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Margarita Teresevičienė Elena Trepulė Edita Trečiokienė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):443-463
This article analyses the role of the cooperation with and the influence of the Nordic countries on the development of a democratic society in Lithuania through adult education since the reinstatement of its independence from Soviet regime in March 1990 to the present. The authors focus on three main areas: (1) the training of Lithuanian adult educators; (2) the establishment and development of NGOs; and (3) the implications for a Lithuanian policy of adult education. Within the framework of Nordic-Baltic cooperation established among five Nordic and three Baltic countries (NB8) in 1992, Lithuanian adult educators seized the opportunity to visit Scandinavian institutions and projects. Experiencing Nordic adult education ideas has resulted in a marked shift in Lithuanian adult educators’ values, methodology and careers; and in the establishment of a series of very influential umbrella associations as well as hundreds of NGOs in Lithuania which work with adults and support functioning democratic values in society. This shift is related to the civic responsibility and active participation growing out of the bottom-up approaches of group work, cooperation, discussions and learning circles which are so inherent in the Nordic tradition of adult education. The internalisation of new democratic values was more complicated than expected for many Lithuanian politicians, adult educators and NGO leaders in terms of how political decisions were perceived and implemented. Furthermore, the influence of the Nordic-Baltic cooperation in adult education may also be traced in adult education policy implications in Lithuania. Some changes in the policies of contemporary Lithuania have not been successful and even failed to promote a democratic society. 相似文献
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Most of the researchers collaborating with different institutions and involved in a number of international projects would be happy to have only one place where information about their academic activity could be stored, and everyone around the world could check it in a transparent way. In mid‐2013 to early 2014, an online survey of researchers was conducted, and 8,554 fully completed questionnaires were analysed. The respondents represent all age and experience groups, fields of science, and continents in different proportions. The aim of this article is to discuss the topics touched upon in the survey: methods and software used by researchers to manage the list of their activities; outputs recorded by researchers, institutions, and the outputs which should not be part of an academic record according to the respondents; whom researchers entrust with the management of their public profile and the most important attributes that could make an author identification and academic record storage system attractive for researchers. 相似文献
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Over the last 25 years many educators have stressed the need for students to learn about global issues and have often taken this to be a relatively unproblematic area of pedagogy. An important Canadian study on the impact of teaching about such issues, however, suggests that the learning process may be much more complex than was previously assumed. This article reports on a pilot research project in the UK which monitored student responses to learning about global futures and found much more going on beneath the surface than meets the eye. It would seem that strong cognitive, affective and existential responses need to be recognised and acknowledged as part of any journey towards personal and political change. 相似文献
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Lina Markauskaitė 《Education and Information Technologies》2004,9(1):67-89
In many countries, the development and introduction of educational software into general education is one of the key issues of national ICT policies. However, differently from other issues of ICT in education, this question is much more country-specific. Therefore, each state shall look for individual solutions that match its economic, social, cultural and other national requirements the best. This paper analyses the development of country-tailored policy for schools' provision with educational software and content. While having generic objectives, the research investigates the case of Lithuania. Initially, the paper gives a review of the Lithuanian context. Then, it analyses the policies and practices of other countries and abstracts potential solutions of the key strategic issues, relevant to the development and implementation of educational software into general education. In parallel with theoretical investigation, the research ratiocinates and demonstrates how each solution, proposed in the Lithuanian strategy of schools' provision with educational aids, has been adapted to the national peculiarities. 相似文献
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Nijolė Burkšaitienė 《International Journal of Lifelong Education》2013,32(6):643-662
This article reports the results of the investigation into institutional support provided to adults by 12 novice consultants on assessment and recognition of their non-formal and informal learning in four institutions of higher education (HEIs) in Lithuania. Using the general systems perspective and perception theory, novice consultants’ perceptions of their experience of guiding and supporting adults was examined with the main aim to provide a better understanding of the challenges that they encountered and the benefits they gained so that to enhance the process. The method of content analysis was employed to investigate novice consultants’ perceptions. The results of their feedback responses revealed four major challenges, including the novelty of the procedure, complexity of the process of portfolio development, difficulty to raise adults’ awareness of the value of the procedure and difficulty to provide moral support to adults, which caused gaps in consultants’ performance. The established benefits included a better understanding of the process, benefits for their professional activity and personal development, improved competence to consult and an impact on the attitude towards others and self. The implications of the findings for fostering consultants’ training to enhance the process of institutional support provided to adults are discussed. 相似文献
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Genutė Gedvilienė Vidmantas Tūtlys Vilija Lukošūnienė Vaiva Zuzevičiūtė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):465-487
The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development. 相似文献
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Inga Lukonaitienė Sigitas Kamandulis Henrikas Paulauskas Aurelijus Domeika Vytautas Pliauga Rasa Kreivytė 《Journal of sports sciences》2020,38(9):1018-1025
ABSTRACTThis study aimed to investigate between- and within-team changes in workload [PlayerLoad (PL), training impulse (TRIMP) and session rate of perceived exertion training load (sRPE-TL)], readiness [heart rate variability (HRV)], and physical performance [20-m sprint test (including 10-m split time), countermovement jump (CMJ) and yo-yo intermittent recovery test level 1 (YYIR1)] during 3-week intensified preparation periods in female, national Under18 (n = 12, age = 18.0 ± 0.5y, stature = 180.4 ± 7.5 cm, body mass = 72.7 ± 9.3 kg) and Under20 (n = 12, age = 19.6 ± 0.8y, stature = 178.6 ± 6.4 cm, body mass = 68.0 ± 5.9 kg) basketball teams. Under18 team revealed small-to-moderate statistically significantly higher values in workload [PL: p = 0.010; ES = Small; TRIMP: p = 0.004; ES = Moderate; sRPE-TL: p < 0.001; ES = Moderate] and moderately lower readiness values (p = 0.023; ES = Moderate) compared to Under20. Within-team analysis showed no differences in workload in Under20 and statistically significant reduction (p < 0.05) in Week3 (taper period) in Under18. Pre- and post-preparation changes showed Under18 increasing only YYIR1 performance (p < 0.001; ES = Very large). Differently, Under20 statistically improved in 10-m split time (p = 0.003; ES = Moderate), CMJ (p = 0.025; ES = Moderate) and YYIR1 (p < 0.001; ES = Large). A constant adequate workload positively benefits players’ readiness and physical performances during short intensified preparation periods. Conversely, using high workload with periodization strategies encompassing short overload and taper phases induced positive changes on players’ aerobic performance, lower readiness values and no changes in anaerobic performances. 相似文献
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Goda Kaniušonytė Inga Truskauskaitė-Kunevičienė Rita Žukauskienė Elisabetta Crocetti 《Child development》2019,90(5):1579-1588
In adolescence, both identity concerns and feelings of loneliness are of utmost importance to the experiences of young people. Yet, a theoretically grounded hypothesis that identity and loneliness are developmentally related has never been tested. Thus, the aim of this study was to disentangle the longitudinal associations between identity processes in educational and interpersonal domains and loneliness in adolescence. The sample consisted of 632 Lithuanian adolescents (53.2% girls; Mage = 14.32; SDage = 1.09) participating in a four-wave study with 6-month intervals between assessments. Cross-lagged analyses revealed reciprocal associations between identity processes and loneliness in the educational domain and unidirectional effects of adolescents' reconsideration of commitment on loneliness in the interpersonal domain. 相似文献
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