Suaugusiųjų švietimo vystymosi vadybos prielaidos ir perspektyvos Lietuvoje

Linkaitytė, Giedra Marija; Žilinskaitė, Lineta

doi:10.15388/actpaed.2008.21.7501

Cited by 2 publications

(1 citation statement)

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“…G.M. Linkaitytė and L. Žilinskaitė (2008) see lifelong learning as a combination of two paradigms in which education and learning are involved. Education creates learning opportunities, and learning is the process by which active participants take advantage of the opportunities they create.…”

Section: The Concept Of Lifelong Learningmentioning

confidence: 99%

Why the Number of Adult Learners Is Not Growing - Attitudes of Lithuanian Adults Towards Lifelong Learning

Žemaitaitytė

2022

SIE

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This article analyzes the reasons that continue to encourage the way of a more active involvement of adults in lifelong learning in Lithuania. Lithuania is characterized by an educated society that wants to advance, but Lithuania's Lifelong Learning (LLL) Index is one of the lowest in the EU. According to LSD data in 2019, Lithuanian LLL indicator was only 7%. Lithuania's Progress Strategy Lithuania 2030 and the National Progress Program 2014-2020 mention LLL as one of the most important strategic goals to be implemented at all levels and to cover all social areas. The education strategy for 2013-2022 aims to “mobilize not only the educational community, but also all Lithuanian people to study purposefully in order to achieve personal and national success. “(p. 11). Recent research indicates that that although the main challenges hindering the growth of the number of adults participating in lifelong learning in Lithuania are financial barriers and the belief that learning is too late, and learning motivation is low, yet positive attitudes of Lithuanian adults towards lifelong learning, provide general expectation of increasing motivation for adult learning and more active involvement of adults in lifelong learning.

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Section: The Concept Of Lifelong Learningmentioning

confidence: 99%

Why the Number of Adult Learners Is Not Growing - Attitudes of Lithuanian Adults Towards Lifelong Learning

Žemaitaitytė

2022

SIE

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Characteristics of a school in the political context of what a learning organization means

Palujanskiene

Švagždienė

2022

Cuest. Pol.

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The main objective of this article was to identify the characteristics of a school that effectively becomes a learning organization and the need to improve it in the political context of the learning organization. To reveal the theoretical and empirical bases of the article, methods of analysis, synthesis, quantitative research and results processing were applied. The results presuppose that school administration, peer support and favorable infrastructure have a positive impact on the development of personal skills of community members. In this sense, the improvement of learning competence and innovation is identified with openness to the environment, to other communities and a high level of internal communication culture. It is concluded that, schools as fundamental learning organizations to identify themselves and their environment as a team, to develop an intuitive systematic sense (part of the system; we-system), need to drive a clear and effective communication structure, in coherence with the strategic and systemic processes of adequate response to the needs of the community, all of which legitimizes it with social approval and more internal and external supports.

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Suaugusiųjų švietimo vystymosi vadybos prielaidos ir perspektyvos Lietuvoje

Cited by 2 publications

References 0 publications

Why the Number of Adult Learners Is Not Growing - Attitudes of Lithuanian Adults Towards Lifelong Learning

Why the Number of Adult Learners Is Not Growing - Attitudes of Lithuanian Adults Towards Lifelong Learning

Characteristics of a school in the political context of what a learning organization means

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