O METODACH NAUCZANIA, EDUKACJI IE MOKYMO METODUS, PILIETIŃKUMĄ IR SUAUGUSIŲJŲ ŃVIETIMĄ GRUNDTVIG PARTNERSHIPS

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1 IE MOKYMO METODUS, PILIETIŃKUMĄ IR SUAUGUSIŲJŲ ŃVIETIMĄ O METODACH NAUCZANIA, EDUKACJI GRUNDTVIG ABOUT AKMENE DISTRICT TEACHING ADULT EDUCATION CENTRE, ME- LITHUANIA THODS, CITIZENSHIP AND ADULTS EDUCATION 1

2 NETEDUKACJA, GLIWICE, POLAND CUMHURIYET HALK TURKEY DEVELOPMENT OF GOOD PRACTICE AND INNOVATIVE TEACHING METHODS OF ADULT AND CITIZENSHIP EDUCATION INOVATYVIŲ MOKYMO METODŲ PLĖTRA IR PILI- ETIŃKUMO UGDYMAS SUAUGUSIŲJŲ ŃVIETIME ROZWÓJ DOBRYCH PRAKTYK I INNOWACYJNYCH ME- TOD NAUCZANIA W EDUKACJI DOROSŁYCH I EDU- KACJI OBYWATELSKIEJ MESLEKI VE SOSYAL YETIġKIN EĞITIMINDE YÜZYÜZE ÖĞRETIM METODLARI

3 This publication is supporting by GRUNDTVIG learning partnership programme Compilers of the publication: Adult Education Center of the Akmene Municipality, Lithuania netedukacja, Gliwice, Poland Cumhuriyet Halk Egitim Merkezi, Adana, Turkey Edited by Adult Education Center of the Akmene Municipality Edition: 200 copies Publisher: Adult Education Center of the Akmene Municipality Vytauto str. 3, LT Naujoji Akmenė 3

4 TURINYS Content PRATARMĖ... 7 PREAMBLE... 8 PRZEDMOWA... 9 PREAMBLE ÖNSÖZ PREAMBLE PROJEKTO VEIKLA IR PARTNERYSTĖ AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRAS SUAUGUSIŲJŲ PILIETINIS ŃVIETIMAS AKMENĖS RAJONE NUOTOLINIO MOKYMOSI PERSPEKTYVA AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRE NUOTOLINIO MOKYMO DALYVIAI NUOTOLINIO MOKYMO ORGANIZAVIMO PRIEMONĖS NUOTOLINIO MOKYMO MEDŅIAGOS RENGIMAS NUOTOLINIO MOKYMO NAUDA IR PROBLEMOS EUROPOS SĄJUNGOS KULTŪRINIAI IR ISTORINIAI ASPEKTAI PROJEKTO DALYVIŲ AKIMIS KAIMYNAI. TOKIE PAT KAIP MES.LENKIJA ŃUOLIS Į VASARĄ. TURKIJA ANDRAGOGŲ PRAKTINĖ PATIRTIS Practical experience of andragogues MES DIRBAME IR NUOLAT MOKOMĖS We work and constantly learn MOKYTOJAS IR MOKINYS: VISADA KARTU Teacher and student: always together KIEKVIENA NAUJOVĖ VILIOJA Every novelty attracts NUOTOLINIO MOKYMO PATIRTIS, SĖKMĖS, PROBLEMOS Experience, success, problems of distance learning PASIKEITIMAI VYKSTA IR MOKYKLOJE Changes proceed at school too ŃI SISTEMA PATOGI This system is convenient ATSTUMAS NEBETRUKDO MOKYTIS Distance does not interfere the learning KLAUSYTOJAI ĮTRAUKIAMI Į SUAUGUSIŲJŲ MOKYMO CENTRO VEIKLĄ Listeners are involved into the adult learning centre ŃIUOLAIKINĖS INFORMACINĖS VISUOMENĖS VERTYBĖS Values of modern information society ŃALIES PILIEĥIAMS SUDAROMA GALIMYBĖ Citizens has an opportunity to study PILIETINIO UGDYMO INTEGRALUMAS BEI UNIVERSALUMAS YRA YPAĥ SVARBUS SUAUGUSIESIEMS Integrity and universality of civic education is very important for adults ŅMOGUS VISKĄ GALI, TIK TRŪKSTA NORO Individual can do everything, but has no will SUNKMEĥIO DVELKSMAS AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRE Breathe of hard times in adult education canter of the Akmene municipality

5 TIKSLŲ SIEKIMAS The achievement of goals PROJEKTAS TURI BŪTI TĘSIAMAS The project must to be continued VIZIJA Vizion ACTIVITIES OF THE PROJECT AND PARTNERSHIP ADULT CIVIC EDUCATION IN AKMENĖ DISTRICT DISTANCE LEARNING PERSPECTIVE IN AKMENE DISTRICT ADULT EDUCATION CENTRE PARTICIPANTS OF DISTANCE LEARNING DISTANCE LEARNING ORGANIZATION MEASURES PREPARATION OF THE DISTANCE LEARNING MATERIAL DISTANCE LEARNING BENEFITS AND PROBLEMS CULTURAL AND HISTORICAL ASPECTS OF EUROPEAN UNION: IN PARTICIPANTS VIEW THE NEIGHBOURS ARE THE SAME AS WE ARE. POLAND JUMP INTO THE SUMMER netedukacja, GLIWICE, POLAND REALIZACJA PROJEKTU GRUNDTVIG W POLSCE INNOWACJA PROJEKT GRUNDTVIG EFEKTEM SPECYFIKI POTRZEB EDUKACJI DOROSŁYCH WYBÓR NARZĘDZI DOBRE PRAKTYKI INNOWACYJNE METODY NAUCZANIA KSZTAŁT KURSU TREŚģ KURSU JAK PRZYGOTOWAģ I PROWADZIģ KURS E-LEARNINGOWY Z WYKORZYSTANIEM PLATFORMY MOODLE PRZYDATNOŚģ EDUKACJA OBYWATELSKA DAWNIEJ I TERAZ GŁÓWNE CZYNNIKI EDUKACJI OBYWATELSKIEJ ELEMENT 1 TOŻSAMOŚģ ELEMENT 2 UCZESTNICTWO ELEMENT 3 INTEGRACJA ELEMENT 4 PAMIĘģ PRZYKŁADY DOBREJ PRAKTYKI GLIWICE AKTYWNE OBYWATELSTWO W BIEŻĄCYM PROJEKCIE GRUNDTVIG EXECUTION OF THE GRUNDTVIG PROJECT IN POLAND INNOVATION THE GRUNDTVIG PROJECT AS THE CONSEQUENCE OF THE SPECIFIC NEEDS OF ADULT EDUCATION CHOICE OF THE TOOLS GOOD PRACTICES INNOVATIVE TEACHING METHODS INNOVATIVE CHARACTER OF THE CONTENT THE COURSE PREPARED BY TEACHERS FOR TEACHERS THE COURSE FORM USABILITY

6 CITIZENSHIP EDUCATION PREVIOUSLY AND NOW MAIN FACTORS OF CITIZENSHIP EDUCATION ST ELEMENT IDENTITY ND ELEMENT PARTICIPATION RD ELEMENT INTEGRATION TH ELEMENT MEMORY AN EXAMPLE OF GOOD PRACTICE GLIWICE CUMHURIYET HALK EGITIM MERKEZI, ADANA, TURKEY AĞAÇ - AHġAP IġÇILIĞI DOKUMA CĠCĠM DOKUMA HALI EBRU EL SANATLARI HAZIR GIYIM OKUMA-YAZMA OYALAR TÜRK OYALARI TEZHİP TÜRK SÜSLEME SANATLARI FOLKLORĠK YAPMA BEBEKLER KURSLAR VE ÖĞRETĠM TEKNĠKLERĠ KUAFÖR TEKWANDO ANASINIFI BĠLGĠSYARLI MUHASEBE BILGISAYAR METE ÖZDEMĠR MUSTAFA KOCADURMUġ IġIK KAYASELÇUK MUSA BOZDOĞA NECDET KOÇER CUMHURIYET HALK EGITIM MERKEZI, ADANA, TURKEY TEACHING TECHNICS & COURSES LITERACY INFORMATION TECHNOLOGIES HANDCRAFT COIFFEUR NURSERY WOVEN RUG TAEKWONDO PAINTING LANGUAGE TEACHING

