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The Role of Key Competences in Adult Education: The Case of Lithuania

100%
Tūtlys V., Gedvilienė G.
The New Educational Review
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2017
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vol. 49
40-53
EN
This article focuses on the analysis of the current state of the key competence development of adults in Lithuania. The following key competences are analysed: communication in native tongues and foreign languages, development of cultural awareness, entrepreneurship, application of information society technologies, and learning to learn. The research involved analysis of the definition and role of the key competences, discussing their typologies and revealing the preconditions, factors and approaches to the development of the key competences. Results of the quantitative survey involving 6992 adult respondents in Lithuania showed that the key competences are important for the majority of the research sample in their social, work and personal life. Individualised ways of key competence development are applied more frequently than collective ways. Key competence development is mostly enhanced by personal needs (work, wish of development and self-realization) and support of the family. The most frequently mentioned obstacles to the development of key competences are lack of financial resources and expensive training services.
2
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The Importance of Developing Servant Leadership Competencies for Middle Managers in Organisations: A Case Study on the Requirements and the Impact

100%
Gedvilienė G., Supranavičienė U.
The New Educational Review
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2023
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vol. 73
22-35
EN
This paper presents research on the requirements and impact of servant leadership competencies development for middle managers in Lithuanian Railways. The research aimed to determine the requirements for servant leadership development. The methods of use were deduced based on middle managers’ gender, location, size of the team, managerial experience and field of activity. A qualitative research design was used based on in-depth focus group discussions with middle managers (7) and senior managers (4). Creating strategic investments in human capital development and a supportive organisational culture that values servant leadership is needed.
3

Application Analysis of Online Learner Skills and Knowledge Evaluation Model

81%
Teresevičienė M., Gedvilienė G., Volungevičienė A.
Signum Temporis
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2010
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vol. 3
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issue 1
84-97
EN
Introduction. Higher education institutions experience the reform of higher education, changing the conception of studies and learning scenarios and the forms of their implementation. Distance learning and teaching are efficient means to implement strategic aims of the system of education: to create learning possibilities for all members of the society, to implement lifelong learning at all education levels, to contribute to designing effective learning/teaching process and to meet quality requirements, as well as to ensure more flexible organization of learning activities meeting lifelong learners' needs.The Aim of the Study. To analyse application of Online Learner Skills and Evaluation model (OLSKE) in a new distance learning and teaching curriculum.Materials and Methods. The paper presents OLSKE, and discusses its application. The evaluation of the application of the model is performed by evaluating curriculum quality that was designed on the basis of the model applied, rather than the model itself. Therefore, the questionnaires distributed for the students and the experts are targeted at curriculum evaluation. Application of the model is crucial to curriculum structure, consistency and quality evaluation factors.Results. Solutions for the realisation of the curriculum should be selected very carefully, as accessibility to learning resources should be ensured in all cases. Then, learning strategy and evaluation strategy should be very clearly designed and then presented to the learner, describing it with special attention in any chosen virtual learning environment.Conclusions. University students positively evaluated the overall evaluation of the course curriculum and curriculum quality designed after applicability of OLSKE.
4
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The Influence of Teacher Professional Burnout on Professional Satisfaction in Professional Career Development

81%
Tūtlys V., Gedvilienė G., Didžiulienė R.
The New Educational Review
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2021
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vol. 63
226-236
EN
Teacher professional activity, its quality and work efficiency are conditioned by social changes and educational reforms. The following question guides this analysis: What is the impact of professional burnout and professional satisfaction on the development of teachers’ professional career? The analysis of scientific literature was selected for the theoretical explanation of the research problem as well as a quantitative research method was selected for the empirical research. The indicators on the questionnaire scales provided an opportunity to determine the links between Lithuanian teachers’ professional burnout and vocational satisfaction according to different stress dimensions. Statistical analyses were performed using IBM SPSS 23. The results of theoretical and empirical research made it possible to establish the main factors affecting teachers’ professional career:1) significantly reduced ability to work, productivity, lack of work-life balance and self-control at work (professional burnout factors); 2) personal fulfilment and self-realisation and wishing to contribute to social well-being (professional satisfaction factors).
5
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The Role of the Key Competences of VET Teachers in Enhancing the Quality of the Teaching Process

81%
Gedvilienė G., Tūtlys V., Daukilas S.
The New Educational Review
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2019
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vol. 56
255-270
EN
Research problem - Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.
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