Vaiko teisių įgyvendinimas transnacionalinėje šeimoje: neformaliojo ugdymo vaidmuo
Item type:Publication, conference paper[2025][T2][S007,S005][1]; XII Congress of The European Society on Family Relations : book of abstracts, 25 - 27 June 2025, University of Madeira., p. 262 Item type:Publication, conference paper[2025][T2][S005][1]; XII Congress of The European Society On Family Relations, 25 - 27 June 2025 University of Madeira., p. 2The aim of the presentation is to discuss the role and possibilities of non-formal education in the inclusion of children from transnational families. The research idea was inspired by finding of variety of previous researchers, as well, increasing importance of children from transnational families in mass global migration context. Successful child development depends not only on formal education, but also on non-formal education. Non-formal education often plays a significant role in shaping a child’s personality. Children from transnational families often face the challenge of successfully participating in non-formal education activities. A combination of several researches was used to reveal this goal. First, the focus groups with experts from various fields of non-formal education in Lithuania. Second, a qualitative study was conducted with members of Lithuanian transnational families. Empirical data of both surveys collected at the beginning of 2025. In order to comprehensively analyze the experiences of transnational families, both parents and child(ren) of the same family were interviewed. The visual map method was used for conducting interviews, the uniqueness of which is manifested through the opportunity to receive not only verbal, but also non-verbal information, to engage the research participant and to obtain visualizations of the research participants’ descriptions. The conducted research revealed the main challenges faced by transnational families during the provision of non-formal education for children, highlighted the resources used by families, good practices, and possible.
9 Item type:Publication, conference paper[2025][T2][S005,S007][2]; ; ; Socialinė politika ir visuomenės atsparumas : IV nacionalinė socialinės politikos konferencija, 2025 m. spalio 17 d.., p. 10-11Pranešime nagrinėjamas transnacionalinių šeimų vaikų neformalusis ugdymas kaip svarbi socialinės politikos dalis. Migracijos procesai keičia šeimų struktūras ir kelia naujus iššūkius socialinei politikai. Transnacionalinių šeimų vaikai dažnai patiria emocinių, socialinių bei ugdymo spragų, kurias formali švietimo sistema ne visada pajėgi kompensuoti. Neformalusis ugdymas tampa svarbia priemone, padedančia užtikrinti šių vaikų įtrauktį, socialinį ryšį bei asmenybės raidą. Tuo pačiu, valstybės socialinė politika vis dar tik fragmentiškai integruoja neformalųjį ugdymą į platesnes įtraukties strategijas. Tuo tikslu Mykolo Romerio universitete 2024-2026 m. įgyvendinamas subprojektas „Vaiko teisių įgyvendinimas transnacionalinėje šeimoje: neformaliojo ugdymo vaidmuo – FAMEDU-CHILD“, kuris yra valstybės biudžeto lėšomis finansuojamo projekto „Ekscelencijos centrų kūrimas Mykolo Romerio universitete“, vykdomo pagal Lietuvos Respublikos švietimo, mokslo ir sporto ministerijos inicijuotą programą „Ekscelencijos centrų iniciatyva“, dalis. Kokybiniai empiriniai duomenys buvo renkami 2025 m. šiais metodais: grupinės diskusijos (fokusinės grupės) su neformaliojo ugdymo pedagogais, dualiniai interviu su tėvais ir vaikais iš transnacionalinių šeimų. Rezultatai rodo, kad neformalusis ugdymas suteikia vaikams galimybių socialinei integracijai, tapatybės paieškai ir emocinei gerovei. Veiklos už mokyklos ribų stiprina vaikų savivertę bei padeda formuoti ateities perspektyvas. Nepaisant to, išryškėja kliūtys: emociniai sunkumai dėl tėvų migracijos, finansinės bei logistinės problemos, informacijos sklaidos stoka. Svarbus vaidmuo tenka neformalaus ugdymo pedagogams, kurie tampa vaikų mentoriais, padedančiais kurti saugius santykius ir skatinti platesnį socialinį įsitraukimą. Tyrimas leidžia teigti, kad valstybės socialinė politika turėtų vis labiau įtraukti neformalųjį ugdymą į platesnes įtraukties strategijas.
18 Item type:Publication, conference paper[2025][T1e][S005][1]; Book of Abstracts accepted for presentation at the 5th ISA Forum of Sociology "Knowing Justice in the Anthropocene", July 6–11, 2025 | Rabat, Morocco., p. 109The spread of families with members across state borders presents challenges for social policies regarding transnational family members. One less explored area is how the state ensures the non-formal education of children from transnational families. Accordingly, the aim of this presentation is to discuss the issues related to the non-formal education of children from transnational families as part of state social policy. Non-formal education here is defined as children's development in sports, arts, science, and other activities, typically organized outside regular school hours and settings. To achieve the research aim, a qualitative survey was conducted between the end of 2024 and the beginning of 2025. The research method involved focus groups with experts. Three focus groups were organized with non-formal education teachers working with children, including those from transnational families residing in Lithuania. Preliminary research results reveal a positive attitude and the state's efforts in organizing formal education for children from transnational families. However, there is a lack of attention to non-formal education. This gap creates an additional burden on non-formal education teachers, particularly in terms of understanding different cultures and addressing psychological aspects.
