Straipsnyje nagrinėjama Lietuvos bendrojo lavinimo mokyklos papildomojo ugdymo kokybiško organizavimo problema. Tyrimo medžiaga siekiama informuoti švietimo proceso dalyvius, žadinti jų norą analizuoti, vertinti, inicijuoti konstruktyvius papildomojo ugdymo pokyčius. Bendrojo lavinimo mokykloje siūloma diegti papildomojo ugdymo stebėseną, kuri leistų stebėti išorės pokyčius ir analizuoti jų įtaką mokyklos vidaus veiklai; tikslingai telkti materialinius ir intelektinius išteklius; atsižvelgiant į grįžtamąją informaciją sistemingai keisti veiklą, t. y. reguliariai vertinti papildomojo ugdymo veiklos rezultatus.
Abstract.One of the principles of the Bologna process is lifelong education, which means that a person should not be able just to gain knowledge for life, studying at the walls of his alma mater, but to master the competencies of self-education and research which enables him to be in a constant process of self-instruction. This is closely linked to the requirements to the Master in Education: who must be able to obtain information, to be able to analyze it, draw conclusions, put properly theory into practice, be able to see the contradictions, to pose problems, be able to seek the best ways and offer effective solutions (Всемирная хартия университетов (1988), Государственный общеобразовательный стандарт образования Республики Казахстан, 2009)). For the successful implementation of the lifelong learning principle and meeting Master of Education training requirements master student's research culture should be developed. Having acquired the main basis of research culture, students will be able to use it to solve the problems of self-education, thereby self perfecting throughout their lives. The background, definition and conditions of the master students' research culture development are discussed in the given article.
As Lithuania is getting integrated into the European education dimension, the quality of education activities becomes of utmost importance. The quality of education activities in the countries of the European Union is considered to be the main priority of their education policy. The issues of quality and efficiency of education and general secondary school activities is becoming topical, and the problem of performance quality assessment arises. The kindergartens-schools of Lithuania follow the quality assessment provisions established by the National School Assessment Agency. The external assessment of performance reveals the quality of activities of kindergartens - schools, their ability to change, develop and seek solutions. The present study is the first scientific contribution towards further analysis of the kindergartens-schools performance quality. When analyzing the national assessment results of the Lithuanian kindergartens – schools performance assessed during 2007–2011 it has been established that the performance quality as to the spheres and themes was evaluated to be of the 2nd level (not bad). The analysis of strengths (+10) showed that the most often specified (eight kindergartens-schools) strengths were the cozy environment (1.3.3), and the least noted strengths (in three institutions) were grading in the teaching / learning process (2.6), grading as cognition and information (2.6.3) and personnel management (5.4). Analysis of the performance aspects to-be-further-improved (–5) showed that the most occurring recommendation (seven kindergartens-schools) for further development was the differentiation of teaching / learning (2.5.2), and the least occurring (four kindergartens - schools) – further improvement of homework system (2.3.5), grading process (5.2.1), grading in teaching / learning process (2.6), and teaching of learning skills (2.4.2). The analysis of the Lithuanian kindergartens-schools assessed during 2007–2011 heads’ attitude towards external assessment revealed that the heads of eleven assessed kindergartens - schools found the external audit to be beneficial to them and confirmed that to their opinion the external audit conducted in the institutions under them had positive effect on the institution community and that they were satisfied with the external audit carried out by the National School Assessment Agency.
ÁvadasVisuomenë keièiasi dinamiðkai. Kartu kyla ðvie-timo ástaigø darbuotojø kompetencijos lygis, darbo teisës þinios. Taèiau neiðvengiama konfliktø, kuriuos reikia atpaþinti ir laiku tinkamai spraesti. Lietuvoje darbo konfliktø ðvietimo sistemoje kilimo prieþastys ir sprendimo bûdai, pradedant nuo jos pirminës grandies -ikimokykliniø ástai-gø -maþai nagrinëti.Iki ðiol ikimokyklinëse ástaigose nebuvo pakankamai tiriama konfliktologinë padëtis, susidaranti dël organizaciniø konfliktø. Daugelio ðvietimo organizacijø tyrëjø dëmesys buvo kreipiamas vien á pedagoginius konfliktus, neiðski-riant konfliktø, vykstanèiø ðvietimo ástaigos darbuotojø darbo santykiø reguliavimo sferoje. Pedagoginis konfliktas, kuris labiausiai paplitaes ðvietimo organizacijose, pedagogikoje ir Konfliktologai A. Ancupov ir A. Ðipilov teigia, kad "darbo konfliktas yra socialinio konflikto rûðis, kurio objektu yra darbo santykiai bei sàlygos jø uþtikrinimui" (Ancupov; Ðipilov, 2004: 406). Mokslininkai pabrëþia, kad darbo konfliktas yra platesnë sàvoka nei darbo ginèas, nes aprëpia ne tik darbo santykiø sritá, bet daþ-nai ir interesø sankirtas, gali bûti reguliuojamas ne tik darbo ástatymø normomis, bet ir kitomis teisinëmis ir etinëmis priemonëmis.Praktikoje darbo ginèas sistemiðkai ir apibendrintai priskiriamas prie atitinkamø socialiniø reiðkiniø. Darbo konfliktà, D. Petrylaitës (2005: 45) nuomone, reikëtø laikyti labiau sociologi-
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