7 PRATARMĖ Knygoje pristatoma suaugusiųjų ńvietime dalyvaujančių pedagogų patirtis, kurią apibendrinti paskatino bendras Lietuvos, Lenkijos ir Turkijos ńalių projektas Inovatyvių mokymo metodų plėtra ir pilietińkumo ugdymas suaugusiųjų ńvietime. Projektą kūrė ir įgyvendino Akmenės rajono savivaldybės suaugusiųjų mokymo, Lenkijos Gliwice netedukacja, Turkijos Adanos miesto Cumhuriyet Halk Egitim Merkezi centrų pedagogai, vadovai. Knygoje pristatoma trijų valstybių Lietuvos, Lenkijos ir Turkijos praktinė patirtis dirbant su suaugusiaisiais. Nepaisant perteikiamos patirties skirtumų, knygos autorius sieja bendra suaugusiųjų ńvietimo kaitos filosofija, jos pagrindinė nuostata: kiekvieno krańto ńvietimo, o drauge ir visuomenės kaita tiesiogiai priklauso nuo suaugusiojo pilietinės nuostatos, mokymosi motyvacijos, andragogų darbo įgūdņių ir kompetencijų. Projekto dalyvius jungia supratimas, kad suaugusiųjų ńvietimo prioritetai yra asmeninė saviraińka, aktyvus pilietińkumas, socialinė sanglauda ir geresnės galimybės įsidarbinti, prisitaikyti prie naujų gyvenimo sąlygų. Su projektu sietus lūkesčius jau anksčiau pateisino andragogų ńvietėjińka veikla ir projekto dalyvių sėkminga integracija į darbo rinką, pagerėjusi socialinė ir ekonominė jų padėtis. Birutė BALTUTIENĖ Akmenės rajono savivaldybės suaugusiųjų mokymo centro direktorė 7

8 PREAMBLE The experience of pedagogues participating in the project is presented in the book. O common project of Lithuania, Poland and Turkey Development of Good Practice and Innovative Teaching methods of adult and citizenship education encourages summarizing the gained experience. The project was created and implemented by pedagogues and leaders of Adult Education Center of the Akmenė Municipality (Lithuania), Gliwice netedukacja Centre, (Poland), Adana city Cumhuriyet Halk Egitim Merkezi Centre, (Turkey). The practical experience of work with adults of three countries Lithuania, Poland and Turkey is presented in the book. Despite the differences in the spread experience a common philosophy of adult learning joins the authors of the book. Its basic rule says: the change of each country and the society depends directly on adults civil attitudes, learning motivation, working skills and competences of andragogues. The understanding that priorities of adult learning is personal expression, active citizenship, social cohesion, better job opportunities and possibility to adapt to new living conditions unites the project participants. Expectations related to the project were based on educative activities of the andragogues, successful integration into labour market and improvement of social and economical situation of the project participants. Birute BALTUTIENE Direktor of the Adult Education Centre of the Akmene Municipality 8

9 PRZEDMOWA Nauka jest dla osób dorosłych środkiem do celu, nie celem samym w sobie. Uczenie się przez całe życie staje się obecnie, w społeczeństwie opartym na wiedzy, elementem niezbędnym do funkcjonowania we wszystkich sferach współczesnej rzeczywistości. Dorośli postrzegają uczenie się, jako konieczne, aby móc sprostaĥ wyzwaniom, jakie stawia przed nimi życie. I chociaż powody podejmowania nauki są różne (możliwośĥ awansu w pracy, dla przyjemności, etc.) to jednak, dla większości dorosłych uczących się, nauka jest środkiem do osiągnięcia ważnych życiowych celów, a nie celem samym w sobie. AktywnośĤ i zaangażowanie słuchaczy wzrasta, jeśli dostrzegają możliwośĥ połączenia nowej wiedzy z tą już posiadaną oraz zastosowania całości w praktyce. Często wskazywaną potrzebą jest rozwijanie i stosowanie bardziej elastycznych, niż tradycyjne metod, które pozwolą łatwiej dotrzeĥ do grupy docelowej. Centrum szkoleniowe netedukacja postawiło sobie cel, aby naukę uczyniĥ bardziej dostępną poprzez zastosowanie nowych technologii oraz wprowadzanie e-learningu. Mając świadomośĥ, że bez nowoczesnej i efektywnej edukacji nie ma rozwoju, staramy się wprowadzaĥ i stosowaĥ nowe, innowacyjne metody, aby uczyniĥ proces zdobywania wiedzy łatwiejszym dla dorosłych słuchaczy. Grażyna KRÓL Dyrektor, netedukacja 9

10 PREAMBLE Learning is a means to an end, not an end in itself. Adult learning has become more important in today s knowledge era because lifelong learning is a necessity in all venues. Adults seek out learning experiences in order to cope with specific life-change events. Although adult learners have been found to engage in learning for a variety of reasons: job advancement, pleasure, love of learning etc., it is equally true that for most adults learning is not its own reward. Learning has become integrated with working. Adults need to be able to integrate new knowledge with what they already know, that means active learner participation. There is also a need, in the area of Adult Education, to develop and use more flexible teaching methods that reach out to the target groups. netedukacja training centre aims at facilitating the introduction of new technology and e-learning and blended learning methods. We are aware that without modern and productive education, no nation can ensure its existence so we try to use new and innovative methods to make it easy for learners. Grażyna KRÓL The Manager of netedukacja 10

11 ÖNSÖZ Eğitim ve öğretim hayatın her döneminde insanın ihtiyaç duyduğu bir olgudur. Ġnsanın yaģamının her devresinde eğitim öğretim vardır ve devam eder. Biz buna hayat boyu eğitim diyoruz. Teknolojinin geliģmesi, üretim tarzlarının değiģmesi, uluslar arası rekabetin artması biliģim ve iletiģimin hızla yayılması insanların bu değiģim ve geliģimi yakalamak amacı ile devamlı eğitime ihtiyaç duymaları halk eğitimi merkezlerinin varlık nedenidir ve giderek de önemi artmaktadır. yaģam boyu eğitim anlayıģı bütün insanlarımızı kendi kültür sanatlarını geliģtirmek çağın gerektirdiği bilgi ve insani değerlerle donatarak çağdaģ dünyanın fertleri olarak yetiģtirmektir. Akıl ve bilim i rehber edinen cumhuriyet halk eğitimi merkezi, ülkeler arası sınırların kalktığı insanların saygı ve kardeģlik içinde yaģadığı hür bağımsız çağdaģ dünyanın insanlarını yetiģtirme azim ve kararlılığındadır. Mete ÖZDEMĠR Cumhuriyet Halk Eğitimi Merkezi Müdürü 11

12 PREAMBLE Education is a fact that any human being needs in every range of the life. Education exists and lasts in life naturally. We call it lifelong education. The reason why public training centers exist is that booming technology, changing production styles, the increase of international competition, the spread of informatics and communication and the need to cacht up with the progress and the change of the lifelong education. And the importance of public training centers is getting higher and higher. Pursueing wisdom and science, cumhuriyet halk eğitim merkezi determines educating the citizens who belong to a world in which citizens live in walfare and no international boundary exists. Mete ÖZDEMĠR The Manager of Cumhuriyet Public Training Center 12

13 PROJEKTO VEIKLA IR PARTNERYSTĖ Ńi knyga yra bendro darbo apibendrinimas, galutinis projekto metu vykdytų veiklų rezultatas. Lietuvos Respublikos Akmenės rajono savivaldybės suaugusiųjų mokymo centras yra ńio projekto koordinatorius, Lenkijos Respublikos netedukacja ir Turkijos Respublikos Cumhuriyet Halk Egitim Merkezi centrai yra partneriai. Knygoje pristatoma praktinė veikla, projekto rezultatai, kultūrinio bendradarbiavimo aspektai. Projekte dalyvavo suaugusiųjų ńvietimo vadovai, mokytojai, moksleiviai. Ińskirtinis dėmesys kreiptas į specifines grupes, tokias, kaip pagyvenę ņmonės, nepalankiose geografinėse ir ekonominėse sąlygose gyvenantys asmenys. Projekte sprendņiamos trys pagrindinės problemos, tai: naujų mokymo metodų ir PROJEKTO VADOVAI formų kūrimas, pilietinio Conductors of the project ugdymo sampratos aińkinimas; nepakankamos ņinios, kaip dirbti su suaugusiais skurde, geografińkai nutolusiuose rajonuose; 13 PROJEKTO DALYVIŲ SUSITIKIMAS KRO- KUVOJE Project participants in the meeting in Krakow

