Žinių visuomenėje ūkio plėtrą ir konkurencingumą kuo toliau, tuo daugiau lems žmogiškieji ištekliai, jų kompetencija, gebėjimas sparčiai keistis, greitai įsisavinti naujausias technologijas. Parengti žmones šiai kaitai ir sudaryti atsinaujinimo sąlygas - švietimo sistemos ir jos profesinio rengimo grandies užduotis. [...].

Straipsnyje aptariamas šiuolaikinių sinergetikos idėjų taikymas švietimo sistemose. Pažymėtina, kad nors sinergetinės idėjos švietimo sistemose plačiai aptariamos ir naudojamos užsienio edukacinėje literatūroje, tačiau Lietuvoje šių idėjų plataus ir įvairialypio aptarimo iki šiol nėra. Mokslinėje literatūroje galima surasti fragmentiškai minimų ar atskirų šių idėjų taikymų tik idėjų lygmeniu (Birgelytė, 2005, 2006; Pyragas, Borodinienė, 2011). Šio straipsnio paskirtis – iš vienos pusės, supažindinti Lietuvos pedagogus su pagrindinėmis sinergetikos idėjomis ir jų taikymu švietimo sistemose, iš kitos pusės, siekiama į sinergetikos problemas švietime pažvelgti platesniu, naujų idėjų pedagogikoje paieškos, žvilgsniu. Siekiama pagrįsti hipotezę, kad švietimas visuomenėje sudaro sinergetinę sistemą (angl. synergetic system) ir tuo švietimo problemoms tirti bei naujoms švietimo metodologijoms taikyti atveriami visiškai nauji horizontai. Aptariama viena iš pagrindinių problemų – sinergetikos idėjų skverbimasis į švietimo sistemas yra sudėtingų sinergetikos sąvokų bei metodologijos, kurios formavosi fizi-kos, chemijos ar matematikos mokslų srityse, perkėlimas (ir pritaikymas) humanitariniams bei socialiniams mokslams.

The article analyses theoretical and empirical premises of the educational system applied in a socialization centre as a complex fac-tor empowering further formal learning of school learners. The first part of the article, referring to the performed analysis of scientific literature, reveals the factors determining further formal learning of school learners at a socialization centre such as competence-based, social-psychological and organisational factors. The conducted thorough analysis of scientific literature allowed for creation of the theoretical model of educational sys-tem at the socialisation centre, which later served as a basis for the em-piric research, i.e., the questionnaire survey of educators and learners of socialisation centre. The second part presents the results and conclusions of the survey of teachers and school learners of the socialization centre. The conducted quantitative research revealed the opinions of both the teachers and school learners of the socialization centre, their viewpoints to future goals, interferences in overcoming difficulties of their life and learning. The competences and abilities of the teachers in empowering the school learners for their further formal learning were identified. The article highlights what features of their behaviour and character may prevent them from achieving the goal of their further career. The authors make attempts to compare the answers of the centre’s teachers and the school learners to find out differences and similarities. The article pre-sents the theoretical model of empowering educational system of the so-cialization centre, which can serve as a methodological basis for further researches on a similar topic.

Based on the reports of the General Directorate (later – Department) for School Affairs of the Ministry of Education and the material from the Latvian State Historical Archives, the article discusses the topics of teachers and their in-service training in the 1920s and 1930s, including the forms and stages of training of elementary school history teachers and the improvement of their qualifications. The courses offered to teachers have been analysed and the purpose of these courses at different stages during the period of establishment of the education system has been demonstrated.

Based on the reports of the General Directorate (later – Department) for School Affairs of the Ministry of Education, a book University of Latvia in Ten Years. 1919–1929 (Latvijas Universitāte desmit gados. 1919.–1929), the digest of the Society of History Teachers The Past and the Present (Pagātne un tagadne) and the material from the Latvian State Historical Archives (the minutes of the censoring commission for secondary school teachers – 201 minutes – dating from 1927 to 1940), the current article discusses the level of education of secondary school teachers (a general level of education and professional qualification of history teachers – “full-fledged” teachers or candidate) and their in-service training in the 1920s and 1930s.