Švietimas: politika, vadyba, kokybė /Education Policy, Management and Quality

4-10

Authors: Vincentas Lamanauskas

We live in such time period when there is a wish to get everything quickly and desirably for free. And, the quicker, the better. This applies to education as well. In fact, it is depreciated. Often it is said, that education does not add wisdom. There is some truth in this statement. If we speak about pseudo education acquired in any way and anywhere, then yes. However, a good, proper education is the outcome of rationality. These are related things, determining each other. It is thought, that today everything is rapidly changing, it is impossible, and there is no need of fundamental “lifelong” education. This is an illusion, which does not let us see the essence. And a lot do not want and are incapable to see it. Like the house which can’t stand without good foundation, human’s good life is impossible without good education. The same can be said about society as a whole. Educated society is a warrant of state’s prosperity. Knowledge, abilities, values is, indeed, the true foundation of good education. A proper combination of these three components guarantees good education. Moreover, it would be nice if this component would entirely become integrated into given diplomas. Unfortunately, it has to be stated once again, that universities oriented or being oriented only to providing service will never be able to guarantee such integration. Thus, more or less it is agreed on an international level, that our contemporary society is not properly ready for the challenges of the 21st century. “A quick diploma” does not guarantee any-thing, in fact – neither individual nor society progress. Universities, being oriented only to giving “quick diplomas” are condemned. Education is not a game and universities are not “sandpits”. Unfortunately, it makes an im-pression that the number of “sandpits” is increasing, and wishing to play in them are getting more and more. We can be taught by others, but we can get educated only ourselves. An educated man is an independent man, knowing himself and making his own decisions. An educated nation is a nation knowing itself, independent and making its own decisions independently.

21-30

Authors: Dalia Survutaitė

Education and Culture documents (2004) point out that assessment of school activity quality is a mandatory precondition striving for implementation of the Lisbon strategy. EU and national documents (Lithuanian State Long-Term Development Strategy, 2002; State Education Strategy, 2003; Programme of Government of the Republic of Lithuania, 2004; Education Monitoring Procedure 2005;) are implemented in Lithuania on a par with other countries that carry out European education reform; new models for quality management of education as a service are introduced as well as emerging modern culture of self-evaluation and evaluation of activity. The main focus of the methodologies (Internal Audit Methodology for Comprehensive Schools, 2004; External Audit of School Management and Educational Proceeding Improvement, 2005; Description of Procedure for Internal Quality Audit of Comprehensive School Activity, 2007; Description of Procedure for Internal Quality Assessment of Comprehensive School Activity, 2009) under implementation is laid not on the analysis of documents regulating the activity of the organisation and on imposing punishments but on the quality assessment when the process is observed directly, when there occurs communication with teachers, school learners, school administration, other school staff members, stakeholders and when the outcome is evaluated. External assessment of school activity is carried out in Lithuania through implementation of modern organisational–structural elements. One of the most essential features constructing an external school activity assessment system is its constant renewal, which is based on reflection and application of applied research data. External evaluator of school activity is a factor, which deter-mines not only data collection and their interpretation but also improvement of teacher’s activity and change in school culture. Therefore, preparation of external evaluators and their acquired competences call for a particular attention. This article presents the conception of external evaluators’ competences, analyses the opin-ion of Lithuanian teachers regarding competences of evaluators, who carry out activity assessment in Lithuanian general education schools. The roles of external evaluators are described and profes-sionalism of external evaluators is analysed. The article also reveals teachers’ opinions about com-petences of external quality assessment evaluators, which were surveyed applying quality research methods (focus group). Teachers perceive external activity quality assessment conducted in Lithuanian general edu-cation schools as a very intensive process, where professional evaluators act as an organised team. The whole process is understood as prophylaxis or examination, when a reliable diagnosing of school activity spheres is carried out. The teachers’ survey regarding their opinion about the external assessment of activity quality conducted in their school revealed that the respondents were satisfied with external assessment, which was based on identification of the good sides and strengthening of the good practice. Being rather critical and self–critical, teachers have formed an increased expectation to more intensively feel rhetoric of external evaluators regarding organisation of education process. The respondents long for independent and unbiased expanded comments from evaluators, which would point to the strong spheres of teacher’s educational activity, would disseminate this information in the school community and national education system. External evaluators of general education schools have to meet certain requirements that are defined through qualification requirements and competences that are necessary for an evaluator who aims to improve the school. Formal qualification requirements (higher pedagogical education, experience in pedagogical work, awareness of documents regulating education activity) are satisfied but problems are faced when principles, values, self–perception and positive attitude to the environment of an evaluator of school activity quality are analysed. Considerate, attentive and discrete evaluators increase the degree of positive while observing, recording and analysing teaching/learning processes. The majority of teachers appreciate unbiased and expert evaluation, which is perceived as assessment and enhancement of own activity or that of school as well as encouragement to direct their activity towards renewal.

