Trying to guarantee the proper training for a Scripture teacher, which could allow him to be immersed in conditions of present school and to fulfil the training tasks effectively, the greater demand of speaking about Scripture teacher’s identity, his as a specialist’s spiritual identity, arises preparing the proper model for Scripture teachers’ training. IDENTITY OF SCRIPTURE TEACHER According to Italian pedagogue and catechist Lucio Soravito, the identity of a Scripture teacher consists of three components: Existence, i.e. his spiritual and ethical origin, his spirituality, the roots his spirituality and professional skills; Knowledge, i.e. his cultural preparedness, allowing not to be reserved only in the limits of his own subject, the ability to talk over general problems of present human being; Ability to work; i.e. his professional competence, closely related with cultural education, which has the influence upon specificity of teacher’s training activity, ability to start interpersonal relations and to convey his training subject effectively. Meanwhile, his spiritual identity, i.e. spirituality, is the top point of professional skills, the spirit of a Scrip ture teacher, the key of a pupil (student) as well as of the environment. Spirituality is the most important dimension of him as a person, and only it can be supplied with cultural and pedagogical dimension. To determine the identity of a Scripture teacher means the personalization of values, believes, inner habits, which a Scripture teacher should distinguish himself with and which could allow fulfilling his service at school effectively. STRUCTURE OF SCRIPTURE TEACHER’S PRO FESSIONAL QUALIFICATION Scripture as a training subject helps to seek school’s training tasks and takes part in its training as well as socialization activity. In this case, a Scripture teacher should cooperate with other teachers, seeking for the following goals: To train pupil’s intellectual, creative and aesthetical ability; To train pupil’s critical thinking, will and feelings; To train spiritual, moral value perception; To help proper to Christian habits and conscious behaviour realizing; To transfer the cultural inheritance of former generations; To train and help friendly, tolerant interrelations discovering. I would like to define the identity of a Scripture teacher as a school worker more exactly by investigating the training duties (obligations) at school. SCHOOL AS A TRAINING INSTITUTION. In this prospect a Scripture teacher is defined as a school worker, who trains pupils’ abilities to evaluate Christian values in culture. SCHOOL AS AN INSTITUTION, PREPARING FOR LIFE. A Scripture teacher at school should be able to give education and training for the society’s use; he should train pupils’ ability to cooperate and to work in group, neglecting religious, national, human differences; to teach interpersonal relations problem solving, keeping within eternal values. SCHOOL AS AN INSTITUTION COOPERATING WITH OTHER TRAINING INSTITUTIONS. In this net of institutions as well as human interpersonal relations, a Scripture teacher should become a person of a dialogue, who is able to keep it with other teachers, parents, other information and training institutions. From these features of identity the following training requirements for Scripture teachers are coming out: A Scripture teacher should mature the features of a keeping the balance inside person; „To train” the abilities of correct interpretation of surrounding environment, life, events; He would be able to debate as well as to cooperate with other teachers, families, other training institutions, etc. A Scripture teacher is involved in a special relation with the Church; he is an interpreter of the religious dimension in culture. Conclusions:

1. A Scripture teacher as a Trainer. A Scripture subject has a training goal: it has to induce (stimulate) pupils to think about the meaning of life, to look for and to find the answers to the main questions of life, which are presented by Christian religion. He is able to fulfil this service because, in spite of his pedagogue competence, he should have the competence in interrelations, starting with the relation with a God.
2. A Scripture teacher as a person, distinguishing himself in interrelation competence. A Scripture teacher should be a person of a dialogue and should be able to cooperate with partners, involved in different activities at school as well as out of its limits. This interrelation competence is not only the result of a good character, but the obligation to improve himself as a person as well.
3. A Scripture teacher as a person, who is able to feel and to evaluate reality. He should be able to see reality (and religious experience especially) not only in his own but in the light of others light as well in the individual relation and community maturity relation. He should be able to look at the existing situation from above, i.e. to see it in the prospect of eternity. On the ground of this training obligation, a Scripture teacher is able to do this with the help of his training subject, due to which he is able to popularise the human culture and to help critical and systematic religious knowledge realizing.