11 Item type:Publication, conference paper[2025][T1e][S005][1]; Book of Abstracts accepted for presentation at the 5th ISA Forum of Sociology "Knowing Justice in the Anthropocene", July 6–11, 2025 | Rabat, Morocco., p. 635The child is the future of society and its potential. Childhood is the most vulnerable stage of life, when it is important to respond to the child's needs and also to ensure his rights. The United Nations Convention mentions the following basic principles for ensuring children‘s rights: (1) non-discrimination; (2) the best interests of the child; (3) the right of the child to express his opinion and to be heard; (4) the child's right to live and development. Child development includes the creation of a safe, creative environment that promotes the child's development and ensuring the freedom to act in it. In order to ensure the comprehensive process of the child's development in childhood, formal and non-formal education is important. Transnational families face the challenge of how to ensure quality of non-formal education of children when one or both parents live at a distance. The aim of the presentation is to analyze the role of non-formal education in the child‘s development process in Lithuanian transnational families. A combination of several researches was used to reveal this goal. First, the study of focused discussion groups with experts from various fields of non-formal education in Lithuania. Second, a qualitative study was conducted with members of Lithuanian transnational families. In order to comprehensively analyze the experiences of transnational families, both parents and child(ren) of the same family were interviewed. The visual map method was used for conducting interviews, the uniqueness of which is manifested through the opportunity to receive not only verbal, but also non-verbal information, to engage the research participant and to obtain visualizations of the research participants' descriptions. The conducted research revealed the main challenges faced by transnational families during the provision of non-formal education for children, highlighted the resources used by families, good practices, possible solutions and recommendations.
5 Item type:Publication, conference paper[2025][T2][S007,S005][1]; ; ; Globalios ir įtraukios sociologijos link : tezės. XVII nacionalinė Lietuvos sociologų draugijos konferencija, 2025 m. rugsėjo 4-5 d. / Lietuvos mokslų akademija.., p. 2Tyrimo idėją įkvėpė teorinės ir praktinės žinios apie transnacionalinių šeimų (toliau – TNŠ) vaikų ugdymą. Čia TNŠ – tai šeima, kurios nariai ne trumpiau nei metus gyvena abipus valstybių sienų. Daugelyje atvejų vaikai paliekami su vienu iš tėvų, seneliais, kitais giminaičiais ar net ne giminaičiais. Bet kuriuo atveju, TNŠ nepilnamečiai vaikai, kaip ir bet kurie kiti vaikai, turi teisę gauti jų talentus bei interesus atitinkantį ugdymą. Tuo pat metu tėvai sprendžia daugelį kitų problemų – integracijos į migracijos šalies darbo rinką ir visuomenę, geografinio bei emocinio atstumo įveikimo, kt. Todėl TNŠ vaikai neretai stokoja tėvų dėmesio. Ypač tai pasakytina apie vaikų neformalųjį ugdymą, kuris nėra privalomas, tačiau būtinas, siekiant išauginti harmoningą ir suaugusiojo gyvenimui kuo sėkmingiau pasirengusią asmenybę. Tyrimas grindžiamas duomenimis, surinktais įgyvendinant subprojektą „Vaiko teisių įgyvendinimas transnacionalinėje šeimoje: neformaliojo ugdymo vaidmuo – FAMEDU-CHILD“, kuris yra valstybės biudžeto lėšomis finansuojamo projekto „Ekscelencijos centrų kūrimas Mykolo Romerio universitete“, vykdomo pagal Lietuvos Respublikos švietimo, mokslo ir sporto ministerijos inicijuotą programą „Ekscelencijos centrų iniciatyva“, dalis. 2025 m. balandžio – gegužės mėnesiais atlikti penki pusiau struktūruoti interviu su TNŠ poromis, kai vienas iš interviu dalyvių yra emigrantas, o kitas – nuolat gyvenantis su nepilnamečiu vaiku, t.y. iš viso atlikta 10 interviu. Tyrimo dalyviai pasidalino patyrimais, organizuojant savo vaikų neformalųjį ugdymą.