40-42

Authors: Vincentas Lamanauskas

This short article is the review of the book entitled "Etudes of Tautotyra“ (A theory and his-tory of Lithuanian ethnology) (author – professor Ona Voverienė). The book consists of eight chap-ters. As it is stated by the author, this book does not pretend to consider it as monograph or a serious educational book. Despite a book genre all discussed questions on national identity are very important for our country. The national identity is the society and state base. The current political situation in Lithuania doesn't create good conditions for development of national identity. We should agree with an author`s position that a national situation of the present Lithuania can be named as sorrowful, because of an erosion of national values. Each member of a society is obliged to make everything in order to keep and develop universal and national values. The development of national values should be the main priority of our society. At the end of the book its author calls her nationals to return to the national culture and national values, saying „We were born the Lithuanians and the Lithuanians we must be!“. We should agree with this logical position.

4-7

Authors: Vincentas Lamanauskas

In recent years, there has been a lot of discussion about the quality of studies and, in general, about the education development. As we know, the quality of studies depends not only on level of motivation and cleverness of students, how well developed the infrastructure of institutions is and so on. Probably, even more, the quality of studies depends on scientific pedagogical personnel, the one, which directly determines the preparation of a future student. This article deals with problems related to the education development in Lithuania and in the countries abroad. It is stated, that there are some burning problems in the education system of Lithuania. A clear trend over the past two decades - in many countries, the transition from elite to mass education is observed. Weakening the quality of education is a concern in many countries worldwide. This problem is associated not only with the decrease in funding, but also with all other demographic and political implications. It is emphasized that education is one of the most important aspects of human development. It is argued that the stability of our society directly depends on the education system stability. It is impossible to have well-educated society without continuous development of education and science. This approach, in particular, requires appropriate political attention.

19-28

Authors: Tomas Lazdauskas

Psychological peculiarities of children exposed to separation from parents have already been analyzed for a long period of time but the topicality of the problem has not decreased. Most often children are separated with one of the parents because of their divorce and the rate of the divorce in Lithuania is very high. In recent years a lot of attention has been paid to new child-parent separation form, which is determined by parents’ emigration. Rather often even in the scientific studies the tendency is seen to link directly the family status with worse psychological adjustment of children. The object of the research in this article deals with the problems of psychological adjust-ment of children, and the goal of this study is to analyze the level of problems of psychological adjustment of children who experienced separation with parents, paying attention to the level of cumulative risk. The article analyzes the level of problems of psychological adjustment of children who experienced separation with parents, the level of problems of psychological adjustment of children who experienced separation with parents and national sample children in Lithuania, and the level of problems of psychological adjustment of children who experienced separation with parents and children with different level of cumulative risk. Conclusions of the research: 1. The level of problems of psychological adjustment of children who experienced separa-tion with parents does not differ. 2. The level of problems of psychological adjustment of children who experienced separa-tion with parents and national sample children in Lithuania does not differ. 3. The level of problems of psychological adjustment of children with high level of cumula-tive risk is higher than of those children with low level of cumulative risk.