Economic and social changes that are taking place in society raise new requirements for farmers and their activities, and therefore farmers' cooperation into agricultural cooperatives is becoming an inevitable today's routine. It is noteworthy that activities of the farmer's economy must be effective and become a target not only for the farmer himself but also for the cooperative he belongs to. Consequently, under current, everchanging conditions, the agricultural cooperative is becoming an instrument for helping the farmer to adapt to a changing environment and operate effectively. The aim of this paper is to select a system of indicators for assessing the efficiency of farmers‘ farms by analyzing the significance of cooperation. Research methodology: scientific articles of 1995-2015, examining the significance of cooperation for farmers‘ farms as well as methods, indicators and systems for the assessment of farms‘ efficiency, were analyzed. Based on the analysis carried out, the Balanced Scorecard, covering four criteria such as farm finance, internal business, customers and innovations, was selected to assess the efficiency of farmer‘s farm in the context of cooperation.

Straipsnyje aptariama lojalumo organizacijai esmė darbuotojo ir organizacijos santykio pokyčių kontekste, laikantis nuostatos, kad lojalumas yra pagrindinis organizacijos politikos principas žmogiškųjų išteklių atžvilgiu. Pagrindžiamas bendradarbiavimo ir partnerystės veiksnių reikšmingumas dėstytojo, kaip darbuotojo, ir švietimo organizacijos santykio kaitai, atsižvelgiant į lojalumo sampratą išskiriamos ir charakterizuojamos įsipareigojimo organizacijai formos, apibūdinami įsipareigojimo organizacijai formavimosi proceso etapai.

Remiantis mokytojų, mokinių tėvų, mokinių ir mokyklos vadovų apklausa, siekiama išsiaiškinti jų požiūrį į šeimos ir mokyklos bendravimą, ugdomųjų galių ir galimybių integraciją siekiant kokybiško mokinių ugdymo(si). Nagrinėti sėkmingo bendravimo trikdžiai ir sėkmės veiksniai bei veiklos formos, įgalinančios jaustis saugiai, keičiantis informacija, pa-dedant ir pripažįstant vieniems kitus, sprendžiant asmens, klasės ar mokyklos problemas šių dienų sąlygomis.

Research problem is that Kaunas city, rated as the most academic Lithuanian city, does not maximally utilize the potential of its youth. Collaboration with Kaunas youth organizations is superficial. Research aim is to analyze the collaboration between the public and the nongovernmental sectors in Kaunas city and make recommendations on how to improve the entrepreneurial environment for young people. Semi-structured interview method was used to conduct the qualitative research. The content analysis has shown that the role of Kaunas youth organizations in the management of municipality is not adequate, as it pertains to their work development as well as making the decisions that are important for the city. Collaboration could be reinforced: if Kaunas city municipality showed more initiative when communicating with the youth, if it revaluated and enhanced the mechanism of financing the projects; if the bureaucratic obstacles were minimized. While striving to reinforce the collaborative relationships the youth organizations should expand their practice and make it more meaningful and purposeful. It is imperative for the collaboration to occur not only in the problem-solving context.

There is a good agreement for professional collaboration in order better knows the child’s needs, improve skills, forms and ways of co-operating. The co-operation has a significant impact on education, crime prevention, improving achievement. Social pedagogues and class tutors agree on child educating problems, discuss the ways and forms how to solve these problems. Studies have shown that social pedagogues of Child Care homes miss at school the competence of class tutors for deeper awareness of a child, a closer communication with him, positive behaviour training, and stimulating of motivation to learn. School class tutors miss working completeness, sincerity, coherent and concrete actions, confidentiality, and cooperation competencies.

