Investigations ofthe relations between parents and children, which were made after Lithuania regained its independence and during the first few years of the transition period (1990 - 1993) have revealed a tendency to alienation in the family.

11.004 teachers from secondary schools, who work in 1st - 12th grades, participated in the research. The results of investigation show that after restoration of Lithuanian independence teachers understood importance and necessity to improve their acquired qualification. They learned hard: in 1988-1989,61% ofrespondents did not speak any foreign language, in 1994-1995, only 17% of all teachers did not speak any foreign language. The following main motives of the development of qualification have been determined: aspiration to become a universal personality, acquire more knowledge, improve as a specialist. Teachers would like and could become not only participants and but also organisers of continued self-education.

The article analyzes reflection of life quality in secondary socialization with reference to the experience of learners’ parents. The research has revealed that every second respondent is satisfied with his / her life achievements; every third respondent has achieved everything he / she could in life; learners’ parents tend to link their life quality primarily with health, financial status, successful marriage, profession, relationships with relatives and children’s achievements.

Only integrated and comprehensive researches could establish the negative causes of this phenomenon and lead the future education process in secondary school.

The article aims at revealing the peculiarities of civic education in a general high school as well as the aspects of social sciences teacher training at Vilnius Pedagogical University (VPU). The position of citizenship, political sciences and sociology in the general curricula of the year 2005-2007 and 2008-2009 as well as their relations with other subjects is discussed. The features of Vilnius Pedagogical University program of social sciences are reviewed; an attempt is made to reveal the features of the genesis of civil consciousness of the future teachers during the period of studies and during the pedagogical practice in educational institutions. Having analyzed and evaluated the pedagogical practice tasks of the fourth-year students at VPU program of social sciences (expanded plans of the lessons and events delivered and self-analysis), the pupils' attitude towards the subjects of the introduction to civic society, political sciences and sociology, certain aspects of training organization as well as the features of educating a person with a new manner of reasoning — a citizen — in the modern school emerge. The respondents included VPU fourth-year students of the program of social sciences who have undergone pedagogical practice in educational institutions in 2007 and 2008 (n = 121). Suitably organized pedagogical practice is essential for nowadays teacher training programs and for future teacher competence. It is a feedback for evaluation and improvement of social science study programs. Deeper analysis and evaluation of self-studies, plans of lessons, diaries showed that students spare adequate attention to pedagogical practice and they would like to start their pedagogical practice from second course. Students of social science programs disagree with idea that teachers with history specialty should teach the fundamentals of civic, politology and social disciplines.

The content analysis of the statements indicating pupils' actions proved that entrepreneurship skills manifested themselves in all the activities, but during the lessons mostly autonomy (25,6 perc.), independent choice (23,5 perc.) and initiative (22,4 perc.) were expressed, after lessons (in such activities as "Theatre", "Coffee-house", etc.) - responsibility (24,8 perc.), autonomy (24,7 perc.) and independent choice (22,6 perc.). Openness to change was the area which collected the lowest number of statements. In summary, the research indicated, that manifestation of entrepreneurship attitudes in pupils' behavior is high; however in real life certain discrepancy among these attitudes and real actions was manifested. In the informal environment (summer camps) the expression of pupils' entrepreneurship skills is highest in the areas of autonomy and independent choice, lowest - in the area of responsibility. In the school environment, both at lessons and after lessons, autonomy and capacity to make independent choice manifested the most; the open¬ness to change was the least. The results prove the suitability of the education program and along with it indicate that in the process of education more attention has to be paid to the development of responsibility and openness to change which are important prerequisites for socially responsible entrepreneurship.

The school community comprises three integral links: teacher - parents (foster - parents), parents - child, schoolchild - teacher (education partaker). This paper concentrates on the later link (education actors) and expectations of 10th and 12th year students with regard to personalities of their educators at different schools of Lithuania...

While reforming the school and thoroughly reorganizing the inherited Soviet educational system, we should not underestimate changes of attitudes of high-school graduates towards studying and their future. This is a feedback of how the school helps an individual realize himself in the dynamic social and cultural environment...