Profesinis rengimas: tyrimai ir realijos 2012, nr. 22

The article analyses the preconditions for the emergence and development of digital taylorism and the peculiarities of its interaction with the e-learning. Using the cutting-edge information technologies, digital taylorism transforms the “knowledge creation” to “knowledge application”. with the aid of IT, standards, templates, instructions, evaluation and verification forms of work organization, training and learning are created, i.e. knowledge is standardized. This increases the polarization of knowledge and skills, thus decreases the demand for high-level skill and increases the supply of jobs for those with limited skills. However, in the world the supply of specialists with higher education increases. Therefore, the competition in the labor market between those professionals intensifies and the rates of their remuneration decrease. Due to increasing access to learning, assimilation and cost-efficiency, educational institutions move to various forms of teaching and learning standardization, only to get closer to “the global educational standards”. E-learning is inextricable from the spread of the digital taylorism to the system of education, because all the world is developing teaching and learning standards, qualifications standards, criteria for competency evaluation and recognition, standards of e-learning material development and training, and etc. E-learning is mainly applied for in-service training or for specific skills acquisition, and generally uses the educational model based on a bank principle, i.e. information accumulation, acquisition of standard knowledge instead of encouraging creativity.

A symphony orchestra in musical culture has a possibility to perform pieces of music of high technical and artistic level, is able to interpret music of different composers diversely and at a high artistic level but it asks for continuous improvement of qualification. Problematic of continuous learning of the symphony orchestra musicians is manifested in the way that any changes of more perfect performance of the symphony orchestra can be achieved at all without the performer’s professional perfection. A subject of this research paper is continuous learning of the symphony orchestra musicians. Aim of this research paper is to specify continuous learning of symphony orchestra performers. The research paper reveals that a symphony orchestra is a collective with a large group of musicians who play together on various instruments. An orchestra consists of four families of instruments. A symphony orchestra is characterized by rich diversity of musical sound timbres that can convey different states of reality in a very expressive manner – starting from images of nature and life events and ending with the smallest nuances of human experiences. The musician’s career possibilities depend on the performer’s individual perfection and successful choice of the activity direction. Upon planning their careers, musicians are obliged to estimate their musical abilities and objectives, to relate realization of their career with a sym-phony orchestra, to estimate the career possibilities in the orchestra, and to draw a career line (a performer, concertmaster and soloist). It were specified such traits of continuous learning of symphony orchestra performers: individual work, team work, traineeships abroad, mastery courses, summer camps, solo activity, pedagogical activity, visiting the tutors, performing new pieces of music and work with continuously changing conductors.[...]

This article aims to reveal how age affects the learning process, how the performance of simple and complex tasks changes the speed of movement and reaction time. The main objective is to establish the variations of movement speed and reaction time parameters while different tasks are performed by healthy and stroke elderly people. In order to achieve the objectives it is essential to determine how the reaction time and movement speed change during the task and to what extent the complexity of the task affects the movement parameters.

Generally the description of career development methodology and its valuable context gives prominence to professional self-expression motifs based on the philosophy of pragmatism. However, the research in phenomenological cases of a successful career distinguishes the trend which marks that the subjects tend to see their life quality and career success in a qualitative dimension, which marks experienced emotions, rather than in quantitative dimensions (the quantity of tangible products). with this research the authors aimed to evaluate the amount of importance the respondents give to professional self-expression and a career value system, which are based on the philosophy of social constructivism and holism. During the investigation the following hypotheses have been tested: with the dominance of an economical (financial) motif career is usually seen as an unsuccessful; in case an individual is focused on the job content, career is evaluated as a successful; in case an individual considers his/her career a success, economical (financial) motif dominance can be replaced by the job con-tent, responsibility and support of social relations values; self-expression factors in the family are generally seen as the factors of an unsuccessful career, therefore, men more frequently consider their career a success than women.

