Straipsnyje nagrinėjama itin aktuali jaunimo verslumo ugdymo problema. Lietuvos ir Europos švietimo dokumentų analizės bei užsienio šalių patyrimo pagrindu formuluojami verslumo ugdymo tikslai ir uždaviniai atsižvelgiant į Lietuvos edukacinį kontekstą. Pristatomi ir analizuojami empirinio tyrimo duomenys apie mokytojų požiūrį į verslumo ugdymo prielaidas bendrojo lavinimo vidurinėje mokykloje. Duomenų analizės pagrindu formuluojamos išvados apie tai, jog mokytojai iš esmės suprasdami verslumo esmę ir jo ugdymo svarbą, patys nėra tam darbui tinkamai pasirengę. Todėl išreiškia tobulinimosi poreikį. Be to, respondentai, pritardami, jog projektai ypač skatina jaunimo verslumą, patys nėra linkę dalyvauti projektinėje veikloje.

Straipsnyje apibendrinami svarbiausi ugdymo turinio kaitos etapai ir per švietimo reformos dvidešimtmetį atlikti darbai. Aptariami svarbiausi strateginiai švietimo dokumentai, kuriais remiantis buvo kuriamos ir atnaujinamos Bendrosios programos. Patvirtinta Bendrojo lavinimo ugdymo turinio formavimo, vertinimo atnaujinimo ir diegimo strategija (2007) įtvirtina šiuolaikinę plačią ugdymo turinio sampratą. Šiuolaikinėse ugdymo programose keliami tikslai ugdyti mokinio kompetencijas, t. y. gebėjimus veikti tam tikroje srityje ir savo veikloje remtis vertybinėmis nuostatomis. Pristatomi naujausi į mokinių kompetencijų ugdymą orientuoti dokumentai ir nagrinėjami iššūkiai mokytojams ir mokyklai kuriant ir įgyvendinant naują ugdymo turinį.

The article analyses a topical problem of social skills development of children at crisis. The programme “Self-cognition“ implemented by the club of innovative programmes “Rafaelis“ is presented and the importance of the role of the programme to development of individual’s social emotional intellect is revealed. The article also introduces the tested methodology of social skills development, empiric research data on peculiarities of social skills development of children at crisis while implementing the programme “Self-cognition”. On the basis of the data analysis the conclusions are drawn, where peculiarities of social skills development of children at crisis are generalised that reveal the necessity to individualise the programme of social skills development while working with children at crisis striving for more considerable changes in development of such children’s social skills; during the implementation of the programme a wide range of activities should be organised to stimulate self-expression and acknowledgment of children in all the groups. The success of social skills development is determined not only by the established working atmosphere but also by a professional competence of a social educator to be flexible and creative during the session. Empirically substantiated research conclusions and practical recommendations can be of use for specialists implementing social programmes.

The article presents the results of expert evaluation of the social educators ICT-riched educational environment and ICT tools, the opportunities of ICT for social educator functions and effective socio-educational activities to be performed are revealed. The study distinguished the most important social educator‘s socio-educational components: e. diary, e. portfolio, interactive board, social networking, school web site, e-mail surveys, virtual training (learning) environment, educational computer games. Analyzing ICT, enriching selection or the educational environment of the social educator the the ICT tools essential criteriahighlights: accessibility – the opportunity to use, the importance – forsocial educator functions to be performed, application – the use in socioeducative activities. The creation of ICT-riched educational environment of social educators’ is an integral part of the school’s modernization and part of the use of ICT, therefore ICT development ant implementation of innovative ICT should create favorable conditions in order to use these technologies in specific social educators’ activities.