14 AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRAS Adult Education Centre of the Akmene GRUNDTVIG kaip ugdyti suaugusiųjų mokymosi motyvaciją, kaip skatinti kultūrinį dialogą, puoselėti europines vertybes. Problemos, susijusios su suaugusiųjų mokymosi poreikiais, buvo sprendņiamos bendrai, lyginant atskiros ńalies pasiekimus, atskiriant nacionalinius prioritetus, tradicijas, moralines ir materialines vertybes. Projekto vykdytojai susitarė dėl bendrai siekiamų tikslų, kuriuos stengėsi įgyvendinti. Projekto vykdymo metu buvo organizuoti vizitai ir mainai tarp partnerių, įtraukiant besimokančiuosius ir pedagogus. Per vizitus pedagogai dalijosi darbo patirtimi, vyko atviros konferencijos, kuriose pasisakė projekto dalyviai, bendruomenės atstovai, politikai. Besimokantieji pritaikė naujai sukurtą mokymosi metodiką praktikoje. Visi projekto dalyviai aptarė kultūrinius pilietińkumo ugdymo aspektus, taip sustiprindami savo ņinias apie skirtingas ir bendras europines vertybes, ńalių savitumą ir bendrumą. Pedagogai ir besimokantieji vieńino projekto veiklas ir rezultatus spaudoje, internetiniuose puslapiuose. Knygoje kiekvienas projekto partneris pristato savo ńalyje vykdytas veiklas, pasiektus rezultatus, apibūdina, kaip sekėsi plėtoti partnerystę tarp Lietuvos, Lenkijos ir Turkijos partnerių. Municipality 14

15 AKMENĖS RAJONO SAVI- VALDYBĖS SUAUGUSIŲJŲ MO- KYMO CENTRAS 15

16 SUAUGUSIŲJŲ PILIETINIS ŃVIETIMAS AKMENĖS RAJONE GAMTOS KAMPELIS NAUJOJOJE AKMENĖJE Nature view in Naujoji Akmenė ĥia ŅMONĖS ILSISI People rest here Akmenės rajonas nuo kultūros centrų nutolęs krańtas, kuriame nedarbo rodikliai yra aukńti. Suaugusiųjų mokymo centras ypatingai rūpinasi ņmonėmis, patiriančiais ińsilavinimo, ekonominių ir socialinių sunkumų. Intensyviai ieńkoma inovatyvesnių suaugusiųjų mokymo būdų ir priemonių, siekiant tinkamai pasirūpinti įvairaus amņiaus ņmonių ińsilavinimu, socialiniu uņimtumu, pilietiniu supratingumu, kompetencijų, reikalingų prisitaikyti prie darbo rinkos, ugdymu ir darbo paieńkomis gimtajame krańte. Nemaņa dalis gyventojų savo kvalifikacija neatitinka darbo rinkos reikalavimų arba tiesiog stokoja formalios kvalifikacijos. Rajone, kaip ir visoje Lietuvoje, nepakankamai kryptingai ińplėtota CENTRINĖ AIKŃTĖ Central square profesinio rengimo sistema lyginant su Europos Sąjungos ińsivysčiusiomis ńalimis. Suaugusiųjų mokymo-si galimybių plėtojimas neabejotinai yra paņangos sąlyga tiek valstybės, tiek pavienių individų raidos mastu. Siekiama uņtikrinti kryptingą suaugusiųjų mokymosi motyvaciją bei nustatyti jos skirtumus pagal am- 16

17 ņių, ińsilavinimo lygį, gyvenamąją vietą, ińsiaińkinti su kokiomis problemos susiduria suaugu-sieji, kurie mokosi ir jų mokymą organizuojančios institucijos. Todėl suaugusiųjų ńvietimo institucijos privalo imtis svarbios veiklos - suaugusiųjų pilietinio ńvietimo. Suaugusieji turi turėti informacijos apie sudėtingas tiek vietines, tiek nacionalines problemas, susijusias su mokymosi ir įsidarbinimo galimybėmis. Centras aktyviai dalijasi profesinėmis ņiniomis, vertinga patirtimi vykdant suaugusiųjų mokymo galimybių plėtrą, pasiekimais, problemomis, tobulinant ńios srities veiklą ir ieńkant optimalių jų sprendimo būdų ne tik nacionaliniu, bet ir tarptautiniu mastu. Pedagogai, profesionalūs įvairių sričių specialistai visada ińklauso jau besimokančių ir norinčių, bet neturinčių galimybių mokytis ņmonių nuomonę, atsiņvelgia į jų pasiūlymus, pageidavimus, kaip tikslingai organizuoti suaugusiųjų ńvietimą. Ypatingai svarbu pasirūpinti tais ņmonėmis, kurie gyvena geografińkai nutolusiose vietovėse arba neturi finansinių galimybių įgyti ińsilavinimą, tobulėti bei aktyviai dalyvauti kasdieniniame visuomenės gyvenime. LIETUVOS RESPUB- LIKOS KONSTITUCIJOS EG- ZAMINAS Examination of the constitution of the republic of lithuania BRANDOS ATESTATŲ TEIKIMO ŃVENTĖ Festival of school leaving certificates award 17

18 AKIMIRKOS IŃ KONFERENCIJOS NAUJOJOJE AKMENĖJE Moments of the conference in Naujoji Akmene Dalyvavimas ES GRUNDTVIG partnerystės projekte puiki proga Lietuvos, Lenkijos ir Turkijos ńalių pedagogams bei besimokantiesiems pasidalinti patirtimi, ieńkant naujovių bei ugdant turimas kompetencijas. Centro bendruomenė siekia prisidėti prie bandymų uņkirsti kelią ńalies gyventojų skaičiaus maņėjimui, nedarbui. Ińsilavinusių piliečių dalyvavimas visuomeninėje veikloje skatina iniciatyvas spręsti mokymosi, įsidarbinimo, socialinės gerovės problemas. Visais laikais ugdymas bei ńvietimas buvo traktuojami kaip AKIMIRKOS IŃ KONFERENCIJOS LENKIJOJE Moments of the conference in Poland priemonė, galinti pakeisti ņmonių elgseną ar jiems patiems suteikianti galimybę tai padaryti. Suaugusiųjų mokymo tikslas siekti tinkamai pasirūpinti suaugusiųjų ińsilavinimu, socialiniu uņimtumu, kompetencijų, reikalingų prisitaikyti prie darbo rinkos ińńūkių bei plėtros, ugdymu ir darbo paieńkomis gimtajame krańte, skatinti besimokančiuosius būti aktyviais piliečiais. Bendradarbiavimas su Turkijos ir Lenkijos ńalių pedagogais ir moksleiviais skatina prisidėti prie bendros visam pasauliui idėjos įgyvendinimo ņmonių tarpusavio supratimo, pagarbos kiekvieno turimoms ņinioms ir įgūdņiams, teigiamų ir pozityvių poņiūrių bei nuostatų ugdymo, aktyvaus dalyvavimo bendruomeniniame gyvenime skatinimo, kiekvienos ńalies 18

19 piliečių supratimo apie asmens atsakomybę maņinant skurdą. Projekto vykdymo metu buvo kuriamos erdvės aktyviam moksleivių dalyvavimui (galimybė klausti, diskutuoti, ińsakyti nuomonę, dalyvauti edukacinėje kelionėje, atlikti uņduotis grupėse). Savo aktyvia veikla Centras siekia skleisti Europos ńalims informaciją apie Lietuvą, savo miestą, kviesti ņmones aplankyti mūsų ńalį, susipaņinti su mūsų kultūra ir tradicijomis. Centre dirbantys andragogai yra informacijos skleidėjai, teikėjai ir padėjėjai ta prasme, jog maņai informacijos ir ņinių turintys piliečiai kreipiasi į juos pagalbos, kad galėtų įvykdyti tikrai sudėtingą uņduotį įgyti ińsilavinimą ir mokyti kitus piliečius. 19

20 NUOTOLINIO MOKYMOSI PERSPEKTYVA AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRE PATYS MOKOMĖS... We study ourselves... Suaugusiųjų norą mokytis skatina lanksčios mokymosi galimybės. Akmenės rajono savivaldybės suaugusiųjų mokymo centre yra siūlomas ne tik tradicinis mokymas, taip pat plėtojamos nuotolinė ir nuotolinė- mińri mokymo formos. Akivaizdu, kad informacinės KITUS MOKOME... Teach others... technologijos ńiandieniniame pasaulyje daro įtaką ņmogaus darbui, mokymuisi, bendravimui. Centre dirbantys pedagogai pirmiausia ińmoko suaugusiuosius naudotis kompiuteriu, internetu, valdyti informacines technologijas. Nuotolinio mokymo pagrindas yra kompiuteris, internetas ir ņinios, kaip tai padaryti. Mokymo metodikos ir būdai pasiņymi lankstumu, savarankińku mokymųsi ir individualiomis konsultacijomis tai nuotolinio mokymo pamatiniai elementai. Nuotolinis - mińrus mokymas ypatingas tuo, kad besimokantysis tik vieną kartą per savaitę (penktadieniais) dalyvauja uņsiėmimuose. Ńis mokymo būdas reikalauja maņiau konsultuotis susitikęs su mokytoju, o individualaus darbo, nes kartą per savaitę mokinys gali gauti ņinių, tai labai svarbu ņmonėms, kuriems reikia gyvo bendravimo. 20

