Straipsnyje ieškoma atsakymo, kaip socialinės ir emocinės ugdymo inovacijos padeda ugdyti vaikų ir jaunimo socialines ir emocines kompetencijas. Žemas socialinis kapita las1 , ypač Lietuvoje (112 vieta iš 167 šalių), prasta psichinė sveikata – pagrindinis COVID-19 pandemijos bruožas – lemia prastesnę ne tik suaugusiųjų, bet ir vaikų bei jaunuolių emocinę savijautą. Savižudybės yra pagrindinė 15–19 metų amžiaus žmonių mirties priežastis Lietuvoje ir Estijoje. Lietuvos, Estijos ir Latvijos mokyklose nesikeičia patyčių apimtis. Daugelyje šalių yra sunku kurti pasitikėjimu grįstus santykius mokyklose. Šie veiksniai ypač paaštrėjo per COVID-19 ir reikalauja naujų sprendimų. Lietuvos, Latvijos, Estijos ir Vokietijos mokslininkų kuriamas Socialinio ir emocinio ugdymo prototipas (Social Emotional Education Prototype Modeling, SEEP) turėtų šeimai, kiekvienam mokytojui ir vaikui pasiūlyti algoritmą, kuris padėtų geriau suprasti savo emocijas, jas valdyti ir modeliuoti savo elgesį pozityviosios socializacijos linkme. Straipsnio autoriai siekia, kad SEEP algoritmas būtų tinkamas šeimos terapijai, mokyklos praktikai ir visapusiškai pagalbai bei padėtų spręsti kasdienes socialines ir emocines problemas vaikams ir jaunuoliams, ypač iš nepalankių šeimų, taip pat nesimokančiam ir nedirbančiam (Not in Employment, Education, or Training, NEET) jaunimui. Straipsnyje aptariamos ir kitų Europos šalių socialinių emocinių kompetencijų ugdymo iniciatyvos, kurios skirtos atskirtį patiriantiems jaunuoliams motyvuoti ir įgalinti.

Lithuania has unique characteristics and smart human resources, which should be used to foster competitiveness. Lithuanian lands were united under MINDAUGAS in 1236; over the next century, through alliances and conquest, Lithuania extended its territory to include most of present-day Belarus and Ukraine. By the end of the 14th century Lithuania was the largest state in Europe. On 11 March 1990, Lithuania became the first of the Soviet republics to declare its independence, but Moscow did not recognize this proclamation until September of 1991 (following the abortive coup in Moscow)2 . Lithuania’s economy has grown faster than most other OECD economies over the past 10 years, unemployment continues to fall, and public finances have become stable after a long period of deficits and a rising debt3 . Lithuania’s gross domestic product is €34.95 billion a year. That makes it the largest economy of the three Baltic states, but just one-tenth of the size of Poland’s economy. Small it may be, but it has been growing fast: Lithuania’s economy has almost doubled in size since 2000. In 2017-01-09 the UN has changed the status of Estonia, Latvia and Lithuania from Eastern European countries to the states of Northern Europe4 . However, Lithuania is not coping with the problems of youth emigration and inclusion, which are decreasing slightly, and young people who have left Lithuania return to their homeland slowly.

Straipsnyje nagrinėjamas Lietuvos kultūros politikos modeliavimas Lietuvos kongreso pranešimų ir straipsnių pagrindu (Lietuvos kultūros kongresas, 1990). Straipsnyje keliami klausimai, kodėl visų Lietuvos kultūros kongresų organizatoriams ir kultūros žmonėms yra svarbi kultūros politikos problema. Akcentuojama, kad kultūros politikos modeliai paprastai apibrėžiami kaip karkasinis vertybinių nuostatų, kurias užpildo žmonių kūrybiniai projektai ir iniciatyvos, pagrindas. Kultūros politikos modeliai vaidina svarbų vaidmenį formuojant visuomenės, bendruomenių ir asmenų savijautą, kūrybingumą ir elgseną. Siūloma kultūros politikos modelius laikyti pagrindiniais analizės vienetais, kai požiūris į kultūrą peržengia individo (idėja, mintis apie kultūrą) ir bendruomenės (kultūra tik socialinėje srityje) logiką. Kultūros politikos modelio sampratos genezę galima atsekti nuo I. Kanto iki šiuolaikinių mokslininkų. Mokslininkai dažniausiai kultūros politikos modelius analizuoja iš skirtingų mokslų, t. y. filosofijos, psichologijos, antropologijos, sociologijos, edukologijos, dirbtinio intelekto, pažinimo ir kt., pozicijų.

