Nesantuokinių šeimų gausėjimas, įvairių santuokos formų plitimas skatina sociologus ir visuomenę domėtis šiuo reiškiniu ir jo pasekmėmis. Šio darbo tikslas yra apžvelgti šeimos deinstitualizacijos procesus Lietuvoje ir Europoje.Kokybinio tyrimo metu išsiaiškinti ką apie nesantuokinę šeimą mano nesantuokoje gyvenantys žmonės. / The aim of this master's paper is to analize family's role changes in both European Union and Lithuania. The object of the research is to estimate what factors influence people to start living together before marriage.

Šio darbo tema trišalės partnerystės, o tiksliau vienos iš jos įgyvendinimo formų - trišalių susitarimų esmė, teisinis statusas ir įtaka kolektyviniams darbo santykiams. Darbo tikslas yra, naudojantis Lietuvos ir užsienio mokslininkų darbais, nagrinėjant sudarytus trišalius susitarimus, jų vykdymo praktiką bei įvertinus užsienio valstybių patirtį nagrinėjamu klausimu, išanalizuoti Lietuvoje egzistuojantį trišalių susitarimų reglamentavimą, šių susitarimų sudarymo praktiką, išaiškinant galimas Lietuvos teisinio reguliavimo spragas, nubrėžiant tolesnes šių susitarimų sudarymo ir jų teisinės galios tendencijas Lietuvoje, pateikiant tam tikrus situacijų sprendimo variantus. Lietuvos nacionaliniai įstatymai, reglamentuojantys trišalę partnerystę bei trišalių susitarimų sudarymą iš esmės atitinka tarptautiniuose teisės aktuose įtvirtintas nuostatas ir nepaisant kelių nuostatų yra tinkami efektyviam trišaliam dialogui vystytis. Nepaisant to, trišaliai susitarimai, ypač žemesnio negu nacionalinio lygio, praktikoje Lietuvoje yra sudaromi vangiai, o jų nuostatos nėra vykdomos. Trišaliai susitarimai neatlieka savo funkcijų - socialinės taikos užtikrinimo, darbuotojų, kurie neturi teisės streikuoti arba kuriems tokia teisė yra apribota, kolektyvinių darbo ginčų sprendimo, privalomų išvadų dėl teisės aktų projektų teikimo ir panašiai. Galima išskirti įvairias šio reiškinio priežastys – nepakankamas pačių socialinių partnerių aktyvumas, nesugebėjimas siekti kompromiso, nepakankama... [toliau žr. visą tekstą] / The theme of this work is the tripartite partnership as an instrument enabling representatives of social partners to participate on the basis of parity with representatives of public authority in discussions relevant to labour law problems, and especially tripartite agreements as an instrument to reach acceptable to all parties decisions. The purpose of this work is to analyse the legal regulation, trends, practice of making and fulfilling such agreements, to clarify the gaps of the legislation of Lithuania, problems and find the way out of existing situation. The national laws of Lithuania, which regulate the tripartite social dialogue and tripartite agreements, in general correspond to the stipulation of the international legislation. Despite that, in Lithuania tripartite partnership acts only on the national level, because there are only few territorial level tripartite institutions and there are no one agreement or institution at a branch level. Tripartite agreements in fact do not execute its purpose to warrant a social peace, resolve collective bargaining of employees whereby their right to strike is limited or prohibited, take part in legislation procedure. It shall be indicated the problem of legal status of tripartite agreements – they are not binding even upon the parties. There are more problems – insufficient activity of social partners, there are no good will to seek compromise, negotiators have no proper qualifications to obtain effective dialogue. In order to... [to full text]

Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text] / Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]

Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą] / Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]

Magistro darbas skirtas viešojo ir privataus sektorių partnerystės tyrimui ir galimų tobulinimo krypčių nustatymui. Darbe išsamiai išnagrinėtos teorinės partnerystės sąlygos ir nustatyti ekonominiai ir teisiniai tokios partnerystės pagrindai. Darbe atliktas viešosios ir privačios partnerystės švietimo srityje tyrimas patvirtinęs esmines teorines nuostatas ir jų raidos perspektyvas. Baigiamąjame magistro darbe atskleisti teigiami ir neigiami viešojo ir privataus sektorių partnerystės projektų įgyvendinimo aspektai. / Master's thesis deals with a public-private partnerships for research and possible development trends. In this thesis thoroughly examined theoretical terms the partnership and propose economic and legal conditions for such a partnership development. The work carried out by public-private partnership in education research has confirmed the essential theoretical terms and their development prospects. The master thesis revealed positive and negative public-private partnership project implementation aspects.

