Up to now the catholics of Lithuania don’t have the Code of Canon Law in their native language. So it is impossible to become acquainted with this important document of the Church, which regulates her juridical side. The members of the (Church are not only the priests or monks, but they are laymen too, so it is important for all of us to know our regulations, the rights and obligations, to know and understand the legal aspect of the teaching and sanctifying Church, to become acquainted with existing tribunals and legal sanctions provided for violations of different regulations in the Church. This article just seeks to present a short structure of above mentioned tribunals, to acquaint with provided institutions of tribunals and possible fulfilment of them, and granted competence to each of them. The courts of law exist not only in the Church. Of course all the Christians are urged to regulate their relations according to the spirit of Gospel and the courts of law newer and nowhere will express a positive reality, but if they are that place where seeks justice - they will fulfil a positive role.

Straipsnyje nagrinėjama bendrųjų kompetencijų ugdymo problematika verslo vadybos studijų kontekste: pasitelkiant tyrimų rezultatus, charakterizuojami darbdavių lūkesčiai, verslo vadybos dėstytojų ir verslo vadybos specialybės studentų bendrųjų kompetencijų ugdymo samprata, aptariami esminiai bendrųjų kompetencijų ugdymo aspektai verslo vadybos studijų procese.

The article presents a review of the experience of European countries in the area of identification, assessment and recognition of non-formal and informal learning. Also, the findings of a pilot research, performed in Lithuanian enterprises and vocational schools, are presented. The findings indicate the main tendencies in non-formal and informal learning assessment and recognition. A model of non-formal and informal learning recognition, based on the Norwegian experience.

Straipsnyje analizuojamos profesijos mokytojų rengimo Lietuvoje kaitos paradigmos akcentuojant mokymosi darbo vietoje reikšmę, aptariamas "mentoriaus" kaip profesijos mokytojų rengėjo vaidmuo, analizuojama "mentorių" rengimo programa, apibrėžiamos jos tobulinimo gairės. Pateiktame tyrime naudojami mokslinės literatūros ir dokumentų analizės bei apklausos metodai.

The article reveals the attitude of social workers employed in local selfgovernment to their acquired competences. The focus of the article is to identify what skills and knowledge relevant for working in the sphere of social work in local self-government have been developed and acquired by social workers, what competences have not been acquired as well as to reveal differences in gained competences according to the respondents’ age, territorial distribution of their workplace place and working experience.

Research results. Following the competence characterisations and models of team work, project teams and competences necessary for project activities, the theoretical assumptions of successful project teams are being presented. The competence structure of a successful project team is the following: a) necessary competences for each member and head of the team (competences which occur within team work and various stages of a project), which guarantee the success of an overall project activities; b) necessary competences for one or several members of a team, which guarantee the success of separate stages of projects. The competence structures of empirical assumptions of a successfully working project team are distiguished. According to the empirical research data, for each team member and head, the necessary competences are the following: team work – a courage to ask, an ability to learn all the time; an ability to use the advantages of other team members; having of aims which are clear, known for all; an ability to create a confident atmosphere; an ability to help for the other members of a team; related to various stages of project activities – self-discipline; knowledge of vision and aims; time management skills; information management; necessary competences for one or several members of a team: competences necessary for separate stages (project initiation, planning, implementation, completion, control) of projects – generation and presentation of ideas; an ability to plan, forecast, to distinguish the priorities of activities; abilities of negotiations, compromise finding and etc.

Analysis on coaches’ competences related to practice and competition orientation showed that athletes gave the highest evaluation on coaches’ ability to prepare an athlete for competition (4.32); coaches’ organizational abilities, such as ability to organize training workouts and manage them, to flexibly adapt training workout content to changing situations, to lead the activity of athletes during the competitions, providing specific for certain sports directions were also evaluated on a high scale. It was also observed that the coaches’ ability to prepare and carry out annual and multiannual sport preparation program with regard to individual athlete’s abilities (3.77) and to plan training practices in respect to individual athlete’s possibilities was evaluated as not enough developed ability (3.68). Personal and coaching education competences analysis demonstrated that from all abilities in this group, athletes gave priority to coaches’ collaboration competence, i.e., discussing new ideas and searching for the ways to solve the problem together with an athlete (4.14). Rather high evaluation was given for coaches’ sense of responsibility in their work with athletes.

Therefore, this article deals with the concept of competences, and presents the content of the competences that should be developed in the context of a specific academic subject (Lithuanian as the native language). Furthermore, the author analyses what opportunities for competence development during Lithuanian language lessons are provided by the programming documents, and deals with the issue of the development of communication skills and ability to acquire knowledge during Lithuanian language lessons. In the opinion of the author, attitudes (values) are a constituent part of competences; therefore, when discussing the competences that should be taught during Lithuanian language lessons, the discussion is based on the presupposition that competences are the entirety of abilities (knowledge, understanding, and skills) and attitudes (values).

Straipsnyje nagrinėjamos ikimokyklinio ugdymo pedagogų profesinės kompetencijos. Teoriškai pagrindžiama bendrųjų ir profesinių kompetencijų samprata ir svarba ugdymo kokybei. Mokslinės literatūros apžvalga leidžia teigti, kad Lietuvoje vis dar stokojama teorinių / eksperimentinių studijų, skirtų ikimokyklinio ugdymo pedagogų kompetencijoms ir jų kaitos analizei. Jurašaitės-Harbison (2004, 2006, 2007) atlikti tyrimai bent iš dalies šią spragą užpildo, todėl remiantis šios autorės parengtu Lietuvos ikimokyklinio ugdymo pedagogų profesinių kompetencijų modeliu (2004) buvo atliktas diagnostinis tyrimas. Ikimokyklinio ugdymo pedagogų nuomonė apie jų profesinių kompetencijų sistemos reikšmingumą buvo analizuojama siejant ją su pedagogų įgytu išsilavinimu, kvalifikacijos tobulinimo kursų intensyvumu, gyvenamąja ir darbo vieta.

Straipsnyje analizuojama bedarbių, registruotų Šiaulių darbo biržoje, įsidarbinimo kompetencijos. Remiantis moksline, edukacine literatūros analize ir darbo rinkos Lietuvoje ypatumais, sukurtas struktūrinis įsidarbinimo kompetencijos modelis. Išanalizuotas bedarbių požiūris į pasirengimą integruotis į darbo rinką. Tyrimo rezultatai atskleidžia problemas, kylančias plečiant bedarbių integravimąsi į darbo rinką. Šis tyrimas leidžia tikslinti ir konkretinti profesinės karjeros tyrimų, profesinio ir karjeros konsultavimo veiklos funkcijas bei pagrindines karjeros projektavimo gebėjimų sritis.