Straipsnyje taikoma „tyrimo metodologija“ įtraukia kokybinius ir kiekybinius metodus. Atlikta straipsnių, duomenų turinio analizė ir ekspertų apklausa apie kultūros politikos modelių dinamika leidžia į Lietuvos kultūros politiką pažvelgti sistemiškai, kultūrą suprantant kaip pozityvaus ir kūrybiško gyvenimo būdo analizę, siekiant asmens, bendruomenės ir visuomenės gerovės. Tyrimo rezultatai atskleidžia motyvuoto kultūros politikos modelio bruožus, pagrįstus pirminiu skirstymu tarp karkasinio dizaino ir kultūros politikos modelių sąveikos.

The article analyzes the impact of educational reforms on the quality of the educational outcomes. The prerequisites for increase in efficiency of education system are provided, the visual data, which prove correlation of the learning outcomes and financing of education in the EU countries, teachers’ salary and child‘s well-being. The outcomes of the educational reform and international studies revealed a number of failures and mistakes of the reform. Therefore, this article analyzes the education reform goals and experience accumulated in Lithuania comparing it with the situation in the world.

Social partnerships create conditions for innovation, small and medium-sized enterprises (SMEs), social economy organizations which optimize of costs and the accumulation of social capital. Moreover, our studies allow for ample space to illustrate the theoretical arguments, statistical data, research and regulations, case studies, qualitative and quantitative research, and the insights of the author. As such, the proposed subject would be “Social Partnerships influenced by innovative solutions” with the objective to analyze the social partnerships on innovation and social capital development. A strategic challenge for employment aimed, firstly, to assess the level of recognition of the Social Economy in three important spheres, namely public administration, the academic and scientific world and the Social Economy sector itself in each country, and, secondly, to identify and assess other similar concepts.

Social businesses understand how people and communities welfare-oriented business, which is dominated by creative activities and social innovation to say constantly developing new services, products (goods and services), are constantly updated and improved processes necessary for public community and individual social welfare. The purposes of Article selected comparative Lithuanian preparation for social business practices, compared to other Western European countries to sustainable community development, which will enable us confidence, social partnership. The paper used for systemic regulatory documents and case studies and focus group discussions with students in groups to measure the readiness of young people in social business and understanding of the problem.

This article is based on Erasmus+ funded project called “Developing Interdisciplinary Economics, Ethics and Citizenship Education in Secondary Schools”. The project is carry out by The Lithuanian Free Market Institute together with Lithuanian University of Educational Sciences, the Vilnius Vytautas Magnus Gymnasium in Lithuania, the Riga Teacher Training and Educational Management Academy, Riga State Gymnasium No 1 in Latvia, Gustav Adolfi Gymnasium in Estonia and the JAMK University of Applied Sciences. The main idea of the article is to analyze the quality and relevance of economics, ethics and citizenship and social education in the Finland. JAMK University of Applied Sciences’ one task is to present good Finnish education practices, theories and methodologies. In article presented a view of Finnish education system and presents theories which are used in upper secondary schools in Finland for integrated social education, learning methods used and general examples from Finland’s schools e.g. interviewed from Elina Kastepohja, social studies and history lecturer from Muurame Senior High School.

This paper analyzes the key challenges that include the establishment of good adult learning arenas through personalization and partnership across multisectoral and multifunctional boundaries, and the personalization abilities. Adults and educational organizations have to be active partners in and contributors to sustainable development. Sustainable organizations, NGOs need to be regarded as credible and inovative partners and not as “recipients” of information or tools. There is a need to examine local adult learning systems and clarify roles and responsibilities, as well as to indicate ways for efficient cooperation of sectors.

In the article, the authors aim to substantiate how effectively we can use the subject of education in schools, primarily integrating Economics, Civic Education and Ethics. In the search for effective education for children and young people, we need to invest more in the integration of social education through the dissemination of smart education and positive socialization while still at school. Social action in order to anchor it is often stereotyped, typified and stigmatized, and so acts of social communication are needed and must be accompanied by actions of smart education, social cognition, social awareness and empowerment. Therefore, the social education theories and good practices discussed in this article seek to systematize, integrate methods and tools that enable coping, processing, achieving, creating or obtaining specific outcomes that transform education into meaningful life goals and empathy and social emotional skills.