Straipsnyje nagrinėjamos andragogo kompetencijos. Remiantis literatūros šaltiniais, aptariamos pagrindinės suaugusiųjų mokymo(si) teorijos, nagrinėjamos andragogų kompetencijos ir išskiriamos pagrindinės andragogo kompetencijos.

Straipsnyje aprašytas andragogų praktikų neformaliojo mokymosi modelis ir jo vertinimas, paremtas 174 andragogų praktikų, išbandžiusių šį modelį, kompetencijų kitimo analize. Analizė atskleidė tiek modelio pranašumus, tiek tobulintinas dalis. Išvadose išdėstytos modelio tobulinimo ir taikymo galimybės.

As the sequence of educational reforms and developing knowledge society, there are more opportunities and initiatives to learn in various contexts, participating in processes of change. The importance of assessing and recognizing the achievements of non-formal and informal learning has increased in this context. Education policy makers emphasize the necessity to raise the quality and prestige of vocational education and training (VET), which is highly dependent on the qualification and competence of vocational teachers. The run of development processes in VET has caused changing roles of vocational teachers, making their pedagogical activity more complex and requiring to make self-sufficient decisions; therefore teachers are being encouraged to continuously develop their competencies.

Study projects are an important part of university studies. They are involved not only for estimating separate study subjects but also for estimating an overall study quality, final study outcomes. The article examines final projects of music pedagogy which are prepared at Lithuanian University of Educational Sciences: peculiarities, educational importance and possibilities to strengthen practical training of future music teachers, by developing project and research activities competencies at university. The abilities of development are being presented in the context of study quality, final study outcomes. [...].

The object of the survey was programs of six universities and seven higher schools on language usage (professional phraseology). hypothesis of the survey- the content of the course on language usage (professional phraseology) was considered to comply with the needs of a young person as well as to the training of abilities necessary for finding a foothold in a particular social environment, and not to duplicate the course of the secondary school. It was also expected that apart from the development of correctness of language skills special attention was devoted to the training of competencies in communicating verbally and in writing. survey methods - questionnaire (interviewing), analytic descriptive, comparative, generalising. After analysing the materials provided it can be stated that sufficient amount of time is devoted to the courses on language usage (professional phraseology), yet too broad goals are formulated that do not always disclose the content of the subject. Not mistakes, but the language standards should be emphasized in the contents and process of training. The content of courses delivered at each school may differ, since consideration should be taken to both, the students' contingent and the type of speciality in the selection thereof.

Expert coach encourages a continuity of the educational process by developing athlete‘s psychomotor development, during attainment of knowledge, techniques, the perfection of tactics; coach accumulates the experience of competitive practice. In order to increase training efficiency, coaches must continually develop existing competencies and acquire new ones. The aim of the study was to reveal the basic competencies of coaching career preparing high performance athletes. Methods of the research: systematic review of documents and scientific literature which regulate sports coaches’ activity in elite sport. [...].

The article shares the experience gained while preparing the methods of identification and validation of the psychologist‘s competencies acquired by non-formal and informal learning. The authors discuss the stages of the competence evaluation process, the validity of evaluation methods as well as the evaluation criteria of the form and the content of the presented model employed for the assessment of the psychologist’s competencies acquired by non-formal and informal learning.

The article refers to the organizational assumptions of the system’s development, its structural elements and their inter-cohesion enabling to project functional aspects of the system. It presents the model of the assessment system of non-formal and informal learning achievements.

The article analyses the consultant‘s role in the assessment and recognition of competencies acquired by employees through non-formal and informal learning. There is presented the qualitative and quantitative research analyzing consultant‘s preparation, personal features and their importance for the assessment.

The article presents an overview of the issue of non-formal and informal learning achievement assessment and recognition. The experience of foreign countries shows that employees who assess learning achievements acquired in non-formal and informal learning and /or help the candidate to prepare for the assessment form one of the most important components of non-formal and informal learning achievement assessment and competence recognition system infrastructure. This article reveals the attitude of vocational teachers to what they consider to be the most important competencies for assessing learning achievements acquired in non-formal and informal learning, taking into account the need for vocational teacher development.