| Abstract: | Straipsnyje apžvelgiama sisteminačios strategijos ir veiklinančios vadybos prielaidos profesinio mokymo srityje, tikslinant sistemiškumo parametrus ir tikrinant vadybiškumo kriterijus teorijos taikymo praktikoje ir praktikos teorizavimo kontekste. Analizuojama VšĮ Kauno paslaugų verslo darbuotojų rengimo centro profesinio ugdymo organizavimo patirtis sukaupta per dešimt metų, derinant mokslinę ir praktinę veiklą.
The article makes an overview of the preconditions of systems-oriented strategy and pro-activities management in the sphere of vocational training, by making more precise systemic parameters and checking the managerial criteria’s theory application practice and practice put into theory context. Analysis is provided from the experience of vocational training organization at PI Kaunas Vocational Training Centre for Service Business Specialists, which was collected during a decade, while combining the scientific and practice activities.
Introduction The education systems within the contemporary post-industrial society undergo systemic reforms and a constant, on-going change. In order to successfully implement the education reforms, it is important to not only apply systematic approach, i.e. understanding, the education systems elements of which change, aiming at the objectives of the reform, is a must, but also the internal and external harmony of these changes. The systems-oriented strategy and pro-activities management by theorising the education practice provide conditions to vision the change tendencies at all levels of environment. The implementation of the education reform approaches includes modelling of the training process, search for the ways to perfect it, forecast of objectives, formulation of tasks, their solution within real training situations, i.e. to carry out the education reform “from the grassroots” and to guarantee the quality of education services. The systems-oriented strategy and pro-activities management practice in theorizing context is based on the following methodological approaches: • scientific research as concept as scientific instrument of policy impact and systematic approach towards research object (Laužackas 1999), who has contributed in outlining the systemsoriented parameters of political school change concept, analytical model, empirical research theoretical model as well as parameters of repeated character of research; • the education systems management aspects (Targamadzė, 1996, 2001), the education management and change concept (Želvys, 1999), which enabled to ground the systemic approach towards school as an institution and formulate schools the systems-oriented policy concept; • systemically based essence of lifelong learning (Teresevičienė, 2001), vocational training, continuous research of training process (Laužackas, 1999), enabling to formulate the theoretical preconditions of systems-oriented school change policy, that provided the enforcement of structural
pattern of schools system as training bodies.
As a summary it might be stated, that with regards to vocational training the systemsoriented strategy and pro-activities management practices theorisation context, it is a must to show the necessity for permanent management restructuring – the community and community management activities. Also the article aims at partners’ discussions and co-operation by making the systemic parameters more precise and checking the managerial criteria theory practice and the context of practice theorisation.
The article aims to: disclose vocational training the importance of systems-oriented strategy and pro-activities management of practice theorisation and application of theory in practise. Tasks:
1. Disclose the systems-oriented strategy and pro-activities management content and its importance for the vocational training. 2. Distinguish the major strategic parameters and to demonstrate their expression within the PI Kaunas Vocational Training Centre for Service Business Specialists activities. 3. Ground the importance of the management training sequence put in a system for school community. Methods applied: 1. Analysis of scientific literature and documents. 2. Reflection of vocational training experience. |