Cooperation of business organizations with the representatives of vocational education and training system improves the quality of vocational training and increases the availability and flexibility of the training process. One of the recent trends in vocational education and training system – is the aim to strengthen the relationship between the worlds of the vocational training and employment (business). Meanwhile, taking into account the increasing competition, rapid changes in information technology and global economic challenges, the vocational training and labour market interactions are increasingly promoted. The vocational training system is aiming to meet the needs of learners, to create greater opportunities for learning to persons of all ages and to focus more on practical activities that facilitate the development of a stronger “union” with the various activities’ organizations. The research object is cooperation of the social stakeholders (representatives of business organizations and vocational training institutions) in vocational training. The research aim – to describe the new public management principles in the promotion of cooperation. The vocational training institutions and business organizations representatives cooperate with each other, training young specialists. The common activities of vocational training institutions and business organizations is often seen in developing, improving and combining educational subjects or programmes/curriculum of research through student assessment practices and vocational trained professionals, their qualification and skills. Vocational training institutions and business organizations representatives initiate joint projects on business and vocational training.[...]

Straipsnyje keliamas tikslas – atskleisti bendrojo ugdymo ir aukštosios mokyklos (universitetinės) bendradarbiavimo galimybes, padedant mokiniams planuoti karjerą. Aptariama mokinių karjeros planavimo esmė, pagrindinės karjeros planavimo problemos, bendrojo ugdymo ir aukštosios mokyklos bendradarbiavimo galimybės. Tyrimo metu bandoma atsakyti į klausimą – kaip aukštosios ir bendrojo ugdymo mokyklos bendradarbiavimas padeda mokiniams planuoti karjerą? Išryškinamas bendrojo ugdymo mokykloje dirbančių specialistų požiūris aptariamu klausimu. Tyrimo metodas – pusiau struktūruotas grupinis interviu. Tyrimo rezultatai atskleidė, kad mokykloje organizuojamas ugdymas karjerai turi spragų. Akcentuojamas įvairių renginių, skirtų informuoti studentus apie pasirinkimo galimybes, organizavimo tobulinimo, darbo su mokinių tėvais, poreikis.

Šio straipsnio tikslas – atskleisti socialinių dalininkų bendradarbiavimo naudą profesinio rengimo institucijoms. Straipsnyje aptariami socialinių dalininkų bendradarbiavimo interesai, atskleidžiami verslo organizacijų ir profesinio rengimo institucijų bendradarbiavimo privalumai. Sėkmingi verslo organizacijų ir profesinio rengimo institucijų santykiai gali būti inovacijų, naujų specialistų įgūdžių, pasaulinės svarbos tyrimų, plėtros ir augančio produktyvumo šaltinis, todėl socialinių dalininkų bendradarbiavimas yra labai svarbus. Nusakomi konkurencinio pranašumo aspektai. Analizuojami socialinių dalininkų bendradarbiavimo tikslai profesinio rengimo sistemoje.

57.4 percent of coaches claim that referees are too assertive when they make their decisions. Decision making skills reveal an individual‘s ability to predict the outcome of their behaviour in various situations and take responsibility, therefore, when making a decision it is important to predict positive and negative outcome of each possible decision. 45 percent of coaches claim that referees know how to get out of a predicament. Such opinion of the respondents shows that not only referees lack certain skills, but there‘s also a poor twoway communication. However, coaches also show the lack of will to communicate and adhere to rules that help control athletes in the court and their relationship during matches. It is also important for coaches and referees to find a mutually agreeable way to interpret certain situations during matches. In summary, according to Lithuanian basketball coaches, basketball referees are prone to show exaggerated strictness, tend not to acknowledge their mistakes and are too self-confident. However, they behave politely and properly and have a sense of humour. The majority of basketball coaches think that referees perform their duties objectively, know how to get out of a predicament and look athletic and fit. However, the majority of coaches think that referees have little knowledge on game tactics and players‘ psychology.