Education In Lithuania

This book is about the educational challenges facing teachers in Lithuania in the early years of the 1990's and the process of rebirth following the withdrawal of the Soviets. It uses the Fullan model to analyse the initiation of change and the problems that are faced by all those working in a post communist country. The essential focus is upon the scholars of Lithuania, their pupils and their teachers. This focus is illustrated by case studies and conversations with school directors. The contributors present this work as a record of the complexity of educational reform; of change in the functioning of the school community; and of challenge in the relation of teaching to learning. It is crucial to an understanding of educational problems of a changing society and in the challenges faced by a 'country in transition'.

This report assesses Lithuania’s policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system’s major strengths and the challenges it faces, from early childhood education and care to tertiary education.

This book first gives a brief overview of regional issues and a history of education in Lithuania and describes the development of education in the country since the political changes. It then presents an analysis of the entire education system and identifies key directions for reforms.

"Policy issue 4: Increasing the efficiency of the school network"--"Note"--"References" -- "Chapter 4. Upper secondary education in Lithuania" -- "Introduction" -- "The state of upper secondary education in Lithuania" -- "The state of upper secondary vocational education" -- "Performance and key trends in upper secondary VET" -- "Policy issue 1: Improving the quality and attractiveness of vocational education" -- "The state of upper secondary general education" -- "Performance of upper secondary general education" -- "Policy issue 2: Achieving the intended curriculum in upper secondary general education" -- "References" -- "Chapter 5. Tertiary education in Lithuania" -- "Introduction" -- "The state of tertiary education" -- "Performance of tertiary education" -- "Policy issues" -- "Policy issue 1: Consolidating tertiary institutions for efficiency and quality" -- "Policy issue 2: Balancing attractiveness and quality in internationalisation" -- "Policy issue 3: Monitoring and supporting equity in tertiary education" -- "Note" -- "References" -- "Annex A. Composition of the review team

Gives a brief overview of regional issues and a history of education in Lithuania and describes the development of education in the country since the political changes. Then an analysis is presented of the entire education system and identifies key directions for educators, parents and students under very dynamic conditions.

This report explores how Lithuania, and its young people can achieve higher returns on its investment in upper secondary education and provides Lithuania with policy recommendations to help improve it by strengthening vocational education pathways and by consolidating upper secondary certification.

Holocaust Education in Lithuania is based on a six-year, multi-sited ethnographic research project that was conducted to analyze the effects of the controversial policies of Holocaust education which were introduced as conditions of membership for access into post-Soviet western alliances. In order to understand how individuals take up transnational policies and programs intended to support democratization, Beresniova delves into rarely discussed issues. She looks at the means through which inherent cultural and political assumptions have had an impact on the ways in which memory and history are used in educational programs. She also scrutinizes the motivating factors for involvement in Holocaust education, such as the importance of community building, civic activism beyond the topic of the Holocaust, and the perceived power of the international community in dictating domestic education policy guidelines. Beresniova contends that educators must acknowledge the political and cultural elements in Holocaust education programs and policies, or risk undermining their own efforts. This book is recommended for scholars of anthropology, education, history, political science, and European studies.

Higher Education System Reform provides a comparative analysis of the position of 12 Higher Education Systems since the Bologna Declaration of 1999. It discusses and reflects on the original Bologna goals, the adopted paths of reform and the achieved results.

The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.