Major changes in vocational training institutions are associated with the changes in training programmes and curriculum. The emphasis is on the coherence between theory and practice, business training programs being transformed into modules. According to Muller and Ferreira (2003), in order to achieve the requirements for the quality of today’s training, future professional competencies are bound to combine theoretical and practical training. The object of the research – the coherence between theory and practice in vocational training.The objective of the research – to justify the coherence between theory and practice in vocational training. The aims of the research: 1. To analyze the conception of theory and practice. 2. To describe the preconditions for the integration of theoretical and practical in voca-tional training; 3. To reveal the viewpoints of teachers to the coherence between theory and practice in vocational training. Research methods: literature analyzes, a questionnaire-based survey. The article discusses the coherence between theory and practice in vocational training curriculum development. The concept of modular training in the context of theoretical and practical training has been analyzed. The features of coherence between theoretical and practical training as well as their characteristics in vocational training have been highlighted. The results of empirical research have helped to reveal the students’ opinion on how to choose vocational training, what makes an occupation attractive and which specialties are in demand in the area they live.

The article aims - to reveal the socio-cultural development training for the validity of Christian values. The education process starts with the values of spiritual connection and the establishment of educational service to the principle of comprehensive human development and the promotion of this process is the teacher, the role of a witness, because values are not learned or taught, and the perception they are acquired through personal experience. Educational Value difficulties often arise from causes related to the acceptance of truth and free-dom. The fair value concept and practice of love, work and serve the community celebrating. Sense of community and values the primary socialization occurs and develops throughout life. The community impact of vocational training may occur through an emphasis on values and nurturing. The social doctrine of the Church is a man and his nature, which depend on the deepest sense of the Creator. without wishing to reveal, other than give himself a fraternal community can not develop a normal personality development (learning) conditions, industrial relations, consolidated public and secure future. The implementation of socio-cultural practices values the principle of “Master of My Life” is based on the paradigm of the Christian Christ - the only teacher who wants the whole human being, which can help people know themselves and the reality of an objective truth, discover the best and safest choices and future paths. It is every teacher’s example of calling. The competence of teacher is described by two aspects: teachers love for his subject and for his student. Teacher’s mission is to provide instruments for the student to perform in the future of spirituality content development, to deepen the knowledge of the most important values. Every human mission to be “teacher” is the ideal head of Christ.[...]

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 pristatomos kooperuoto mokymosi dimensijos profesiniame mokymesi. Organizacinės dimensijos – edukologinė, filosofinė, vadybinė ir didaktinė – aktualios organizuojant ugdymo procesą: keičiant požiūrį į ugdymą, skatinant mokinius įsitraukti į mokymo(si) procesą, įgyvendinant struktūrinį organizacijos pasirengimą kooperuotam mokymui(si) naudojant skirtingas mokymosi formas, kurios darbo įgūdžių įgijimą keičia efektyviu mokymusi. Mokymo(si) proceso dimensijos – mokymasis profesinėje mokykloje, praktinio mokymosi patirtis ir praktinio mokymosi nauda – atskleidžia būdus, kuriais mokiniai mokosi kooperuodamiesi, individualiai, grupėmis) ir patiria profesinę identifikaciją per profesinę patirtį.

In article analyzed conception of continuity. Scientific literature does not give a lot of analysis about the impact of the development of competence on the continuity of competence and the transferability of competence on institutional level. The problem of the article is based on the importance of the continuity of competence and the analysis of possibilities in vocational training. The following issues are addressed: what are the principles of continuity of competence in vocational training? In article described the basic principles of continuity: compatibility, transferability, transparency and comparability. The principle of compatibility reflects on societaric level through the transparency of qualifications and the opportunity to recognise the acquired qualification. The effectiveness of this principle is ensured by the standard of qualifications and vocational training, study direction regulations, training/study program accreditation and evaluation of the quality, the tolerance of vocational training institutions and co-operation among them. The principle of transferability works on the (inter)institutional level in order to recognise competence. Recognition of competence may happen in an educational institution when moving from one educational program to another or between different institutions when making the transition from one educational institution to another. Effectiveness of the transferability principle is associated with the ability to assess learner’s acquired knowledge and skills in the context of a specific qualification (in the national qualifications system) and with the creation of a mechanism for permeability of practical competence. The principle of transparency is most likely to occur on the intrapersonal level when students and educators communicate with each other. The principle of comparability affects the interpersonal level when competence is accredited.[...]