43-55

Authors: Michael Svec, Neil Hutton, Danuše Nezvalová

Inquiry, as both an instructional method and as a curriculum goal, is a common theme in science education reforms in both North America and Europe. This paper will initiate a discussion on the definitions and practice of inquiry in three countries; United Kingdom, Czech Republic and United States. Each national context will describe how inquiry is defined in both the relevant cur-riculums and in the academic publications. The assumptions will be identified that influenced the understanding of inquiry and the relationship to the science process skills, science literacy and the nature of science. The practiced curriculum will then be presented demonstrating how inquiry as both instruction and curriculum is practiced. National conditions and factors that encourage or impede inquiry will be discussed. A summary will examine common themes across the different national contexts.

4-9

Authors: Vincentas Lamanauskas

Scientific work evaluation is becoming an urgent and even a sharp question, raising various discussions as never before. A new science and study institutions’ scientific work evaluation methodics has been in force in Lithuania since July 10th, 2010. A special attention is paid to formal evaluation problems. Expert evaluation is an object of discussion as well. One of the essential methodics ideas is that institutions are compared according to scientific work being carried out in them, using general activity evaluation indexes in science and art fields and directions. It is absolutely not clear, why the indexes being used are general according to directions and fields. Only the fact, that social and humanitarian sciences are joined into one group and thus, these science field works will practically be evaluated the same, is illogical. It is absolutely obvious, that economics and philology work evaluation is virtually different, isn’t it? There are various inaccuracies and incompleteness in the methodics. Let’s say, it is not clear, in general, what the difference is between “scientific article” and “academic publication”. The concept “higher school textbook” has been under discussion. But, how is that related to science? Textbook is a didactic but not a scientific work. Though science production evaluation criteria are not stable or universal, however, axial things remain the same. It is almost universally acknowledged, that the most important science production elements are: research books, monographs, journals, chapters in research book, proceedings, conference presentation, patent. Thus, science quality, science policy formation and other related questions are very urgent in Lithuania. There is no clear and distinct science policy formation mechanism. The expansion of science seeking only pragmatic aims leads only to a deadlock. Science, first of all, is cognition, creation of knowledge. Therefore, it is necessary to keep and develop science for the sake of cognition but not just for money.

20-28

Authors: Roma Kulikauskienė

The management of a contemporary lesson is a topical issue for every school, teacher and student. The quality of education services, studentsۥ learning motivation and their achievements depend on a lesson and its good planning. Lesson planning is a teacherۥs concern and responsibility. A teacher has to know the main components and functions of a lesson and to use them ingeniously and creatively in a lesson. This article deals with the requirements for a contemporary lesson. A lot of attention is paid to studentsۥ teaching and learning styles, the significance and ascertainment of their abilities, lesson objectives and their formulation, the structure of a lesson, stdentsۥ learning motivation. The article discusses the importance of homework, differentiation of teaching, various methods, assessment in the teaching and learning process. This article presents the generalized material of scientists, education management specialists, and teachersۥ experience of the management of a contemporary lesson.

39

Authors: Vincentas Lamanauskas

A short summary on the international scientific conference "Information & Communication Technology in Natural Science Education - 2010". Some information is available online: http://gutc.su.lt/ICT_conference_foto_2010.htm