21 Nuotolinis mokymas suteikia galimybę mokytis tiems, kurie gyvena ne Akmenės rajone, ne Lietuvoje, kurie dėl darbo, ligos negali atvykti į mokymo įstaigą. Pasirinkę ńį mokymosi būdą, ņmonės turi stiprią motyvaciją, geba mokytis savarankińkai. Nuotoliniam mokymui yra rengiamas e-vadovėlis arba e-mokymo medņiaga. Lietuvoje dar nėra bendrojo lavinimo ugdomųjų dalykų e- vadovėlių, todėl mokymo medņiagą reikėjo susikurti patiems mokytojams, vadovaujantis ugdymo planu ir įvairia mokymo medņiaga. Nuotolinio mokymo idėja buvo pasiūlyta ES projektui, kuri įvertinta teigiamai, ir pedagogams tai tapo postūmiu kurti, spausdinti, skelbti, mokytis. Ką tai reińkia? Kurti tai interpretuoti kiekvieno dalyko mokymo turinį, kad jis taptų patrauklus ir įdomus kiekvienam besimokančiajam. Spausdinti tai visą sukurtą mokymo medņiagą spausdinti, redaguoti, vaizdņiai apipavidalinti. Skelbti tai ugdymo dalyko medņiagos perkėlimas į internetinį puslapį kartu su brėņiniais ir paveikslėliais. Mokytis kaip dirbti su MOODLE programa. Ńie darbiniai INFORMACINIŲ TECHNOLOGIJŲ KABINETAS IT class KOMPIUTERIŲ KLASĖ SU VAIZDO KONFERENCIJŲ PRIEIGA Computer class with the video conference equipment 21

22 BIBLIOTEKA SKAITYKLA Library, reading-room procesai nebaigti iki dabar, nes keičiasi besimokančiųjų poreikiai. Centro pedagogai pasiūlė naują nuotolinio mokymo idėją ES projektui, bet dar neņinoma, kaip ji bus įvertinta. Nuotolinio mokymo paslaugas teikia mokytojai, MOODLE programos administratoriai, kompiuterių prieņiūros specialistai. Mokytojai tai nuotolinio mokymo būdu dėstomų dalykų vadovai, mokinių patarėjai, konsultantai. Visų pirma tai kūrybingi specialistai, labiau kvalifikuoti, negu kitų ugdymo įstaigų pedagogai, nes patys rengia savo dėstomo dalyko mokomąją medņiagą ir gerai valdo informacines technologijas, kuria naujas metodikas. Nuotolinio mokymo sėkmė ypač priklauso nuo mokytojo asmenybės, ińankstinio pasirengimo, entuziazmo. MOODLE programos administratorius betarpińkai dirba su besimokančiais ir pageidaujančiais mokytis asmenimis. Administratorius turi su-teikti kokybińką paramą mokymosi dalyviui, jis turi sugebėti vesti seminarus, teikti individualią pagalbą, mokėti naudotis IKT, palaikyti ryńius su besimokančiaisiais, mokėti lanksčiai bendrauti. Kompiuterių prieņiūros specialistas rūpinasi kompiuterių technine būkle, priņiūri vidinį tinklą, serverį, Centro internetinę svetainę ir MOODLE programą. Jis diegia įvairias naujoves, susijusias 22

23 su nuotoliniu mokymu, nuolat bendrauja su mokytojais ir besimokančiaisiais, reaguoja į jų pasiūlymus, pavyzdņiui, įkurti vidinę apsikeitimo duomenimis programą. NUOTOLINIO MOKYMO DALYVIAI Besimokančiųjų poreikiai daņniausiai būna susiję su mokymo organizavimu, mokymosi ińtekliais, ateities perspektyva, motyvacija. Kiekvienas besimokantysis, turintis mokymosi motyvaciją, planuoja savo ateitį. Pastebėta, kad motyvaciją skatina intensyvi besimokančiųjų veikla. Mokymo procesas prasideda nuo poreikių ińsiaińkinimo, ko ņmogus nori ińmokti, kokiais mokymosi metodais to sieks. Tam daņniausiai naudojami individu-alūs apklausos lapai. Centre sudaromos nuotolinio mokymo klasės, kuriose dalyvių skaičius skirtingas. Kiekvienoje klasėje moksleivių patirtis, poreikiai ir galimybės yra skirtingi, todėl labai svarbu tinkamai parinkti nuotolinę - mińrią ar tik nuotolinę mokymo formas. Teisin-gai parinktos mokymo metodikos padeda moksleiviui įsisavinti mokymosi medņiagą. Susiduriama su sunkumais, kuriuos įveikti padeda mokytojas. Pavyzdņiui, svarbu ņinoti, kaip naudotis biblioteka, kada galima papildomai susitikti su mokytojais, kaip bus organizuojamos paskaitos. INFORMACINIŲ TECHNOLOGIJŲ PAMOKA The IT lesson 23

24 NUOTOLINIO MOKYMO ORGANIZAVIMO PRIEMONĖS Nuotolinio mokymo organizavimo pagrindas yra ugdymo įstaigos materialinė bazė ir ņmogińkieji ińtekliai. Materialinė bazė tai informacinės technologijos, internetinė svetainė, vaizdo konferencija, skaitmeniniai garso, vaizdo įrenginiai ir t.t. Kuriant patrauklią ir motyvaciją skatinančią nuotolinio mokymosi aplinką, būtina atsiņvelgti į besimokančiųjų poreikius ir gebėjimus. Pagrindinės bendravimo priemonės yra internetinė svetainė, MOODLE programa, kur galima tiesiogiai skaityti, mokytis ir NUOTOLINIO MOKYMO KLASĖ The distance learning class atlikti uņduotis. Ne maņiau svarbus yra elektroninis pańtas. NUOTOLINIO MOKYMO MEDŅIAGOS RENGIMAS Virtualioje aplinkoje vyksta visas mokymo procesas, t.y. bendradarbiauja mokytojas ir mokinys. Mokytojas pateikia ugdomo dalyko ar modulio turinį, organizuoja diskusijas, susirańinėja elektroniniu pańtu. Moksleiviai atlieka praktines uņduotis, testus. Įgytos ņinios bei gebėjimai tikrinami virtualioje aplinkoje, bendraujant per grupines ar individualias konsultacijas. Besimokantieji nuotoliniu būdu ypač gerai vertina savikontrolės testus, kitas kūrybines uņduotis. Mokymosi turiniui rengti naudojamos įvairios priemonės, padedančios kurti tinklalapius, rengti elektroninę mokymosi medņiagą, tikrinti ir vertinti ņinias. 24

25 NUOTOLINIO MOKYMO NAUDA IR PROBLEMOS Centre mokosi pilietińkai neaktyvūs ņmonės. Pastebimas abejingumas, nusivylimas, nepasitikėjimas, nesugebėjimas įņvelgti prasmę. Pedagogai įvairiai stengiasi padėti tokiam ņmogui ińgyventi, o gal net integruotis į mokslo, darbo rinkas. Svarbu, kad besimokantysis įgytų tvirtą motyvaciją. Įvairiose gyvenimo etapuose motyvacija turi skirtingas reikńmes. Mokymosi motyvacija, kai ņmogus nusprendņia, kad jo uņsibrėņtiems tikslams pasiekti trūksta ińsilavinimo. Tai pradinis ir labai svarbus ņmogaus sprendimas. Deja, ne visi ryņtasi, ir nemaņa dalis niekada neateis į ugdymo įstaigą mokytis dėl individualių prieņasčių: ankstesnės nesėkmingos mokymosi patirties; mokymosi formų ribotos pasiūlos; mokymosi turinys ir metodai neatitinka jų gyvenimo perspektyvos. Išsilavinimo motyvacija, kai ņmogus, įgijęs vidurinį ińsilavinimą, nusprendņia mokytis aukńtesnėse mokymo institucijose. Ńi siekiamybė atsiranda, ińsiugdņius pasitikėjimą savimi. Jie supranta, kad aukńtesnis ińsilavinimas uņtikrina didesnes profesijos galimybes ir sąlygoja bendrųjų kompetencijų įgijimą. Darbo motyvacija glaudņiai susijusi su ińsilavinimu. Pradinė mokymosi motyvacija ińugdo dvi ņmonių grupes siekiančius aukńtesnio ińsilavinimo ir darbo rinkos atstovus. Praktinė patirtis rodo, kad dauguma, baigusių vidurinę mokyklą, renkasi darbą, tik maņa dalis tęsia mokslus. Darbo poreikiai atsiranda dėl daugybės prieņasčių, svarbiausios jų yra: 25

26 MŪSŲ LAUKIA GERESNIS GYVENIMAS The better life is waiting for us poreikiai, susiję su ņmogaus fiziologija; dvasinio tobulėjimo poreikiai. Karjeros motyvacija tai sėkmė, geresnis gyvenimas. Tai matuojama finansais, ņmogaus padėtimi, asmenine savirealizacija, tikslų siekimu, asmeniniu tobulėjimu. Karjera pasiekiama tik ińsiugdņius mokymo, ińsilavinimo, darbo motyvacijas ir tai paverčiant realybe. 26

