Dačiulytė, Rūta

At the beginning of the 21st century, there are still 781 million illiterate people in the world (UNESCO, 2015). If we take literacy in its broadest sense to mean the ability to successfully navigate today’s world, then the term illiteracy takes on an even broader meaning in more developed countries, encompassing even more adults for whom even an approximate number cannot be determined. When it comes to literacy and literate people, new dimensions emerge - enough, not enough, literate enough in their personal environment but not literate enough to hold certain positions in their home village, not literate enough to develop in a big city or abroad, and so on. Adult literacy is an important prerequisite for successful employment and greater financial resources, for raising one’s own children, for more successful socialization, and even for maintaining health while avoiding poverty, exclusion, and gender inequality. Although literacy is often considered only as human capital, necessary and beneficial for competing for skilled labour, and as an important factor in increasing a country’s global competitiveness, it can be said that almost every major social problem is affected in one way or another by low literacy, and that literacy is essentially responsible not only for economic but also for virtually everyday social problems. Thus, research on adult literacy will always remain important and relevant. In particular, studies that specifically measure literacy and that provide analysis of various literacy conditions and assumptions about the level of literacy itself. National curricula and academic and policy debates often focus on children’s education, children’s literacy, and children’s literacy promotion. Adults, however, who for many reasons did not acquire the basics of reading and writing in their youth and who have now spread out in the world without important literacy skills, are often overlooked and passed over. Adult skills and development are also important, and adults, like children, should receive sufficient public attention and broader access to education. [...]

Human capital, together with financial and material resources, is an important factor in the economy of society. Human capital can be defined in different ways, but knowledge, abilities, skills, competences, or literacy, in general, are essential parts. It can be said that literacy is the cornerstone of human capital. According to the basic principles of the theory of employment, factors such as education, gender, age, health, marital status, and emigration have a major impact on participation in the labour market. However, in scientific discourse, there is a strong emphasis on these factors and the importance of literacy. However, there is a lack of studies specifically analysing the links between literacy and participation in the labour market. In particular, it is important to analyse whether literacy is equally important for participation in the labour market in different regions and countries. This article analyses the link between participation in the labour market and literacy in the Central European region. Six Central European countries are analysed based on the International Survey of Adult Skills OECD PIAAC. An analysis of the main parameters showing how a person participates in the labour market suggests there is a link between a person’s literacy and their working status, type of employment contract, managerial position, and economic sector.

Currently, the topic of lifelong learning as well as adult education is widely used in educational science. Lifelong learning is a process that encourages and enables individuals to acquire the knowledge, values, skills and understanding they need throughout their lives and to apply them creatively in all roles, contexts and environments. The knowledge economy, new technologies, the increasing pace of technological change and globalization require continuous improvement in the skills and competencies of the population. Therefore, it is important to analyze the situation of lifelong learning in different contexts. It is particularly important to study the opportunities for lifelong learning and adult education in different countries and specific geographical areas. There is a lack of such studies. The aim of our study is to compare the situation of lifelong learning in European countries. 20 countries were selected for the study: Austria, Belgium, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Ireland, Italy, Lithuania, Netherlands, Norway, Poland, Slovak Republic, Slovenia, Spain and Sweden. The study draws on data from International Survey of Adult Skills OECD PIAAC. This led to the selection of the countries chosen: these 20 European countries participated in PIAAC Cycle 1. Statistical methods were used for the analysis. Respondents aged 30 years and older were selected for analysis, as a significant proportion of younger people had not yet completed their formal studies. The analysis revealed that adults from Nordic countries were most likely to be involved in lifelong learning. In contrast, representatives from Greece and Spain spent the most time in lifelong activities, both in days and hours. In all countries, individuals with tertiary education are most likely to participate in lifelong learning activities, compared to those with upper secondary and lower secondary education.

The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.

Purpose - to create a model for university bachelor studies based on the elements of a team-based learning strategy for the e-learning environment. Research methodology. The research is based on the Connectivism theory. Research methods - The studies include the analysis of literature and it offers an ontology-based guidance system. Findings – A model based on elements of a team-based learning strategy has been developed to support team learning skills. The advantage of the model is that it is not linked to any of the world-wide e-learning environments, but can easily be connected to existing ones. Ontology-based guidance system, suggesting learning components (learning activities, environments, tools, programs and etc.). Research limitation – this research its only first step - to create a model for university bachelor studies based on the elements of a team-based learning strategy for the e-learning environment , next steps should be to validate the model, then to construct the prototype and then to validate prototype. Value - despite the growing popularity of distance education, it is necessary to create the best learning management system adapted for Team-based learning strategy.

In recent decades, the neoliberal education policy has been implemented in many countries, by reducing the state's role in education management. Lithuania is one of the countries which after the restoration of Independence in 1991 and collapse of the Soviet Union has decentralized its education management system by giving more autonomy to schools and local authorities. Education-management reforms, which have already been implemented or are currently being implemented in response to social, economic and political changes in the country, have an impact on relationships between schools. Purpose: This article reports the findings of a study which reviewed education management reforms aimed at increasing school autonomy and their impact on inter-school collaboration and competition. Research Method: This study employs a qualitative research design with semi-structured interviews. Twenty-four elementary and secondary school principals from different regions of Lithuania were interviewed. Findings: The results reveal that a significant influence on relations between schools comes from government decisions which relate to school autonomy, school choice, allocation of funds, school ranking, and the like.

The aim of the paper is to recognite the source of information on the perceived risk and safety in the tourism sector and to create a model, a set of such sources of information that should be used in conducting national empirical research and international comparisons. The authors carried out an analysis of corresponding sources in the field of concept of safety and security, risk and source of information on the perceived risk in tourism. Research results indicate that three sets of information sources should be examined: commercial, non-commercial, government and economic factors, gender and age. Besides we can suppose that tourists in the countries of concern are susceptible to the anchoring effect.