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Overview of Lithuanian education system Daiva Penkauskienė Modern Didactics Center 7-11 October 2013 Vilnius, Lithuania Study visit “Creativity for quality.

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Presentation on theme: "Overview of Lithuanian education system Daiva Penkauskienė Modern Didactics Center 7-11 October 2013 Vilnius, Lithuania Study visit “Creativity for quality."— Presentation transcript:

1 Overview of Lithuanian education system Daiva Penkauskienė Modern Didactics Center 7-11 October 2013 Vilnius, Lithuania Study visit “Creativity for quality education”

2 Lithuania – geographic and historical context Population – 3 million inhabitants Lithuania borders the Baltic Sea for 99 km Area – 65,300 sq. km (25,206 sq. miles) Capital – Vilnius, lies at the geographic centre of Europe

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4 Nearly 1/3 of the territory is covered by forests, 4,5% – by inland waters

5 Capital city - Vilnius  Vilnius is the largest city of the country. According to the 2012 statistics, the population of Vilnius is 523,000 people, which accounts for 17 per cent of the total population of the country.  Vilnius occupies an area of about 400 square kilometres of which 20.2% approximately is developed, and the remainder is green space (43.9% approx.) and water (2.1% approx.). The historical centre of Vilnius, the Old Town, (Senamiestis) is one of the largest old town centres in Eastern Europe (covering almost 360 hectares).

6 Vilnius

7 Education in Lithuania The education level of the Lithuanian population is rather high. Based on the labour force survey data on the educational attainment of the population, in 2011, 93% of the population aged had attained at least upper secondary education and 34% the tertiary education attainment level. This is one of the highest education attainment rates in Europe.

8 Statistics of 2013 Lithuania has:  of public and non-public educational establishments  of students  of pedagogues

9 Lithuanian education system The educational system of Lithuania is comprised of:  formal education (primary, basic and secondary education, vocational training, post-secondary and higher studies);  non-formal education (pre-school, pre-primary and other non-formal education of children and adults);  Informal or self-education.

10 Formal education schools Formal education schools shall be divided into the following groups:  General education schools (a primary school, a pre-gymnasium, a basic school, a secondary school, and a gymnasium);  Vocational schools;  Higher education institutions (universities and colleges).

11 Lithuania education system

12 ROLE OF CREATIVITY IN LITHUANIA’S EDUCATION SYSTEM Daiva Penkauskienė Modern Didactics Center Study visit “Creativity for Quality Education” 7 – 11 October 2013 Vilnius, Lithuania

13 LITHUANIA 2030 Sustainable development Clean & safe environment Smart society Smart management Smart economy Open, creative & responsible human

14 SMART SOCIETY “ is happy society, that seeks for more personal & economical safety & initiative; more equal/fair income; clean environment, social inclusions, wide possibilities to learn and to develop skills, strive for a better people health” “is society that it’s members are not afraid of changes, are open for new ideas & competitiveness in a world market. So why we need changes that guarantee development, application & recognition of everyone's abilities & skills”

15 CHALLENGES FOR A EDUCATION  Orientation of general education towards development of creativity, citizenship and leadership;  Open teaching & learning system for creativity & innovations;  Recognition of competencies ( recognition of all life achievements);  Revision of a system of exams (recognition of progress).

16 BACKGROUND OF 2030 STRATEGY  Lithuania is in 17 th position in EU in creativity, positive climate for creativity is evaluated by position no. 24  Life long learning idea requires to pay more attention to creative and critical thinking development

17 END VISION OF 2030

18 CONCEPTION OF EDUCATION, 1992  Main aim of a reformed education is independent & creative, able to reveal individual strengths & capacities at school personality

19 Strategic concepts of Law of Education  Education fulfills it’s mission at best when it’s development is ahead of society’s development;  Education is inherited freedom and right;  Education sustains and develops identity of a nation, transmits values, that make life of each individual more meaningful, life of society – sustainable, life of a state – progressive and safe.

20 Educational strategy To ensure :  sustainable, knowledge based development of economy, environment & culture;  internal & external (international) economical competitiveness;  national security and development of democratic state. In order to strengthen creative powers of a society .

21 Grounds for the Strategy s Initiative Learning Solidaryty Teachers personality Teachers personality Management of education establishments Management of education establishments Joint work of subsistems for an inclusion Joint work of subsistems for an inclusion Life long learning & empowerment Life long learning & empowerment Leadership Citizenship Creativity Empathy Agreement Partnership

22 Scenarios Teachers selection, number, personality, ethics, development career Monitoring, evaluation, accountability, regulation, financing, environment; Happiness, relationships, dignity, communication, empathy, identity, citizenship, autonomy, leadership Diversity, connections, flexibility Life long learning environment, centers for evaluation of competencies, creativity, entrepreneurship OPEN, CREATIVE, RESPONSIBLE HUMAN Teachers professional development Fair management Autonomy, leadership & partnership Accessibility, Scope/ coverage Individualization Life long learning & empowerment Career management State’s education strategy State’s education strategy and education development scenarios

23 EDUCATION STRATEGY Strategic aim – to build background for a personal, social and state wealthfare; to provide possibilities for personal & joint initiatives in creating individual, society's and state’s future Benchmarks: To keep high level of general (89) & higher education(48) level To achieve higher quality in OECD PISA & ARWU To increase level of self employment (11 → 16) To make a balance in international students mobility (0,09 → 0,6) To diminish number of non integrated special needs children (1,1 → 0,5) To increase number of pupils that have not experienced bulling (44 → 70) and other.


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