27 EUROPOS SĄJUNGOS KULTŪRINIAI IR ISTORINIAI ASPEKTAI PROJEKTO DALYVIŲ AKIMIS TRAKŲ PILIS Trakai Castle Akmenės rajono savivaldybės suaugusiųjų mokymo centrui pasisekė, nes įsitikinome, kad turime nuostabius partnerius iń Lenkijos ir Turkijos. Pirmaisiais projekto vykdymo metais Naujojoje Akmenėje įvyko pirmasis partnerių susitikimas. Kiekvienas projekto partneris pristatė savo ńalį, miestą, instituciją. Buvo surengta tarptautinė konferencija, joje dalyvavo rajono bendruomenė, Savivaldybės vadovai. Susitikime nutarta daug dėmesio skirti suaugusiųjų pilietiniam ńvietimui, mokymo metodams. Projekto partneriai susipaņino su Lietuvos kultūriniu ir istoriniu paveldu. KAIMYNAI. TOKIE PAT KAIP MES. LENKIJA Antrasis partnerių susitikimas vyko Lenkijoje. Į kelionę vykome mikroautobusu, kelias labai tolimas ińvaņiavome ryte, o nuvaņiavome... taip pat ryte. Oficialiai susitikimai vyko Krokuvoje ir Glivicuose. Tai dideli miestai su sena savo istorija. Projekto partneriai Lenkijoje ņinomas edukacijos centras netedukacja. ĥia perkvalifikuojami darbuotojai, atestacijai pasirengia pedagogai, sudary- 27

28 DISKUSIJOS KONFERENCIJOS METU Discussions during the conference tos sutartys su verslo centrais, kur besimokantieji staņuojasi. netedukacja moderni kompiuteri-zuota įstaiga, kur daugelis paslaugų teikiama pasitelkiant inovatyvias tech-nologijas. Įvairiausių kursų mokomoji medņiaga yra atvira visuomenei, terei-kia prisiregistruoti prie internetinio puslapio. Į vieną seniausių ir ņinomiausių Europos miestų atvaņiavome naktį, tad akis blizgino vien ńviečiančios reklamos ir namų bei gatvių apńvietimas. Kad miestas didelis, pajutome iń atstumo, vaņiuoji, vaņiuoji, o atvykimo tańko, kuklaus vieńbučio, vis neprivaņiuoji. Ryte mus pasitiko projekto partnerė lenkė Barbara ir tramvajumi nuveņė į senamiesčio vieńbutyje vykusią konferenciją. Po konferencijos mus supaņindino su intelektualia gide, kalbančia keliomis kalbomis, tad buvo galima klausti apie ką tik nori. Ji mus nuvedė prie paminklinio akmens, skirto Krokuvos įkūrėjams ņydams. Ńios tautos atstovai buvo pirmieji, nujautę prekybinio, kultūrinio ir istorinio KROKUVOS SENAMIESTIS The old town of Krakow miesto perspektyvą. Jie į Lenkiją atvyko XI amņiuje iń Prahos. Pirmiausia pastatytos sinagogos, jų tiek daug, kad neįmanoma suabejoti tikraisiais miesto ńeimininkais, paskui pastatyti prekybos namai, turgaus aikńtės, miesto gynybinė siena ir didieji vartai. 28

29 Ńiandieninė Krokuva tai trys atskiri senoviniai miestai, sujungti į vieną. Pastačius tris miestus, Lenkijos karalius Kazimieras XIV amņiuje ėmėsi ņydų perkėlimo į uņmiestį. Ten jie vėl statė, puońė, plėtojo prekybą. Smūgį istorijai sudavė fańizmas iń 250 tūkstančių Krokuvos ņydų po karo gyvų liko 150. Iki 1944 metų Osvencimo koncentracijos lageryje vis dar kalėjo 70 tūkstančių ņydų. Ńiandien didelė dalis ińlikusių sinagogų yra veikiančios, kitose muziejai, prekybos namuose restoranai, vieńbučiai. Labiausiai įsiminė pastatų tvirtumas ir tinkamumas ńiai dienai: langai dideli, statinių vidus erdvus, labai plačios akmens gatvės, netgi vaņinėjant automobiliais, nėra tokios baisios kamńaties, kaip Rygoje ar Vilniuje. Patiko paprastumas, kur nereikia, neprikabinėta gėlių ir kitokių puońmenų, saikinga reklama. MIESTO AIKŃTĖ Town square ISTORINIAI NAMAI Historical houses Vaikńtant po senamiestį ińlieka įspūdis, kad gali sutikti ponų iń praeities. Senovę mena plunksnomis karūnuoti ņirgai ir karietos. Gatvė-mis vaikńto minios ņmonių, tačiau apņiūrima erdvė labai didelė, vietos uņtenka visiems. Krokuvoje, kur gyvena per 2 milijonus ņmonių, pamatyti verta viską... ĥia kiekvienas namas pastatytas prień 400 ar 900 metų. Kur pasuki galvą ten istorijos pėdsakai. Einame gatve ir pamatome 29

30 PASTATO FRAGMENTAS Fragmente of biulding namą, kuriame gyveno būsimasis popieņius Jonas Paulius II. Virńum įėjimo į namą pakabintas didņiulis popieņiaus fotoportretas. Miesto centre, sinagogų kaimynystėje, jaunesnės amņiumi, glaudņiasi katalikińkos baņnyčios, daugiausia jų Turgaus (kiti vadina Prekybos) aikńtėje. Tai didņiulė akmenimis grįsta teritorija, senovėje apsaugota pagrindiniais didņiaisiais miesto vartais. Apsilankome ypatingoje baņnyčioje, kurios papuońimai iń aukso, joje gausu vertingų meno kūrinių. Ji veikianti, čia vyksta įvairios apeigos. Skubame prie bokńto, čia kiek-vieną dieną, kas valandą, bokńte pasirodo trimitininkas, jis pradeda groti XIV amņiaus laikų melodiją, ir staiga muzika nutrūksta. Visada tas pats scenarijus. Paprotys ińlikęs iń tų laikų, kai miestą stebintys sargybiniai praneńdavo kėlimosi ryte ir poilsio vakare laiką, taip pat pavojų, jei miestą puldavo prieńai. Taigi muzika nutrūko, kai prieńo strėlė pervėrė trimitininką. Trimitininkas trimituoja keturis kartus: pirmą kartą atsisukęs į Vavelį karalių pilį, antrą kartą trimituoja dvasininkams, atsisukęs į baņnyčią, trečią kartą - miestelėnams, atsisukęs į Turgaus aikńtę, ir ketvirtąjį - turistams. Tuomet iń labai aukńtai pasirodo maņutė galva ir ińlenda ranka trimitininkas pamojuoja turistams, o ńie paploja jam. Krokuvos senamiesčio didybę nuolat mena Vavelis karalių pilis. Mes turime Trakus, Gedimino pilį, bet jie tik kuklūs lietuvińkosios istorijos liudytojai, kai tuo tarpu Vavelis yra kelių tautų ir valdovų karūnavimo, valdymo ir jų amņinojo poilsio vieta. 30

31 VAVELIO PILIS Wawel Palace Krokuvos senamiesčio didybę nuolat mena Vavelis karalių pilis. Mes turime Trakus, Gedimino pilį, bet jie tik kuklūs lietuvińkosios istorijos liudytojai, kai tuo tarpu Vavelis yra kelių tautų ir valdovų karūnavimo, valdymo ir jų amņinojo poilsio vieta. Tai didņiuliai rūmai su baņnyčių kupolais, istoriniais vartais ir paminklais ņymiems ņmonėms. Keistas apima jausmas, kai mūsų istorija karalių Jogaila įvardija didņiu Lietuvos valdovu, o Vavelyje jis pagerbtas kaip Lenkijos karalius. Tokių valdovų, įrańytų į abiejų ńalių istoriją, yra ne vienas. Istorijos nepakeisi, tad ginčytis, kuom labiau lietuviais ar lenkais didieji ņmonės buvo, neverta. Ińvertus Vavelis reińkia tarpeklį ir natūralią kalvą. Gamtińkai nuostabi vieta atsirado juros periodu ant didņiosios Lenkijos upės Vyslos kranto. Rūmų statybos pradininkas karalius Boleslovas Drąsusis atvyko iń Poznanės, priėmė krikńčionybę ir pastatė katedrą. Uņpuolė čekai ir sugriovė statinį. Toks scenarijus kartojosi labai daņnai vieni statė, kiti puolė ir griovė. Tačiau per kelis ńimtmečius vis koks nors statinys ińlikdavo, prie jo prijungdavo kitą. Tad iki mūsų dienų ińsaugotas didingas paminklas senovei, architektūrai ir istorijai. Pirmasis poņemiuose XII amņiuje palaidotas kardinolas, paskui karaliai, jų vaikai, ņmonos, paskui leista palaidoti ņymius ńalies veikėjus karvedņius, prezidentus, poetus. Su poetais kaip ir su karaliais rūmuose yra poeto Adomo Mickevičiaus kapas. Jis ir 31