4-7

Authors: Vincentas Lamanauskas

In the latter years the main education terms became the point of rather active discussion. And it is natural, because over the last two decades education terminology expanded, a lot of new terms joined education sciences. On the one hand, such changes were caused by rapid education science development, abundant theoretical and empiric researches, on the other hand, after reestablishment of Lithuanian Independence, new possibilities opened to get acquainted with international practice, to adopt it to Lithuanian educational practice. In 2010, in Lithuania various discussions on educology terminology questions were initiated. This year, on February 11, Lithuanian Republic Education board and Vilnius Pedagogical University initiated the meeting of educology scientists on usage of educology terms in educology scientific publications, in pedagogic activity and educational documents. As practice showed, it is very difficult to find common decisions. Ambiguity, abundance of various synonymic terms became prominent in educology; the process of emergence of new terms is practically out of control, chaotic. Quite a big part of new terms are contradictory (e.g, development education, global and/or international education). It becomes unclear, what is the place of the main (axial) terms in the whole education terminology system, how the hierarchy of the whole term system is kept (or is it kept). Without attempting to go into exhaustive educology term analysis, we can give definitions of the main educology terms referring to systemic approach principle (Lamanauskas, 2004). Education – organized, expedient and purposeful life experience (knowledge, abilities and values) ac-quisition for life (cognition, consideration, acting) Education (enlightenment) - situational person (personality) and society’s orientation in current situa-tion expansion in various aspects. Upbringing – education process when person’s moral is formed through interaction of values and abili-ties. Training – personality maturity guaranteeing parameters’ comprehensive, constant and systemic ex-pansion and development. Teaching – education process when person’s intellect is formed through the interaction of knowledge and person’s abilities. In fact, there is no absolute agreement among educology specialists regarding the usage of terms. Such an agreement can hardly be reached, because the same terms in different contexts acquire different meanings and can be differently interpreted. Education, first of all, is a complex, diverse phenomenon. On the one hand, by education we seek that a person would acquire knowledge and abilities (intellect formation), on the other hand – could perceive the world of values (moral formation). Education, as a very complex system, features hierarchic structure and functional organisation. Changing easily any term or implementing a new one, we are trying, in fact, to change the system, very often not thinking about consequences. New terms matter cannot be end in itself. Education (enlightenment), obviously is multilevel, hierarchic, complex and developing social system requiring systemic attitude, systemic analysis, systemic research in general – in this case, on the education science terminology aspect.

39-49

Authors: Vincentas Lamanauskas, Laima Railienė

Interest in Lithuanian Education system problems is naturally understandable thing. On the one hand, in the process of constant changes appearing in the education system, it becomes important to know the current situation at every moment in time; on the other hand, it is important, referring to the available information, to be able to model effective changes or to carry out certain prevention measures in the case of undesirable phenomena. Attitude researches in Lithuania have already become an inseparable part of public discourse and are rather popular. An opinion exists that surveys are not a reliable method especially that very often we can guess what the predominant answers of the respondents will be. Such presumptions usually come true. However, even if the research confirms the presumptions it is not bad, because a survey carried out in a qualified way gives a lot of new and extra information about various analysed subjects. Especially that very often in the instruments of surveys, (e.g, questionnaires) open questions are presented as well, by which much deeper information is obtained. Research object is the assessment of Lithuanian education system. The aim of the research is to find out how Lithuanian comprehensive school pupils value current education system, quality of teachers’ provided knowledge and ability to prepare pupils for further studies at universities and other higher schools. The research was carried out between February and May, 2010, i.e, during the second term of the school year. The method of the research was survey in written form (questionnaire). The research is based on the attitude that pupils’ opinion and assessment researches are important because they allow to identify urgent problems or to specify already known ones. 11 and 12 form pupils of Lithuanian comprehensive schools participated in the research. On the whole, 1150 questionnaires were acknowledged acceptable. Generalising research results we can claim, that: • Senior class pupils critically evaluate current education system, express rather big distrust. • It was found, that respondents are prepared best in Lithuanian language and literature and natural science field. The respondents are the weakest in maths and foreign language field. • It was found, that girls are the strongest in the field of Lithuanian language and literature and boys in maths and natural sciences field. In fact, respondents agree that the atmosphere in schools is suitable for learning (SI=0.66), quality of knowledge provided at schools, on the whole, is good (SI=0.65), and teachers willingly give advice to pupils on different topics being learnt at school (SI=0.68). However, we need to emphasize, that significance indexes are relatively not high, though higher than 0.50. Respondents do not think that in bigger schools the quality of teaching is better than in smaller ones (SI=0.34), or that learning difficulties arise because of the problems of communication with friends (SI=0.30).