21 Item type:Publication, conference paper[2025][T2][S007,S005][1]; XII Congress of The European Society on Family Relations : book of abstracts, 25 - 27 June 2025, University of Madeira., p. 37Since the beginning of the war in Ukraine in February 2022, approximately 86,000 Ukrainian refugees have arrived in Lithuania in search of temporary settlement. The majority of these arrivals were women with preschool and school-aged children, as well as unaccompanied minors. The Government of Lithuania swiftly mobilized its education, social, health, and other systems to receive war refugees from Ukraine. Initially, the most pressing concerns were accommodating refugees and addressing their basic needs. War refugee children represent a particularly vulnerable group, and their social inclusion is essential for their full development and well-being. Aiming to investigate the situation of child right implementation among Ukrainian war refugee children in Lithuania, a qualitative study conducted in 2024. The participants were upper-grade students who arrived in Lithuania from Ukraine after the outbreak of hostilities, along with teachers who work with Ukrainian refugee children. All participants either have family members still in Ukraine, or members who have migrated to other countries. The main focus was on the role and efforts of the education system in the process of child right implementation. The research results reveal that the rights of Ukrainian war refugee children are not sufficiently guaranteed in Lithuania. The main problems are based on discrimination because of the language, insufficient living conditions, complicated learning process, lack opportunities to be involved into non-formal education activities.
5 Item type:Publication, conference paper[2025][T1e][S007,S005][1]; Book of Abstracts accepted for presentation at the 5th ISA Forum of Sociology "Knowing Justice in the Anthropocene", July 6–11, 2025 | Rabat, Morocco., p. 487The arrival of war refugees in Lithuania has created significant challenges for state structures to develop effective inclusion systems to ensure that the needs of the new arrivals are met. Particular pressure was placed on the social and education systems, which had to immediately address the needs of children arriving from Ukraine to the territory of the Republic of Lithuania - to ensure a safe environment, development needs and access to education. War refugee children are a particularly vulnerable group of children, and their rights and inclusion in the education system must be given special attention. As the war in Ukraine continues, minor war refugees from Ukraine, as well as from other countries, continue to arrive on the territory of the Republic of Lithuania. The inclusion of these children remains a topical issue. It is important to assess the challenges and opportunities for ensuring the rights and inclusion of war refugee children in the Lithuanian education system in order to fully ensure the right of every learner, including vulnerable children, to inclusive and equitable educational opportunities. The qualitative study aimed to explore how the rights of Ukrainian war refugee children are guaranteed in the context of their inclusion in the education system. The participants were pupils in upper grades who arrived in Lithuania from Ukraine after the outbreak of hostilities and teachers who work with Ukrainian war refugee children. The study is based on the implementation of the principles of the UN Convention on the Rights of the Child and inclusive education. The study found that the rights of Ukrainian war refugee children are not sufficiently guaranteed in Lithuania. Children experience discrimination, especially from older people, because of their arrival in Lithuania and their lack of knowledge of the Lithuanian language. The living conditions of the children do not provide them with sufficient privacy and space. Although the learning conditions are sufficient, the learning process is complicated by the emotional trauma each of them has experienced, the anxiety about the course of the war, and the relatives left behind. Some children have difficulties to continue in Lithuania the non-formal education activities they started in Ukraine. Once they arrive, the children become independent very quickly, which affects the importance of their opinion in the family.
9 Item type:Publication, conference paper[2025][T1e][S007,S005][1]; Book of Abstracts accepted for presentation at the 5th ISA Forum of Sociology "Knowing Justice in the Anthropocene", July 6–11, 2025 | Rabat, Morocco., p. 190War refugees often are form transnational families, as many of them have members residing across state borders. Since the beginning of the war in Ukraine in February 2022, approximately 86,000 Ukrainian refugees have arrived in Lithuania in search of temporary settlement. The majority of these arrivals were women with preschool and school-aged children, as well as unaccompanied minors. Lithuania swiftly mobilized its education, social, health, and other systems to receive war refugees from Ukraine. Initially, the most pressing concerns were accommodating refugees and addressing their basic needs. Currently, the focus has shifted to their social inclusion into the society. War refugee children represent a particularly vulnerable group, and their social inclusion is essential for their full development and well-being. Therefore, a qualitative study conducted in 2024, aiming to explore the social inclusion of Ukrainian war refugee children, focusing on their social inclusion into the education system. The participants were upper-grade students who arrived in Lithuania from Ukraine after the outbreak of hostilities, along with teachers who work with Ukrainian refugee children. All participants either have family members still in Ukraine, or members who have migrated to other countries. The study found that the most pressing issue of social inclusion relates to learning the Lithuanian language. Motivation to learn Lithuanian primarily depends on the family’s decision about their future. If the family decides to stay in Lithuania, parents encourage their children to learn the language. The extent of the child’s interaction with Lithuanian peers greatly influences language learning. Similarly, how much those around the child encourage them to speak Lithuanian also plays a significant role. It became evident that Ukrainian children show a strong interest in Lithuanian history, customs, and culture, eagerly participating in celebrations of commemorative days and seeking similarities with Ukrainian history and traditions.
9 Item type:Publication, conference paper[2024][T1e][S005,S007][1]; Globalūs iššūkiai ir ateities visuomenės: XVI-oji nacionalinė Lietuvos sociologų draugijos konferencija, 2024 m. lapkričio 15-16 d., Vilnius : programa ir tezės., p. 4314