Turinys / Contents

COVER

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Cover page, Vol.7, No. 1, 2015, SPVK/EPMQ

CONTENTS

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Contents, Vol. 7, No. 1, 2015, SPVK/EPMQ

EDUCATION FOR PEACE: THE INCREASING IMPORTANCE

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It is obvious, that a qualitatively new attitude is necessary to education, notwithstanding this, that education possibilities are wide indeed, there are plenty of intellectual as well as technical means for educational purpose realisation. In any case, values remain the centre of attention. And this is one of the most problematic spheres. One can observe constantly rising conflicts in the world, the consequences of which are severe. Thus, peace pedagogy, having been rather popular in the years of Cold war, has to come back to the young generation education process, of course, with the renewed understanding, content and realisation ways. Education for peace, as a continual process, leading to peace culture growth and support, should occupy a suitable position in children and youth education in the nearest decades. It can be reasonably asserted, that education for peace is the means, which will enable the societies to solve rising civilisation challenges. Education science theorists, methodologists and practitioners should act together, seeking to prepare new directions, education techniques for peace education. In the world full of constraint, violence and aggression, learning peace since childhood is inevitably important, changing human thinking, forming common coexistence understanding.

UNIVERSITY STUDENT CAREER UNDERSTANDING, WORK VALUE, COMPETENCE AND STUDY INFLUENCE ON PROFESSIONAL CAREER EVALUATION

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University study period - is not just only professional qualification and certain competence acquisition. At the same time it is a successive step to future career heights. Thus, it is inevitably important that the students evaluated the emerging opportunities as early as possible, purposefully prepared for professional activity after the university study graduation. Since the first study days, the students have to start planning their career, analyzing career questions, that concern them. On the other hand, especially important is every student’s individual career understanding, personal motivation to foresee vision and strategy towards a successful career. Thus, it is obvious, that it is important to analyze the students’ position on their professional career questions. The solution to the mentioned questions requires reliable and adequate information. Researches on university student career problems have remained urgent recently. It is plausible, that analyzing the students’ position on these questions, sufficiently objective primary information is obtained. The empirical research (N= 265), carried out between October and December, 2014 showed that student career understanding is basically adequate, however, understanding differences exist according to the sex factor. Significant differences according to this variable have been also determined, analyzing the students’ position in terms of work value, competence, study influence on the professional career evaluation. The students identify career understanding the least with the fast, successful promotion in service, power and responsibility increase, high social status, managing the group of people. Such understanding is more distinct among the female students than male. For women more than for men is characteristic modern career understanding, while men are apt to understand career as a traditional life path (career trajectory). In general, one can assert, that sex remains a rather important factor, determining different career understanding. In students’ opinion, seeking successful career, interpersonal competencies are most important, i.e. a significantly expressed social interaction need. According to the respondents, the biggest influence on their successful career will have general and special (professional) competencies, acquired during university studies.

CULTURE’S EFFECT ON STUDENTS’ ATTITUDES TOWARDS SCIENCE

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Cultural influence plays an important role in the association of attitudes towards science, this varies between countries because cultural context, including linguistic, social, political, economic, philosophical and religious aspects, determine and shape attitudes towards science. Cultural influence is the way we view the world. Learning, therefore, cannot be separated from its socio-cultural context (Vygotsky, 1987). Students carry their attitudes towards science into the classroom based upon their socio-cultural background influence. For example, Asian students choose a science predominantly even though science-based careers are less economically profitable because of their families’ important impact on their choice and science-related choices have a very great prestige within the Asian cultures. Whereas students within the western cultures are individualist and make attractive choices reflecting their personal enjoyment and skills to a more considerable effect. Moreover, in Turkish culture, science-related careers also have a great prestige and have been perceived as very important for the country’s development and therefore students’ attitudes towards science is very positive even though their performance on the PISA is lower than average. As a result of different cultures holding different attitudes towards science and science-related careers, there is a great impact upon student uptake of science and science-related careers.

EDUCATION MANAGEMENT IN THE REGION: OPPORTUNITIES AND CHALLENGES

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This is an interview with head Angelė Mizerienė about Veisiejai gymnasium. The gymnasium is situated in Lazdijai district, in southern Lithuania. Veisiejai gymnasium is located on the picturesque shores of Lake Ančia. For the first time the gymnasium is mentioned in written sources in 1777. In 2010 the school received the status of a gymnasium. Currently, it is a comprehensive school, which carries out programs of primary, basic, secondary and supplementary education. The gymnasium pays special attention to children with special educational needs and also for education of gifted and talented pupils.

END

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End page, Vol. 7, No. 1, 2015, SPVK/EPMQ