32 lenkas, ir lietuvis. Lenkiją puldinėjo ir valdė viso pasaulio monarchai vokiečiai, ńvedai. Karaliai vedė įvairiausių tautybių moteris ruses, lietuves, čekes. Taip būdavo garantuojama taika ir ņemių vienovė. Visa ńi istorija ir atsispindi Vavelio pilyje. Įspūdinga prabanga visose rūmų komplekso baņnyčiose, laidojimo rūsiuose, teritorija graņiai sutvarkyta. Mūsų lankymosi metu vyko restauravimo darbai. Pilies kieme paminklas popieņiui Jonui Pauliui II. Į ńventovę patenki pro vartus, kuriuos saugo mamuto kaulai. Įeiname į katedrą, kur buvo karūnuotas Jogaila, paskui jo ņmona, kiti karaliai. Katedros viduje 300 kilogramų sveriantis aukso karstas Lenkijos vyskupui ńventajam Stanislovui. Ńventasis buvo nuņudytas, o kūnas sukapotas, tačiau istorikai neņino, kodėl. Karalių gyvenimo istorijos sudėtingos ir painios, pavyzdņiui, Jogaila turėjo keturias ņmonas, jis palaidojo tris, o ketvirtoji jį. ĥia palaidoti karalių vaikai, vaikaičiai. Lenkija labai nukentėjo per Antrąjį Pasaulinį karą. Vavelis ińliko sveikas dėl to, kad vokiečiai buvo apsistoję pilyje, pilies nesprogdino. Hitlerininkų uņminuotą Krokuvos miestą ińgelbėjo sovietų kariuomenė. Visų Vavelyje palaidotų didņių ņmonių sarkofagai skirtingi. Marmuras, auksas, papuońimai visa tai istorinės pasaulinės reikńmės vertybės. Palaidojus Vavelyje lenkų tautos didvyrį Pilsudskį, kurio ńirdis ilsisi Rasų kapinėse Vilniuje, buvo nutarta daugiau mirtingųjų čia nebelaidoti. Bet praėjusiais metais tragińkai ņuvus Lenkijos prezidentui ir jo ņmonai, kilo nauja svarstymų banga. Nuomonių būta įvairių, ne visi pritarė, kad ņuvusysis prezidentas ilsėtųsi ńven- 32

33 tovėje. Ńeimos kapavietė iń gintaro spalvos marmuro, kuriame matosi įvairių formų tańkeliai. Aukso raidėmis uņrańyti vardai ir pavardės. Ne visi lenkų tautos didvyriai ilsisi Vavelyje, kiti palaidoti gimtosiose vietose ar simboliniuose kapuose, nes palaikai iń uņsienio ńalių nebuvo pargabenti. Pamatyti ir parańyti ką nors labai ypatinga apie kaimyninę ńalį, kuri mums kaip giminaitė, sunku. Gyvenimo kokybės skirtumai nedideli, tik aspektai skirtingi, pavyzdņiui, paņvelgus kaip tvarkomasi ekonomińkai nuskurdusiuose krańtuose, kur suņlugo pramonė. Toks krańtas yra Silezija. ĥia kasė anglį, o kai daugelį kasyklų uņdarė, jos dunksojo primindamos pragaro prieigas. Projekto partneriai iń netedukacja ne tik parodė mums Glivicų miestą, bet ir nuveņė į buvusias anglies kasyklas, kur dabar įrengtas modernus mokymo centras. Suaugusiųjų mokymo centras netedukacja įsikūręs Glivico mieste. Miestas nedidelis, tačiau lietuvińku masteliu nemaņas, toks, kaip Ńiauliai. Tai Silezijos ņemė, turtinga ińkasenų ir derlinga. Progresas daug ką pakeitė, Silezijos anglis nebėra juodasis auksas, iń kurio Lenkija uņdirbdavo kapitalą. Atvykome prie rūmus primenančių statinių komplekso, suręsto iń raudonų plytų. Visas kiemas buvo pristatytas metalinių nuogų vyrų skulptūrų. Pagalvojome, kad mokslo centras propaguoja neįtikimiausias idėjas. Bet tai buvo tik paroda, pavadinta Visi ņmonės lygūs. Raudonų plytų statinių kompleksas tai verslo idėjų centro ofisai, dvi kolegijos, parodų salės, administracijos įstaiga, kavinė, mokymui ir mokymuisi būtinos patalpos, sporto aikńtynas. Lenkija mūsų masteliu yra didelė 33

34 AUŃVICO KONCENTRACIJOS STOVYKLA Auschwitz concentration camp ńalis, ten kur kas daugiau atradimų ir praradimų, ten daugiau istorijos. Uņ valandos kelio nuo Krokuvos yra muziejus Auńvico arba Osvencimo koncentracijos stovykla. Viena didņiausių ir daugiausiai ņmonių praņudņiusių paskirties vieta. Kelionėje sutarėme, kad būtinai nuvaņiuosime į Auńvicą dėl istorinės praeities ir dėl tų jaunuolių, kurie keliavo kartu su mumis. Tegul jie pamato tai savo akimis. Vos įėję į muziejaus administracinį pastatą, pasijutome lyg koncentracijos stovykloje. Mirties fabrikas ińlaikytas kiek įmanoma autentińkesnis. Visi statiniai rudai raudonų plytų, dviaukńčiai, ińskyrus administracijos patalpas, ńis namas triaukńtis. Gatvės plačios, apsodintos medņiais, poroje vietų vieńų bausmių vykdymo aikńtės. Vienoje jų yra siena ir paminklinis akmuo, kur buvo ńaudomi kaliniai. Bausmės vykdytos dar tuomet, kai Auńvicas nebuvo koncentracijos stovykla, o tiesiog kalėjimas politiniams kaliniams. Pastačius dujų kameras, ņmones marinti pigiau dujomis, o ir patys palikdavo ańarų pakalnę nuo sunkaus darbo ir bado. Kitoje aikńtėje stovėjo kartuvės, čia kaliniai ir ińvaduotojai pakorė stovyklos komendantą. Įeinančius pasitinka ņymusis, iń metalo ińkaltas uņrańas Darbas ińlaisvins mus. 34

35 Stovyklos apņiūra prasideda nuo barako, į kurį pirmiausia patekdavo kaliniai. Vaizdai atkurti nuotraukomis, ant sienų lentelės su įvairiausia informacija: kiek ņmonių kalėjo, kokios bausmės taikytos, iń kur kaliniai suveņti. Nepagraņinta, neperkrauta ńalutiniais įrodymais realybė. Manome, tai AUŃVICO KONCENTRACIJOS STO- VYKLA Auschwitz concentration camp svarbiausia Auńvice. Koncentracijos stovykloje apņiūrėjome viską ir buvome labai sujaudinti. Tokie laikai neturi sugrįņti. ŃUOLIS Į VASARĄ. TURKIJA Lietuvoje ruduo įsibėgėjo, gamta pasidarė niūresnė, nebe tokia spalvinga, ir oras atńalo. Mes keliaujame į Turkijos miestą Adaną lėktuvu. Atskridome tuoj po vidurnakčio, ir mus, ińlipusius iń lėktuvo, apgaubė karńtis. Tuomet buvo 35 laipsniai ńilumos. Akimis dairėmės paņįstamų veidų, kolegų, su kuriais buvome susitikę Lenkijoje. Nustebino ir nudņiugino - pasitikti mūsų atvyko būrys Cumburiyet Halk Egitimi Merkezi centro darbuotojų. Kalbėjomės kiekvienas savo kalba, o įspūdis buvo... susikalbame. Taip atrodė dėl turkų draugińkumo ir kur kas AUŃVICO KONCENTRACIJOS STOVYKLA PASITINKA UŅRAŃU DARBAS IŃLAISVINS MUS Auschwitz concentration camp meets visitors with inscription Work will liberate us 35