4-9

Authors: Vincentas Lamanauskas

In recent years, there has been a lot of discussion about the quality of studies and, in general, about the education quality. This article deals with problems related to the quality of education and studies in higher schools i.e., universities and colleges. As we know, the quality of studies depends not only on level of motivation and cleverness of students, how well developed the infrastructure of institutions is and so on. Probably, even more, the quality of studies depends on scientific pedagogical personnel, the one, which directly determines the preparation of a future student. However, it is impossible to neither increase nor grow up or expand artificially the qualification of the personnel. This depends on many things. It seems that those who form Lithuanian education politics have chosen an easier way- have reduced already small qualification requirements. Of course, traditionally essential differences remain here among physical, biomedical, technology and humanitarian and social field scientists. For the former it is quite understandable that the results of education have to be announced in the top rated international educational publications. It seems to be general truth. It is natural that so-called minimal requirements for the scientists of these areas are considerably higher comparing to other scientific field representatives. The requirements are especially lessened for those who work in humanitarian and social science fields. International practice is rather varied. The common thing is that it is sought to maintain rather high but flexible requirements. International practice is not monolithic. It is determined by both settled traditions and other factors. However, Lithuania should not follow only formal attitude. For those who seek science career, universally acknowledged standards and criteria have to be applied. Science, in some sense, has strong immunity, but in recent years, it has been rapidly weakened both in-ternally and externally. Of course, we have to believe, that universities will understand that it is firstly on them to save and strengthen both quality of activities and prestige and develop real but not demonstrated science. Europe “has been having a headache” for a long time thinking how to withstand ever - strengthening competition with such regions as North America (especially USA), South-east Asia and so on. Lithuania, artificially augmenting the number of professors, will not make improvements in the science itself. We will look better from the statistic point of view, but it will even more hinder any development of science in the country.

21-30

Authors: Gražina Lamanauskienė

During the last decade there were a lot of organizational changes in the academic libraries. The academic library become one of the leading divisions of the university in formation of information culture of students. It is obvious that academic libraries currently are caught up in a cultural and informational tsunami. The new global information-communication environment is formed very quickly. Modern ICT also is an integral part of modern academic library. These two main factors undoubtedly influences changes of classical schemes of organizational culture. The academic library nowadays is acting as educational change agent. Moreover, mass higher education, flexible delivery, student centred and problem based learning, information literacy and other graduate attributes, are accelerating curricular and educational change in progressive universities. Academic librarians need to be as partners for academic teachers and others in that change. The academic library directly takes part in educational process of university. It is clear that the universities should play the important role in human resource development to serve the needs of improving the efficiency and quality in all aspects of the people in the country. Such a mission can be solved only in very close participation of the academic library in educational process. The objectives of this study are (1) to study the basic concepts and levels of information culture, (2) to study the main criteria of the information culture in the academic libraries and related parameters affecting the development of the academic library to be a modern organization; and (3) to analyse practical aspects of display (expression) of the mentioned parametres of information culture. The main idea of this study is that in the academic library, as well as in other open organisation, it is possibly to create favourable conditions for effective formation of information culture. The mission of the university academic library must therefore move beyond excellence in information identification, acquisition, organisation, access and skills development. It should be described and asserted in educational terms. It is obvious, that academic library must continue to redefine own role within the teaching and research mission of the university. All necessary conditions should be created in order to guarantee continious process of formation of information culture. Based on an example of the academic library of the University of Siauliai the basic directions of modernisation of functioning of library and effective ways of its participation in educational process are shown in the paper.

42-49

Authors: Valdis Krastins, Vairis Laudams

Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects.