Profesinis rengimas: tyrimai ir realijos 2011, nr. 21

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  • research article ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2011, nr. 21, p. 10-29
    In nowadays society human being and his/her abilities are considered to be the most valuable treasure in a state and the most important presumption for further development of the society. The aim is posed for career designing services to assist to employ human resources as good as possible ensuring that person’s skills and interests would correspond to the proposed learning and employment possibilities (Profesinio orientavimo strategija, 2003). Career designing is treated as one of the most relevant measures that assure person’s competitiveness in changing labor market, whereas career designing services are considered to be essential when seeking inhabitants’ employment, reducing social exclusion and increasing social cohesion (Mokymosi visą gyvenimą užtikrinimo strategija, 2004; 2007–2013 m. Žmogiškųjų išteklių plėtros veiksmų programa, 2007; Resolution of the Council, 2004). In Resolution on better integrating lifelong guidance into lifelong learning strategies (2008) the complexity of lifelong learning is pointed out as well as long-lasting strategic thinking for career planning is promoted. The need for develop-ing lifelong learning and career designing skills is emphasized aiming to teach people to manage their career „paths“. One the the most important criterion ensuring the successful achievement of these aims is related to proper education of career designing specialists – career counselors (European Report, 2002). This is also clearly pointed out in Career designing strategy (2003), in which qualitative and consecutive career counselors’ education is named to be one of the most important objectives in career designing field in Lithuania. The performed studies (OECD, 2004; Cedefop, 2005, 2008, 2009; Pukelis, Navickienė, 2011) show that in the world career designing services are proposed by staff with various qualifications and professional training. [...]
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  • research article ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2011, nr. 21, p. 30-42
    This paper analyzes and reveals the problems of professional self-determination as well as the assumptions of the formation of vocational decision. Based on empirical research results, internal assumptions of vocational decision-making in Lithuanian secondary schools have been assessed. Changes in labour market caused by rapid scientific and technological progress not only require new skills, but also the need for individuals to design their own career evaluating changing trends in the society and the world of work . The aim of the article is to theoretically and empirically justify vocational decision-making. The methodology of the research. The analysis of scholastic literature, a questionnaire, statistical analysis of empirical data. The study included 584 senior school students from the Lithuanian secondary schools. The quantitative research was aimed to identify the problems encountered in choosing a profession, and specifically the influ-ence of schools on vocational decision making. The results of the research. After the determina-tion of internal assumptions of vocational decision in secondary schools, the study suggests that secondary school career information system, which is reflected in the school strategy helps to / does not help/ to choose the direction and purpose of students’ vocational decision making. Vocational guidance and career education activities are not planned, there is little emphasis on individual work with students identifying vocational direction or designing their further career. Frequently, advice and information is provided by teachers, form tutors or visiting professional consultants. The dominant form is a class tutorial. A psychologist, a social worker or a vocational counselor rarely advise students how to choose their further career. The present situation in Lithuania is that effective career information system has not been established yet.
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  • research article
    Paulauskaitė, Lina
    ;
    Rudžinskienė, Rasa
    Profesinis rengimas: tyrimai ir realijos, 2011, nr. 21, p. 44-54
    Straipsnyje analizuojami ilgalaikių bedarbių padėties pokyčiai ir juos lemiantys veiksniai. Straipsniu siekiama atskleisti, kokie objektyvūs ir subjektyvūs veiksniai lemia ilgalaikį nedarbą; patvirtinama kelta hipotezė, kad vienodai stipriai veikia tiek subjektyvūs, tiek objektyvūs veiksniai. Apibendrinus atliktų mokslinių tyrimų rezultatus, galima teigti, kad Šiaulių apskrityje ilgalaikiams bedarbiams plačiai taikomos aktyvios darbo rinkos politikos priemonės, kurių dėka daugiau nei pusė ilgalaikių bedarbių įsidarbino. Galima teigti, kad pagrindiniai objektyvūs veiksniai, lemiantys ilgalaikių bedarbių skaičių, yra Šiaulių apskrities bendrasis vidaus produktas ir užimtumas.
      15  23
  • research article ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2011, nr. 21, p. 56-66
    Adult education is considered to be the core area of the EU lifelong learning policy. Grundtvig Programme, a sectoral part of the Lifelong Learning Programme is a European Commission instrument aimed at the development of adult education sector. However, the effects of its actions haven’t been thoroughly examined. The learning benefits of Grundtvig activi-ties are analyzed in this article. A cross-sectional online survey has been conducted in 31 countries of the EU and several no-EU countries. The results show that the activities make impact on adult educators grow by strengthening the identity, self confidence and social interactions, strongly developing the professional competence and consciousness, widening the social network and inspiring to take action in individual, national or international level. Participants of Grundtvig activities report changes in adult education sector level as a result of the participation in the course. These effects of Grundtvig activities are in line with European strategic framework of co-operation in the fields of education and training. The professionaliza-tion of adult educators, involvement in policy and decision-making, the development of cur-riculum and management strategies of the organizations (e.g. implementing a Quality Assurance strategy, programmes for validating non-formal learning) improve the quality and effectiveness of the education and training systems. Changes in different sectors of adult education, intercultural awareness, openness and citizenship developed equity and social cohesion. The international cooperation at individual and organizational level as well as knowledge of foreign languages make the EU education and train-ing systems open to the wider world. [...]
      41  62
  • research article
    Navickienė, Žaneta
    Profesinis rengimas: tyrimai ir realijos, 2011, nr. 21, p. 68-81
    Straipsnyje analizuojamas policijos pareigūnų kvalifikacijos tobulinimo procesas ir jo efektyvinimo prielaidos. Viena iš aktualių tęstinio profesinio mokymo problemų šioje srityje yra nepakankamai veiksmingas policijos pareigūnų kvalifikacijos tobulinimas: profesinio mokymo sistemiškumo spragos, nenustatytas privalomų mokymų periodiškumas, neapibrėžtas ir su mokymo programų turiniu nesusietas atskirų policijos veiklos sričių kompetencijų turinys, nesama mokymo strategijos. Taigi dabartinio kvalifikacijos tobulinimo proceso peržiūra sudaro prielaidas tobulinti šį procesą ir pateikti naujų siūlymų jam organizuoti. Įvertinus policijos įstaigų darbuotojų požiūrį, kvalifikacijos tobulinimo optimizavimas leistų sukurti šiuolaikišką mokymo sistemą, kurioje policijos pareigūnai galėtų įgyti ar periodiškai atnaujinti aiškiai apibrėžtas kompetencijas, būtinas profesinei veiklai, ir susieti šias kompetencijas su tolesne karjera. Tęstinio profesinio mokymo sistemoje taip pat būtina skatinti savarankišką policijos pareigūnų mokymąsi, į šią sistemą implikuoti motyvacijos elementą, įpareigojantį policijos pareigūnus profesionaliai ir atsakingai taikyti įgytas ar atnaujintas žinias ir įgūdžius. Verta pabrėžti, kad šiuo metu policijos sistemoje kvalifikacijos tobulinimo optimizavimas jau pradėtas sukūrus Policijos pareigūnų ir kitų policijos sistemos darbuotojų kompetencijos aprašą.
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