36 TOKIAIS LAIVAIS TURISTAI PLUK- DOMI Į JŪRĄ In these boats the tourists are floated to sea atviresnio jausmų rodymo, nei tai daro lietuviai. Adana tvarkingas ir graņus miestas. Miesto centras nusėtas prabangių parduotuvių, į kurias norisi uņeiti atsivėsinti. Gatvėse vyrai pardavinėja rieńutus, kitas prekes. Ne vienoje vietoje mūsų klausė, iń kokios ńalies esame. Pasirodo, turkai gerai ņino mūsų krepńininkus, vardina jų pavardes. Matėme ir miesto uņkampius, jie tokie pat kaip Klaipėdoje ar Vilniuje. Buvo labai įdomu, kokios religinės ir ńeimos kūrimo tradicijos ińlikę. Centre dirbantis pedagogas pasakojo, kad, sukūrus Turkijos valstybę, pirmasis prezidentas Atatiurkas uņdraudė daugpatystę. Ńalyje mokslo siekti ir įvairias profesijas įgyti gali ir vyrai, ir moterys. Bet daugiau vyrų PREKYBA GATVĖSE Trade in the street mokosi ir turi darbą. Kolegos turkai mums padarė siurprizą nuveņė prie Vidurņemio jūros ir jachta nuplukdė pasidairyti po apylinkes. Ten, Mersinoje, yra į ką dairytis: pakrantės tikri istorijos puslapiai. Senos, sugriuvusios pilys, akmeninės uolos surikiuotos gamtos jėgų, atrodo lyg tai būtų vartai į kitą pasaulį. Būtent kelionės jūra metu ir matėme tas poilsio salas, kuriose mūsų tautiečiai turistai jaučiasi kaip karaliai. 36

37 Vienoje vietoje jachta sustojo netoli kranto negilu, todėl buvo galima nubristi į poilsiavietę. Vaņiuodami į Mersiną visą kelią jautėmės, tarytum būtume skrieję virń miestų, o jie vis bėgtų į tolį. Pravaņiavome vieną didņiausių Adanos krańto miestų Nydę, milijoninį miestą. Tačiau, kai į jį ņiūri nuo automagistralės, atrodo, lyg nameliai tupėtų ant tavo delno. Tai derlingoji krańto dalis. ĥia augina medvilnę, apelsinus, citrinas, vynuoges. Augina ir kopūstus, tik jų forma pailga. Turkija kitokia ńalis, kitokia jos gamta, papročiai, tačiau ņmonių trońkimai, norai, svajonės, tokios pat kaip ir mūsų. Jaunimas kalba apie profesijos įgijimą, darbą, svajoja nusipirkti butą. Merginos koketuoja, vaikinai į tai kreipia dėmesį... Vyresnio amņiaus ņmonės kalba apie karjerą, sveikatą, pasakoja apie vaikus. Pirmasis oficialus susitikimas buvo su Adanos regiono ńvietimo vadovu. SUSITIKIMAS SU ADANOS MIESTO MERU Meeting with Adana city Mayor HAREMO MOTERS RŪBAI Women s from harem clothers Įstaiga reziduoja didņiulį ańtuonių aukńtų pastatą. Kabinetai dideli ir erdvūs, masyvūs odiniai baldai, raudonmedņio stalai. Darbuotojų tiek, kad koridoriai pilnutėliai. Maņai moterų, daug vyrų. Adanos 37

38 SUSITIKIMAS SU ŃVIETIMO VADOVU Meeting with the Head of Education Department ńvietimo vadovas nuońirdņiai dņiaugėsi, kad jo vadovaujamos srities darbuotojai dalyvauja projektuose su Europos Sąjungos valstybėmis. Valdininkas papasakojo apie turkińkąją ńvietimo sistemą, suaugusiųjų ņmonių mokymo centrus, klausinėjo, kokia mūsų, lietuvių ir lenkų, ńvietimo sistema. Adanos meras paskyrė mums savo brangaus laiko. Paprasčiau kalbant, to asmens pareigos atitinka Lietuvos prezidento statusą. Turkija padalinta į regionus, kiekvieno regiono vadovas yra labai daug politinių ir ekonominių įgaliojimų turintis pareigūnas, kuris pats nusprendņia, į ką investuoti, ką nugriauti ir statyti, duoti pinigų ńvietimui ar sveikatos apsaugai. Merą saugo kariuomenė, procedūra ta pati, kaip ir einant pas ńvietimo vadovą. Į susitikimą pas merą atvyko televizija, ņurnalistų. Buvome tos dienos naujiena. Dėmesys įrodo, kad bendradarbiavimas su Europa labai svarbus. Adanos meras architektas statybininkas. Jis iń karto prisipaņino, kad apie ńvietimą ņino tik bendrus duomenis. Pagrindinis darbo tikslas krańto prikėlimas patogiam gyvenimui. Man rūpi keliai, naujų namų statyba, kad būtų darbo. Turime galimybių gyventi geriau ir gyvensime, - kalbėjo meras. Jis patikino, kad pritars geroms idėjoms, projektams tokiems, kokiame ir dalyvaujame. Jei tai gerai Turkijai, man taip pat gerai, - sakė valdininkas. Jis paliko grieņto, daug dirbančio ņmogaus įspūdį. 38

39 Kitą dieną mūsų laukė metų didņioji paroda, susitikimas su kultūros ministru (ten taip vadina kultūros skyriaus vedėją) ir nuostabiausius rankdarbius sukūrusiais amatininkais. Parodos rengiamos Parodų rūmuose, kurie priklauso ńvietimo departamentui. Pagrindinis parodos rengėjas tą kartą buvo mūsų kolegų centras. Dvi sales uņpildė centro lankytojų rankdarbiai. Buvo tokių nuostabių kūrinių nepatikėtum, jog tai ne profesionalių menininkų sukurtas groņis. Į akis krito pasiūti ir auksu ińsiuvinėti haremo moters tradiciniai PUODŲ ŅIEDIMO ĮMONĖJE At the pottery rūbai. Paroda rengta specialiai mums partneriams iń Lietuvos ir Lenkijos. Į renginį atvyko garbingi Adanos svečiai. Vienas iń būdų bent maņa dalele paņinti ńalį aplankyti vietas, kur įsikūrę tradiciniai amatai, pasidairyti, pasikalbėti su amatininkais. Kolegos turkai mums pasiūlė kelionę į Avanesą puodņių miestą, kurio dvi dalis skiria Raudonoji upė. Ta upė visai ne raudona ir vandens joje iki kelių, bet iń čia kasa raudonąjį molį. Per upę eina tiltas, o juo į abi puses vaņiuoja mańinos, jos vos vos prasilenkia. Reikia taktińkumo, kad nebūtų incidentų. Net kalbos nesuprasdami suvokėme, kad pro atvirus mańinų langus vairuotojai ńūkčiojasi, kuris kurį praleis. Avanese ņiedņiami itin brangūs molio dirbiniai, kurie parduodami ne tik Turkijoje, produkcija ińveņama į Europos ńalis, JAV. Kodėl dirbiniai brangūs? Viskas rankų darbo ir ņiedņiama minant 39

40 koja, jokios elektros, jokio modernumo. Pats Avaneso miestas senovinis, akmenimis grįstomis gatvėmis, seno stiliaus namais tai kopi į kalną, tai leidies ņemyn. Turkija yra ńalis, kuri eksportuoja į pasaulį daug brangių papuońalų. Pabuvome Onekso brangakmenių gamykloje, kur pamatėme ir pačiupinėjome tokių brangenybių, kokių net neįsivaizdavome esant. Nuostabiausia, ką pamatėme Turkijoje, buvo Kapadokija. Tai ńventa vieta krikńčionims. Paradoksas musulmonų krańte krikńčionybės oazė, kurią tradicijos saugo tūkstančius metų. Dvi religijos viena kitai nekenkia, viena kitos neuņgoņia. Pagrindinis tikėjimas Turkijoje kaip buvo, taip ir yra islamas, o krikńčionybės lopńys Kapadokija tapo pasaulio stebuklu ir atneńa milņinińką pelną. Tokio reginio niekada nebuvome matę ir tokių įspūdņių nebuvome patyrę. Į Kapadokijos krańtą vaņiavome ilgai, tad dairėmės pro langus, kad dar ką nors naujo pamatytume. Kelią rėmino kalnai, akmenys, o toli virńum jų ploteliai dirbamos ņemės. Matėme mańinas, ińveņančias kopūstų derlių, matėme jau nuvalytus moliūgų laukus, dar nokstančias alyvuoges, citrinų, apelsinų, mandarinų giraites. Graņu paņiūrėti, kaip ant akmenų ir uolų auga medņiai, daugiausia spygliuočiai, tačiau, kaip po tokį mińką pasivaikńčioti? Pirmas sustojimas buvo vietovėje, kur pirmieji krikńčionys prień du tūkstančius metų gyveno giliai poņemiuose. Dabar čia muziejus su ińlikusiomis ventiliacijos angomis, kurios į poņemius teikia oro ir ńiandien. Tie, kas bijo uņdarų patalpų, į poņemius nėjo. Ir gerai darė, nes ten labai maņai erdvės, atsistoti visu ūgiu galima tik patalpose, kurias ņmonės buvo pritaikę baņnyčiai, virtuvei, sandėliams, gyvenamosioms 40

