy for Civil Servants has been approved. According to the Strategy it was necessary to identify the priority areas for civil servants training and the priority groups of civil servants that should undergo this training.

Darbo tema – mokėjimo mokytis kompetencijos ugdymas ir vertinimas. Darbe nagrinėjama šiuolaikinio ugdymo proceso samprata, mokėjimo mokytis kompetencijos samprata ir struktūra, apžvelgiami mokėjimo mokytis kompetencijos vertinimo įrankiai. Darbo tikslas – išnagrinėti mokėjimo mokytis kompetencijos ugdymą ir vertinimą pedagogų ir mokinių požiūriu. Uždaviniai: 1. Pateikti šiuolaikinio ugdymo proceso sampratą. 2. Atskleisti mokėjimo mokytis kompetencijos apibrėžimą ir struktūrą. 3. Apžvelgti mokėjimo mokytis kompetencijos vertinimo įrankius. 4. Ištirti mokinių ir mokytojų požiūrį į mokėjimo mokytis kompetencijos ugdymą ir vertinimą. Tyrimo metodai. Teoriniai: mokslinės literatūros analizė, apibendrinimas Empiriniai: pusiau struktūruotas interviu. Tiriamieji. Tyrime dalyvavo Vilniaus X gimnazijos 7 mokytojos ir 12 mokinių 5 – 6 ir 9 – 12kl. Tiriamieji pasirinkti atsižvelgiant į jų sutikimą dalyvauti tyrime. Empiriniai tyrimo rezultatai. Remiantis tyrimo rezultatais nustatyta, kad mokėjimo mokytis kompetenciją mokytojai apibrėžia vienpusiškai kaip informacijos radimą, atrinkimą bei pritaikymą. Nors mokytojai mokėjimo mokytis kompetenciją ugdo ir vertina įvairiais metodais, praktinėmis užduotimis, tačiau iš tyrimo rezultatų matyti, kad dar neįsitvirtina mokėjimo mokytis kompetencija ir mokytojai dažnu atveju linkę dominuoti pamokoje. Mokėjimo mokytis kompetencijos prasmę informantės suvokia per mokymosi visą gyvenimą koncepciją bei asmenybės ugdymą. Mokiniai kelia... [toliau žr. visą tekstą] / Scientific thesis – learning to learn competence development and assessment. In this work analyze modern educational process, learning to learn competence conception and structure, gives an overview of learning to learn competence assessment tools. The aim of this work – analyze learning to learn competence development and assessment of teachers and student point of view. Tasks: 1. Submit a modern concept of the educational process. 2. Reveal learning to learn competence definition and structure. 3. Overview of learning ti learn competence assessment tools. 4. Investigate the students and teachers attitudes to learning to learn competence development and assessment. Research methods: Theoretical methods: scientific literature analysis, generalization Empirical methods: semi – structured interview. Participants. In the research participated seven teachers and twelve students 5-6 and 9 – 12 classes from Vilnius X gymnasium. Participants selected according to their agreements to participate in the research. Empirical reserch results. Research results revealed that learning to learn competence teachers as defined by one-sided information discovery, selection and adaptation. Although teachers the learning to learn competence and develop and assess of various methods, practical tasks, but research shows that it is not popular at school and teachers often dominate in the lesson. Informants understand the meaning of learning to learn competence through lifelong learning concept and... [to full text]

Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles’ thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles’ thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles’ thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles’ works.

