Virbalienė, Rita

During globalization process and development of technology the labor market is changing significantly and the demand for unskilled labor is decreasing. The integration of people with disabilities into society through such processes is even more complicated. The peculiarities of and risk factors and barriers to transition of young people with disabilities to adult life with specific attention to their career education and preparation for professional career presented by different researcher groups including Lithuanian examples are analyzed in the article. The critical review method and analysis of scientific literature are used.

This article analyzes the peculiarities of the social pedagogical assistance at school. The purpose of social pedagogical assistance is defined in the education governing documents. These documents indicate that it is necessary to help the child to implement his right to education and to guarantee his safety at school. Thus, effective social pedagogical assistance helps to solve the problems at school: the abuse of psychotropic substances, juvenile delinquency growth, increase of emotional and physical violence, dropping out of school. Effective aid can be achieved through teamwork principles, which require different areas of information, knowledge and skills. The article presents a review of scientific literature and research data which can be applied for improving of social pedagogical assistance at school in order to help students and families by involving various specialists. The study revealed essential factors that affect the social pedagogical assistance organization and real assistance to the student at school.

Artykuł nawiązuje do problemu poświęcania niewystarczającej uwagi kreatywności w rozwijaniu indywidualnej przedsiębiorczości oraz braku dyskusji na temat właściwych metod szkolenia i uczenia się. Celem przeprowadzonych badań jest pokazanie, że rozwój kreatywności jest ważnym aspektem nauczania przedsiębiorczości oraz przedstawienie odpowiednich metod szkolenia i uczenia się. Nauczanie przedsiębiorczości oraz rozwijanie kreatywności jest integralną częścią rozwoju jednostek, które zamierzają prowadzić działalność. Bardzo ważne jest, aby kreatywność oraz nauczanie przedsiębiorczości były rozwijanie w oparciu o analizę tych pojęć poprzez dyskusję, krytyczne myślenie oraz racjonalne podejście do problemu, myślenie dedukcyjne i indukcyjne oraz umiejętność rozwiązywania problemów.

Verslumas, kaip viena iš aktualiausių šio laikmečio ugdytinų kompetencijų, plačiai aptariama viešojoje erdvėje. Tai skatina daryti reiškinio sąlyginis naujumas ir modernumas. Nepaisant to, kad bendruosiuose Europos Sąjungos dokumentuose pateikiama minėto reiškinio apibrėžtis, skirtingais lygmenimis reguliariai vyksta diskusijos dėl verslumo sąvokos turinio. Remiantis tiek įvairaus lygmens teisės aktais, tiek ir mokslinėmis publikacijomis, pastarąjį dešimtmetį verslumas aiškinamas kaip „bendroji kompetencija ar kompetencija, aktuali visiems sparčiai besivystančių šalių piliečiams, kuri siejama su kūrybingumu, išradingumu, naujomis idėjomis ir jų įgyvendinimu, todėl jo ugdymas tampa ypač svarbus įvairių šalių socialinių, technologinių bei ekonominių pokyčių įgyvendinimui“. 2006 m. gruodžio 18 d. Europos Parlamento ir Tarybos rekomendacijose dėl bendrųjų visą gyvenimą trunkančio mokymosi gebėjimų2 nurodomi aštuoni ES piliečiams svarbūs bendrieji gebėjimai (bendravimas gimtąja kalba; bendravimas užsienio kalbomis; matematiniai gebėjimai ir pagrindiniai gebėjimai mokslo ir technologijų srityse; skaitmeninis raštingumas; mokymasis mokytis; tarpasmeniniai, tarpkultūriniai, socialiniai ir pilietiniai gebėjimai; verslumas; kultūrinė išraiška), iš kurių išskiriamas verslumas. Ypač šio gebėjimo ugdymas aktualizuojamas įgyvendinant Lisabonos strategiją. Priimti teisės aktai tarptautiniu ir nacionaliniu lygmenimis skatino permąstyti pasirinktas ugdymo kryptis, strategijas. [...]

This paper summarizes the achievements and aspects to be improved in vocational guidance in Lithuanian general education schools in order to stimulate discussion about the experience in vocational guidance. The object of the research is an analysis of achievements and challenges in vocational guidance in Lithuanian general education schools. The aim of the research is to present and summarize the results of the analysis. The results suggest that Lithuania has managed to develop a vocational guidance system with infrastructure and monitoring. However, further development of the system of vocational guidance is hindered by changes of vocational guidance priorities, ongoing discussions about the concepts of vocational guidance and its definition as well as their interpretation within the system, lack of professional research, absence of systemic evaluation of the competence of the authorities that coordinate vocational guidance, difference in the experience of specialists and structural units in collaboration with scientists, when such cooperation is poor or even non-existent.

The article highlights the importance of entrepreneurship education in a modern day educational institution. Strategic documents of the EU invite the educational institutions to cooperate more actively with the business world in order to have the best quality entrepreneurship education. So the main aim of the research is to determine the concept of entrepreneurship shared by teachers and businessmen. Firstly, the concept of entrepreneurship and its development is reviewed, taking into account the legislations and scientist observations. The second part of the article presents the similarities and differences on the concept of entrepreneurship from the point of view of teachers and businessmen. These differences can suggest what relevant aspects, indicated by the representatives of the business world, could be included into the process of organization of the entrepreneurship education and to improve.

The article reveals why it is importam to discuss the proper development of entrepreneurship learning methods. Learning methods to develop entrepreneurship are presented as well as systematic review of scientific experience provided in this regard. The methods we recommend to ūse for entrepreneurship learning are described. The aim of the article is to discuss existing and recommended learning techniąues to develop entrepreneurship. Object of the article is the learning methods of entrepreneurship education. An analysis of this question is particularly relevant as the recent European Commission and other European documents stress the need to focus on development and discussion of proper learning techniąues for entrepreneurship education. The researchers note that choice of learning methods is the sensitive issue because of the heterogeneity of the concept of entrepreneurship itself and of different concepts of entrepreneurship education.