PurposeThis paper aims to explore the development of the concept of competence in Lithuania beginning from the period of transition from the Soviet planned economy and post‐totalitarian regime to the market economy and democratic society and ending with the designing and implementation of the National Qualifications System and Qualifications Framework.Design/methodology/approachThe paper takes the form of desktop research of scientific literature and analysis of documents related to competences and qualifications in Lithuania.FindingsThe understanding of competence in Lithuania varies between the official usage in the laws and policy documents, common usage in education institutions and the approaches of employers, and this differentiation of understanding is caused by complex reasons related to the development of education, world of work and society in the socio‐economic transformations. In the National Qualifications System and National Framework of Qualifications of Lithuania competences are understood to be a bridge between the system of activities and the system of education.Research limitations/implicationsThe research involves mainly those concepts of competence that are originated by different social stakeholders and have influence on the processes of initial and continuing vocational training in Lithuania. All different scientific concepts of competence proposed by different scholars and circulating only in the scientific discourse have not been considered.Practical implicationsThe article provides useful information for the policy makers and different stakeholders looking for information on the existing variety of the concepts of competences in Lithuania.Originality/valueThe paper provides a discourse that integrates the various complex conceptual and contextual issues related to the concept of competence.
Nuotolinio mokymo(si) turinio projektavimo modelis: kokybės vertinimo dimensijos ir veiksniai Rimantas Laužackas
Straipsnyje pristatomi konceptualaus nuotolinio mokymo(si) turinio projektavimo tyrimo rezultatai. Straipsnio autoriai taiko nuotolinio mokymo(si) turinio projektavimo kokybės vertinimo dimensijų sampratą ir tiria nuotolinio mokymo(si) turinio kokybės vertinimo veiksnius. Nuotolinio mokymo(si) turinio kokybės vertinimo veiksniai materializuoja kokybės vertinimo dimensijas ir jų raišką. Tyrimo metu pasirinkta mokymosi strategijos nuoseklumo dimensija ir nustatyti jos raiškai priskirti nuotolinio mokymo(si) turinio kokybės vertinimo veiksniai. Tais kokybės vertinimo veiksniais pagrįstas šio tyrimo rezultatas -nuotolinio mokymo(si) turinio projektavimo modelis.Pagrindiniai žodžiai: nuotolinis mokymas, nuotolinio mokymo turinio projektavimas, turinio kokybės vertinimo veiksniai, mokymosi strategijos.
Straipsnyje apžvelgiama švietimo ir veikslo sistemų sąveikos raida, siekiant efektyvesnio profesinio rengimo organizavimo. Diskutuojama socialinių partnerių funkcijų ir atsakomybės išplėtimo galimybės klausimu, atliekant neformaliuoju ir savaiminiu mokymusi įgytos kompetencijos vertinimą ir pripažinimą.
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