ACCESSIBILITY OF EDUCATION AND SUPPORT FOR A LEARNER AFTER FORMAL EDUCATION: A CASE OF LITHUANIA

Jolita Dudaitė, Valdonė Indrašienė, Violeta Jegelevičienė, Romas Prakapas

Abstract


Access to education and support for a learner is among the most important educational policy and management issues in the context of educational reform. In many European countries, both academics and practitioners are looking for optimal ways to ensure the child's well-being through the implementation of the principle of access to education, which, as it is known, contributes to reducing social exclusion and, at the same time, increasing academic success. One of the possible means to implement these goals is the idea of the all-day school. Several patterns of the implementation of this idea in Europe can be detected. However, there is often a lack of arguments about the meaningfulness and feasibility of creating such all-day school models. With a view to solving that problem from the perspective of stakeholders and applying a strategy of case study, a comprehensive analysis was carried out in order to find out the need for education, health, social and cultural services for children in Lithuania. In Lithuania, the length of the school year was extended from 2017–2018. It raised a number of issues related to the package of education and social services can be incarnated at school. The discussion about the need to extend working hours in school created preconditions for talking about the wider possibilities of providing additional education, health, social and cultural services at school. Thus, a representative parental survey was conducted to determine the need for additional education, health, social and cultural services at school and the need for all-day school in general. A sample of 1615 parents from all 10 Lithuanian counties was selected. The results of the research are valuable for the discussion of the researchers of educational sciences.

 


Keywords


access to education; all-day school; support for learner

Full Text:

PDF

References


Ally, M., Grimus, M., & Ebner, M. (2014). Preparing teachers for a mobile world, to improve access to education. Prospects, 44(1), 43-59.

Bitinas, B. (2013). Rinktiniai edukologiniai raštai (Vol. 1). Vilnius: Edukologija.

De Luigi, N., & Martelli, A. (2015). Attitudes and Practices of Parents: Disadvantage and Access to Education. European Education, 47(1), 46-60.

Dudaitė, J., & Prakapas, R. (2017). The Experience of Teachers in the Application of ActivInspire Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania. Informatics in Education, 16(2), 181–195.

Durowaiye, B., & Khan, S. (2017). The Relativity of Socio-cultural Factors on Young People's Access to Higher Education in Africa. South African Journal Of Higher Education, 31(5), 31-48.

Farías, M., & Sevilla, M. (2015). Effectiveness of Vocational High Schools in Students' Access to and Persistence in Postsecondary Vocational Education. Research In Higher Education, 56(7), 693-718.

Garibay, J., Herrera, F., Johnston-Guerrero, M., & Garcia, G. (2016). Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants. Research In Higher Education, 57(5), 601-629.

Indrašienė, V., & Merfeldaitė, O. (2010). Social pedagogical assistance in school as a means for implementation of social justice in education. Bridges / Tiltai, 50(1), 63-71.

Indrašienė, V., Merfeldaitė, O., Railienė, A, & Jegelevičienė, V. (2015). Experience in using information communication technology during lessons in general education schools. The new educational review, 40(2), 97-108.

Kairienė, D. (2010). Komandos narių bendradarbiavimas teikiant ankstyvąją pagalbą vaikui ir šeimai: atvejo analizė. Special Education, (1), 84-96.

Korinek, L. l., de Fur, S. H. (2016). Supporting Student Self-Regulation to Access the General Education Curriculum. Teaching Exceptional Children, 48(5), 232-242.

Martišauskienė, D., & Trakšelys, K. (2013). Švietimo paslaugų kokybės epistemologinės prieigos. Bridges / Tiltai, 65(4), 205-213.

Merfeldaitė, O., Penkauskienė, D., Pivorienė, J., & Railienė, A. (2017). All Day School Implementation in the Foreign Countries. Social Work, 15(2), 42-55.

Miles, S. (2017). Stakeholder Theory Classification: A Theoretical and Empirical Evaluation of Definitions. Journal of Business Ethics, 142(3), 437-459.

Petronienė, O., & Taljūnaitė, M. (2011). Neformaliojo vaikų švietimo prieinamumo geografinis veiksnys. Filosofija. Sociologija, 22(4), 455-465.

Prakapas, R., & Prakapienė, D. (2013). Visuomenės transformacijos: ugdymo paradigmų kaita. In Globalizacijos iššūkiai ugdymo procesui: visuomenė ir kariuomenė: mokslo studija (pp. 7–17). Vilnius: Generolo Jono Žemaičio Lietuvos karo akademija.

Sikand, M. (2017). Online Learning for Higher Education Enhancing Access, Student Experiences and Course Outcomes. HETS Online Journal, 8126-149.

Spector, J.M. (2014). Conceptualizing the emerging field of smart learning environments. Smart learning environments. [interactive]. 2014, 1:2 [accessed 2015-02-28]

Švietimo raidos Lietuvoje įžvalgos: medžiaga diskusijoms (2013). Švietimo ir mokslo ministerija : Švietimo aprūpinimo centras.

Trakšelys, K. (2015). Žmogaus gerovės kūrimas transformuotoje visuomenėje: švietimo prieinamumo principas. Filosofija. Sociologija, 26(2), 129-134.

Yin, R. K. (2014). Case study research: design and methods (5th ed). Los Angeless (Calif.): Sage Publications.

Zhu, Ch. (2010). Teacher roles and adoption of educational technology in the Chinese context. Journal for Educational Research Online. [interactive]. 2 : 72–86 [accessed 2015-03-01]




DOI: http://dx.doi.org/10.17770/sie2018vol1.3297

Refbacks

  • There are currently no refbacks.