Study on the need for all-day school services and opportunities to access these services in Lithuania, 2017
The object of the research is the need and possibilities for the establishment of all-day school in Lithuania. Secondary data analysis was applied when examining legal documents, existing practices in the country’s educational institutions, as well as previous studies on special educational needs. A quantitative study was conducted to determine parents’ attitudes toward all-day schools: would such schools be necessary? What kind of schools should they be? What services should they provide? The aim of this study is to analyze the need for all-day schools and the educational, health, social, and cultural services they should provide, as well as the real possibilities of obtaining them.
Analysis of legal documents.
The analysis of the legal prerequisites for implementing the concept of all-day schools consisted of an analysis of Lithuanian strategic documents, laws, and subordinate legislation covering the legal prerequisites for implementing all-day schools at the municipal level.
Analysis of existing practices.
Existing models are described based on publicly available municipal and school-level documents, information provided on school websites, and some details clarified by contacting school administrators or other staff by telephone or by submitting a written inquiry.
Parent survey.
The survey involved parents of school-age children from all counties of Lithuania, living in different types of settlements. A total of 1,615 respondents participated.
Analysis of the experience of implementing all-day school models in foreign countries, 2017
In order to reveal the experience of implementing all-day school models in Europe, a qualitative study was conducted focusing on all-day schools. The aim of the study was to analyze the experience of other countries in terms of the concept of all-day schools, the organization of their activities, and funding models. The countries selected were Germany, England, Finland, Greece, and Portugal. Official data sources were selected for the analysis: legislation from national legal databases, official reports from governments and ministries of education, research-based scientific articles with full bibliographic descriptions, and information published in the largest national media outlets.
Analysis, expertise and sociologic survey of Lithuania Teacher Training Conception draft version, 2001
The expertise and sociologic survey of Lithuania Teacher Training Conception draft version was performed in commission of Ministry of Education and Science of the Republic of Lithuania.
The Teacher Training Conception was analysed in these aspects:
1. Conception’s provisions adequacy to the documents regulating higher education and studies (researcher A. Augustaitis, Lithuania University of Law).
2. Economical outcomes of the Conception implementation (researchers R. Vaitkus and R. Norkienė, Department of Science and Studies of the Ministry of Education and Science).
3. Analysis of the Conception in the aspects of organization of pedagogical practices, content and methodology (researcher V. Indrašienė, Vilnius Pedagogical University).
4. Conception’s adequacy to teacher training tendencies in EU countries (researcher B. Jeffery, Brunel University, United Kingdom).
The sociological study analysed the Conception’s provisions from the point of view of teacher training institutions and (supply-side dimension) and general education schools (demand-side aspect) and respondents opinion on the upcoming changes in teacher training models, curriculum, organization of pedagogical practices (researchers T. Tamošiūnas, G. Bužinskas and S. Ignatavičius, Sociology Laboratory of Vilnius Pedagogical University). Two segments of the pedagogical community were selected for the questionnaire survey: teachers at institutions training teachers and school principals – a total of 269 respondents.