Thesis (M.Sc.)-University of KwaZulu-Natal, Durban, 2009. / The focus of the study falls into leadership development in the social sector as it pursues sustainability of organisations through strategic partnerships that add value and impact. The research uses the context created by the establishment of the National Development Agency (NDA) because of its pivotal role as the only agency mandated to address poverty and its root causes. The research, however, also looks at other case studies from four non-profit organisations located in distinctly different social contexts and serving diverse stakeholders for practical, empirical purposes. The problem statement that informed the study is based on the following questions: (1) Can social partnerships develop and nurture greater, effective leadership and create organisational sustainability? (2) If so, what are the leadership behavioural traits or characteristics that provide support for sustainability through partnerships? Leadership in this study has therefore been narrowed down to those elements and characteristics that add value to building social entrepreneurship, sustainability, self-reliance, cooperative accountability and governance through partnerships. Leadership and partnerships enable people and organisations to tap into the inner-human potential of networks, which as a result build robust and vibrant communities. The study endeavours to suggest practical ways in which leadership and partnerships can enhance social development in an otherwise complex, but developing, transforming and growing sector. Alternative options to enhance partnerships are also explored in order to contribute to a search for knowledge and to gain some understanding to the current social leadership and partnerships dynamics in a post-apartheid era, which may directly or indirectly impact on the private, public and civil society sectors. The research methodology and design used for this study were qualitative and quantitative in nature using interviews and discussions with strategic leaders. An analysis was made in order to establish a theoretical base that would provide insight into the topic under research. The outcomes of the study provide a conclusion that leadership and partnerships form the bases for social enterprise and sustainable development to ensure sustainable and vibrant partnerships. In this discourse, leadership has evolved from situational leadership to a competency-based and character-based model. The study concludes by defining five broad leadership elements that create partnerships and sustain organisations: These are: relationships, trust, sustained dialogue and conversation, social compact and principle-based leadership.

Poverty is a severe problem which deserves global attention. Despite the efforts of the international society and the commitments enshrined in the Millennium Declaration around two billion people are poor in today’s world. The key lies in the collaboration and building of partnerships in order to better tackle this worldwide problem. This study focuses particularly on the EU-UNIDO partnership and is aimed at evaluating its work towards eradicating poverty. For this purpose, fact sheets and charts from various secondary sources have been analysed. Moreover, the author has carried out a qualitative analysis of two EU-UNIDO projects according to a particular evaluation scheme. The study is of importance since the suggestions as to improvement of the EU-UNIDO partnership arising from it can help tackle the global poverty problem more effectively.There is a widespread view that most of the world’s extremely poor live in the Low Income countries (LICs) of Africa. However, a recent study suggests that bulk of the world’s poor actually live in Middle Income Countries (MICs), mostly in Asia. For the purpose of the analysis the following questions are addressed. Firstly, the study seeks to find out what instruments the EU-UNIDO partnership uses to tackle the problem of poverty and whether they are successful. Secondly, it investigates if and to what extent the EU-UNIDO partnership takes into account the change in the global distribution of the poor. The results indicate that in order to fight poverty the EU-UNIDO projects mostly seek to boost economic growth and develop trade capacity. However, the project area of action is not always pro-poor. Moreover, geographical distribution of the EU-UNIDO projects does not run in accordance with the global poverty distribution.

The purpose of this thesis is to examine how social procurement can be a further development of public-private partnership. This is done with interviews and a case study of the social procurement Mitt Gröna Kvarter and its labor effort Boendebyggarna. The theoretical framework used in the thesis consists of public-private partnership and corporate social responsibility. It tries to answer the following questions: What does this social procurement mean by the concept of public-private partnership? What does this social procurement mean for the participants involved? How can social procurement be seen as a further development of public-private partnership? The thesis uses the theory development around the concepts of public-private partnership and corporate social responsibility and shows that social procurement does indeed have similarities to public-private partnership and could very well be a further development of it.

The thesis is about children's experience of the induction to Reception class and the transitions that they make through Key Stage One. It draws on the work of van Gennep (1960), Vygotslcy (1978), Laevers (1997) and Bruner (1996) to explore rites of passage, well-being and acculturation that take place during induction and transitions. The data is gathered mainly by semi-structured interviews to gain the perceptions of fifty children, their parents and teachers about the process of the children's (and their parents') induction at two schools in a town in Shropshire. Children are admitted to the schools in the term before their fifth birthday, thus there are three intakes a year. Children from each of the groups in both schools are included in the study. The research began just before the children started their induction programme in the term before they entered full-time schooling in the academic year 1994/1995. It explores preparations and concerns before starting school and as the children become incorporated into school life. The study goes on to examine the views of twenty-four of these children, their parents and teachers, about the transitions that the children make from the end of their reception class until they leave Key Stage One in July 1997. It also looks at the changes made to the induction programmes during this time. This is a relatively unresearched area and the study uncovered a number of critical factors that have not been brought together or presented in this way before. The main findings identify that the amount, and nature of, information given to parents and children is crucial before and during induction and transitions. If it is right then anxieties about the unknown are reduced, resulting in children's and parents' emotional well-being. The importance of a supportive friend during transitions is also highlighted. A further finding discloses that, far from parental partnership building throughout children's time in school, it decreases due to a lack of clarity about what it entails.

Thesis (PhDBusinessandManagement)--University of South Australia, 2004.