Mokymosi visą gyvenimą idėjos įgyvendinimo perspektyva Lietuvoje
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2008 | 89 | 45 | 51 |
Suaugusiųjų švietimą Lietuvoje reglamentuojančiuose dokumentuose terminų kaita pereinant nuo suaugusiųjų švietimo prie mokymosi visą gyvenimą įvyko, lyginant su užsienio šalimis, labai staigiai. Švietimo praktikoje šių pokyčių įgyvendinimas tapo iššūkiu visiems dirbantiems suaugusiųjų švietimo srityje. Straipsnio tikslas – parengti teoriškai patikimas prielaidas mokymosi visą gyvenimą idėjos įgyvendinimo perspektyvų analizei. Šiuo tikslu straipsnyje pateikiamos dvi sampratos – mokymosi visą gyvenimą idėjos ir mokymosi visą gyvenimą idėjos įgyvendinimo. Sampratas patikrinus empiriškai, galima teigti, kad jie gali būti panaudoti mokymosi visą gyvenimą idėjos įgyvendinimo problemų ryškinimui bei jų sprendimo kelių paieškai.
In the late 1960s in the vocabulary of adult education sector appeared new stresses and a paradigm shift has started to take place – from adult education towards adult learning. And now, due to the involvement of UNESCO, OECD and other EU organizations in the promotion of this idea, lifelong learning has received an international recognition. And with the Memorandum on lifelong learning which was released in 2000, the idea of lifelong learning has been successfuly developed on the political level. With the growing importance of this concept for the policy of education, it beacme a guiding principle for restructuring education in national contexts. Lithuanian system of education for these changes oppened only when Lithuania re-established independence and when the General Concept of Education was produced (1992). In this document adult education was treated as consisting from general adult education and vocational training. The discussions on the idea of lifelong learning were started only in 2001 together with the analysis of Memorandum. And legislation of this idea took place only in 2004, when the Strategy paper on lifelong learning was released. The shifts in paradigms, expressed in the documents – from adult education towards adult learning – in Lithuania, compared to other countries, was very sudden. Thus, the implementation of these changes into an educational practice became a challenging task for all the participants of adult education.[...].