Η μελέτη αυτή έχει ως βασική επιδίωξη την καταγραφή, τη συστηματική παρουσίαση και τη σύγκριση των πολιτικών Δια βίου μάθησης στην Ελλάδα και την Ιρλανδία. Στόχος είναι να αποκτηθεί ολοκληρωμένη εικόνα για τις πολιτικές αντιλήψεις, τους θεσμούς και τις πρακτικές Δια Βίου μάθησης στα εθνικά εκπαιδευτικά συστήματα των δύο χωρών. Επιπλέον στόχος, η ανίχνευση της σχέσης των πολιτικών της Ευρωπαϊκής Ένωσης (υπερεθνικές πολιτικές) με τις εκπαιδευτικές πολιτικές Ελλάδας και Ιρλανδίας (εθνικές πολιτικές). Για την επίτευξη των στόχων της έρευνας χρησιμοποιείται η συγχρονική συγκριτική μέθοδος, η οποία αφορά τη μελέτη του εκπαιδευτικού φαινομένου σε διαφορετικούς χώρους αλλά στον ίδιο χρόνο. Η διαδρομή που ακολουθεί η έρευνα είναι: αφήγηση των γεγονότων, κατανόηση και ερμηνεία. Οι κατηγορίες σύγκρισης και ανάλυσης των δύο χωρών είναι πέντε και είναι το ιστορικό υπόβαθρο, το νομοθετικό πλαίσιο, η χρηματοδότηση, οι φορείς και οι δομές Δια Βίου μάθησης καθώς επίσης η συμμετοχή στη Δια Βίου μάθηση και οι δείκτες της Στρατηγικής της Λισσαβόνας. Τα συμπεράσματα της διατριβής μπορούν να συνοψισθούν στα παρακάτω: Oι δύο χώρες ξεκίνησαν την προσπάθεια για δημιουργία ολοκληρωμένης πολιτικής Δια Βίου μάθησης από διαφορετική αφετηρία, εξαιτίας του ιστορικού τους υπόβαθρου. H Ιρλανδία, αν και στο νομοθετικό τομέα της Δια Βίου έχει μεγαλύτερο παρελθόν, δεν έχει καταφέρει μέχρι σήμερα να εκμεταλλευτεί την εμπειρία της και να δημιουργήσει ένα συνεκτικό νομοθετικό πλαίσιο, που να καθορίζει τη δομή και τη λειτουργία του συνόλου της Δια Βίου μάθησης στη χώρα. Αντίθετα, η Ελλάδα παρά την σχετική απειρία και την έλλειψη νομοθετικού παρελθόντος γύρω από θέματα Δια Βίου μάθησης ψήφισε ένα ολοκληρωμένο νομοθετικό πλαίσιο γύρω από τη Δια Βίου. Οι δύο χώρες έχουν αναπτύξει παρόμοιες δομές για την ανάπτυξη και την προώθηση της Δια Βίου, ακολουθώντας τις οδηγίες της Ευρωπαϊκής Επιτροπής. Μεγάλη διαφοροποίηση μεταξύ Ιρλανδίας και Ελλάδας: Στην Ιρλανδία πέρα από τους δημόσιους φορείς και τις αυτόνομες δομές, δραστηριοποιούνται δύο μεγάλοι ιδιωτικοί/εθελοντικοί φορείς, ο AONTAS και η NALA. Η διαδρομή που είχαν να καλύψουν οι δύο χώρες απέχει πάρα πολύ, κάτι που τελικά αποτυπώνεται σήμερα στους συγκριτικούς δείκτες και εν τέλει στα ποσοστά συμμετοχής στη Δια Βίου μάθηση (2,1% η συμμετοχή στη Δια Βίου στην Ελλάδα για το έτος 2007 και 7,6% το αντίστοιχο ποσοστό για την Ιρλανδία). Πριν την Λισσαβόνα, η Ιρλανδία ήταν πιο κοντά σε αυτό που θα αποκαλούσαμε «υπάκουη» ευρωπαϊκή χώρα, σε σχέση με τις πολιτικές Δια Βίου μάθησης. Οι δύο χώρες, μετά την Λισσαβόνα (2000), είναι εξίσου «υπάκουες» στις ευρωπαϊκές επιθυμίες και οι ευρωπαϊκές πολιτικές έχουν επιβληθεί (σχεδόν πλήρως) στις εθνικές πολιτικές. / The purpose of this study is to detect, present and compare the lifelong learning policies in Greece and Ireland. The main aim is to obtain an integrated view about the political perceptions, the institutions and the practices of lifelong learning in the national education systems of those two countries. An additional target is to trace the relation between the supra-national education policies and the national educational policies. In order to achieve the forth mentioned targets the comparative method is used. The route of the study is: narration of the phenomena, comprehension and finally interpretation. There are five categories of comparison and analysis between the two countries: historical background, legislative framework, financing, structures, participation in lifelong learning as well as the indicators of the Lisbon Strategy. The conclusions of the study can be summarized in the followings: these two countries began their efforts for the formation of a coherent lifelong learning policy from a totally different starting point, due to their historical background. In the legislative field, Ireland has greater tradition (mainly in education training) but until today has not yet create o coherent legislative framework for lifelong learning. On the other hand, Greece despite the lack of experience has created (in 2005) a coherent legislative framework for lifelong learning. The two countries have also developed similar structures to promote and to develop lifelong learning, following the guidelines from the European Union. The greatest diversification between those two countries is the involvement of the private sector. In Ireland, AONTAS and NALA, which are private-volunteer structures, are mega actors in the field of lifelong learning while in Greece there is almost no interest from the private sector for the lifelong learning policies. Today, the participation percentage in lifelong learning activities shows a 5,5% difference between the two countries, as Ireland has a 7,6% of participation in lifelong learning while Greece has only a 2,1% being the worst country in European Union. Finally, we could say that both countries are very obedient to the wills of European Union and the supra national policies have overruled the national policies.