Straipsnyje aptariamos šiuolaikinės ugdymo problemos, suponuotos postmodernaus pasaulio iššūkių, kreipiančių į Žinių pasaulį, grindžiamą rinkos ekonomikos dėsniais. Analizuojama švietimo strategų siūlomos kompetencijų definicijos, sujungiančios žinias, gebėjimus ir vertybines nuostatas, ugdomosios galimybės. Vertybių svarba kompetencijų ugdyme grindžiama psichologiniais tyrimais bei pedagoginėmis įžvalgomis.

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.

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.

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.

Sparti visuomenės plėtra ir poreikių žmogaus bei visuomenės sveikatos priežiūrai kaita sąlygoja ir bendrosios praktikos gydytojo institucijos sampratos kaitą. Dabartinė Lietuvos situacija kelia reikalavimą bendrosios praktikos gydytojams ne tik išgydyti žmogų, bet ir sudaryti visas prielaidas, kad jis pats tinkamai rūpintųsi savo sveikata, išsiugdytų gebėjimus ją saugoti, kad būtų pasiektas pažangių pasaulio šalių sveikatingumo lygis. Šio tyrimo tikslas - įvertinti bendrosios praktikos gydytojų veiklą ir nustatyti reikiamas kompetencijas pirminėje Lietuvos sveikatos priežiūros sistemoje. Darbe taikyti mokslinės literatūros ir dokumentų analizės bei apklausos metodai.

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.

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. [...].

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.