41 vietoms, gyvulių tvartams. Laiptai siauri ir ņemi, visą kelią eini susilenkęs. Mums su tokiu ūgiu ir svoriu poņemiuose gyventi būtų labai sunku. Kas be ko, prień du tūkstančius metų ņmonių ūgis tebuvo pusantro metro, jie prisitaikė gyventi tokiose erdvėse. Ińvaņiavę iń istorinės poņemių vietovės suņinojome, jog tai tik pradņia senosios istorijos visas groņis mūsų laukia kitur. Apņiūrėjome Iloros slėnį. Pirmiausia pamatėme skylę ņemėje, geriau įsiņiūrėjome skylė akmenyse. Iń virńaus ņiūrint atrodė, kad skylė be pabaigos. Automobilis vingiavo keliais keliukais ir atveņė mus prie skylės pradņios. Tai Iloros slėnis įspūdinga vieta. Kai ińlipome ir paņiūrėjome į virńų, atrodė, kad dangus atsispindi ńulinyje mes buvome tos skylės dugne. O ten teka upelis, akmenų uolose tarpekliai. Vaņiuojant į Iloros slėnį mums parodė senąjį graikų kaimelį. Jis iń ińorės nepakitęs tūkstančius metų. Namai iń akmenų, ORO BALIONŲ FIESTA Air balloon fiesta ILOROS SLĖNIS Ilora valley kurie lipdyti be jokios rińamosios medņiagos. ĥia gyvena ņmonės, mums sakė, kad tai ortodoksinio tikėjimo graikų palikuonys. Gatvelėse lakstė vaikai. Berniukai visur vienodi dauņydami akmenį į akmenį, jie kaņką sprogdino. O pavykus ińgauti garsą, juokėsi ir slė- 41

42 FONTANAI ŃALIGATVYJE The fontanes on the wayside pėsi. Matėm pagyvenusių vyrų, vedinų asiliukais. Kokia čia buitis sunku pasakyti. Pirmas ņvilgsnis į Kapadokiją buvo trumpas vakarop vaņiavome į vieńbutį ir matėme, kaip kalnuose prie uolų uņsidega ńviesos. Ankstyvas rytas nustebino ugnies liepsnomis, iń pradņių net nesupratome, kas vyksta uņ lango. Pasirodo, kad iń kalnų į dangų kyla deńimtys spalvingų oro balionų. Taip prasidėjo oro balionų fiesta, į kurią suvaņiavo dalyviai iń viso pasaulio. Kapadokija istorińkai ņinoma, kaip pirmųjų krikńčionių gyvenamoji ir maldų vieta islamo pasaulyje. Religijos paradoksas, tuo pačiu galbūt ir Dievo valia parodyti, kad visi ņmonės broliai, nepriklausomai nuo religijos. Likus dienai iki atsisveikinimo su Adana ir ińskridimo į Stambulą, nutarėme pasivaikńčioti po miestą, pasidairyti po poilsio vietas, parkus, pasiņiūrėti į parduotuvių vitrinas. Visų pirma aplankėme parką, kuriame visur raudonai ņydi nematytos, kokio metro aukńtumo gėlės. Pasirodo, jos ņydi ir Lietuvoje, tik kur kas ņemesnės ir vadinamos dekoratyviosiomis dilgėlėmis. Malonumo ir atgaivos teikė fontanai, kurie įtaisyti palei ņemę. Eini marmuro plytomis grįstu ńaligatviu, o fontano vanduo tau kojas plauna. Yra fontanų, vandenį liejančių iń aukńtai, prie jų daugiau vaikų nei suaugusiųjų. Buvo labai smalsu, kas ńeńtadienio rytą parke leidņia laiką. Ņmonių margumynas! Po medņiu, ant ņolės, susėdusi ńeima mer- 42

43 gaitė ņaidņia, o kūdikio besilaukianti jos mama ilsisi apkabinta vyro rankų. Sportuoja daug jaunimo. Stebino ir ņavėjo parkų pritaikymas ņmonių poreikiams. Labai daug sportinio inventoriaus: bėgimo takelių, rankų, kojų raumenims skirtų treniruoklių, įvairiausių kitų įrenginių. Ir jie nesulauņyti.. Po parką vaikńto arbatos pardavėjai, garbaus amņiaus vyrai, ir iń padėkliukų parduoda arbatą maņose stiklinėlėse. Apie pietus parką uņplūsta jaunimas. Daņnas ateina neńinas kompiuteriu, sėdasi ant suoliuko ir įninka į ekraną. Nematėme nė vieno rūkančio ar alų geriančio jaunuolio. Dairėmės, stebėjome, lyginome, ne paslaptis, ir prekių kainas. Nieko nėra uņ ačiū, tik bendravimas, kuris paliko įspūdį, yra neįkainojamas. Daug kas patiko, daug ko niekada nepamirńime, tačiau ne viskas buvo taip, kaip norėjosi. Ir vieńbučiuose patyrėme nesklandumų, ir buvome nustebinti paslaugų brangumu. Stambulas toks įspūdingas, pastatytas ņmonių iń viso pasaulio rankomis, tad ńiandien ņavi dar labiau nei prień ńimtmetį. Matėme įspūdingų statinių, kurių neonine ńviesa naktimis ńviečiantys langai atrodė kaip ińtisus metus ņybsinti Kalėdų eglutė. Matėme senovinius rūmus, neņinia, kada statytus. Keistas dalykas - tas įspūdņių aprańymas: tik aprańai neińdildomą vaizdą, po kurio laiko ińkyla dar ryńkesnis. Taip ir mums su Turkija. Tai ńalis, kurią verta aplankyti, bet vaņiuoti ne į kurortą, o keliauti, keliauti... 43

44 ANDRAGOGŲ PRAKTINĖ PATIRTIS... Practical experience of andragogues... MES DIRBAME IR NUOLAT MOKOMĖS We work and constantly learn VYRESNIOJI DORINIO UGDYMO (ETIKOS) MOKYTOJA Virtuous education (Ethic) senior teacher Nika Mitrofanova Jau kelinti metai Akmenės rajono savivaldybės suaugusiųjų mokymo centre veikia nuotolinio mokymo sistema MOODLE. Ńi sistema patogi ir priimtina toli gyvenantiems ir negalintiems mokyklos pastoviai lankyti mokiniams. Dorinio ugdymo (etikos) mokomajam dalykui MOODLE patogi teorinei medņiagai ińdėstyti. Praktinės uņduotys daugiausiai atliekamos susitinkant su mokiniais konsultacijų metu. MOODLE sistemoje pateiktas uņduotis mokinys gali pasirinkti ar jas atlikti ar ne. Ņinoma, mokytojui visada svarbus lieka gyvas bendravimas su mokiniu. The distance learning system MOODLE has been working in Adult Education Centre of the Akmene Municipality for several years. This system is very convenient and acceptable for students who live far from school and can not attend it every day. For virtuous education (Ethic) MOODLE is very useful for presentation of theory. Students implement practical tasks during the individual consultations with teacher. Student can choose to do or not to do tasks given in the MOODLE system. Live communication with a students is very important for the teacher. 44

45 MOKYTOJAS IR MOKINYS: VISADA KARTU Teacher and student: always together DAILĖS IR GEOGRA- FIJOS MOKYTOJAS Art and Geography teacher Kęstutis Misius Tradicinių pamokų nebeuņtenka, norint prisitaikyti prie nuolat kintančių gyvenimo sąlygų. Sunki ekonominė, finansinė padėtis priverčia ņmones palikti mokyklos suolą ir ieńkoti darbo pragyvenimo ńaltinio, todėl IKT naudojimas ugdyme tapo neińvengiamas. Jau penktus metus dirbu su MOODLE sistema nuotoliniu būdu mokau mokinius dailės ir geografijos dalykų. Kelias iki ńiandieninių rezultatų buvo ilgas ir sunkus, nuoseklus ir atsakingas. Man jau beveik nebekyla problemų stebint mokinio aktyvumą, paņangą, jo siunčiamas uņduotis, atliekamus darbus, taip pat bendraujant su juo tiek sinchronińkai (realiu laiku), tiek asinchronińkai. Mano patirtis leidņia aińkiai ir greitai informuoti mokinius apie būsimus įvykius, įvertinimus, pasikeitimus kurse. Virtualioje mokymosi aplinkoje besimokančiuosius skatinu ieńkoti reikalingos medņiagos, dirbti, refleksuoti. Informacinės technologijos mokymosi procesą daro efektyvesnį, patrauklesnį ir tenkina platesnį ratą norinčių mokytis. Jų pagalba mokytojas ir mokinys visada kartu. Mano patirtis, dirbant su MOODLE sistema, jau nemaņa, bet, vykstant pokyčiams ńvietimo sistemoje ir besikeičiant mokinių poreikiams, nuolatinis mokymasis ir tobulėjimas neińvengiamas, todėl pastoviai domiuosi naujovėmis, dalijuosi patirtimi su kolegomis ir tai pritaikau praktiniame darbe. 45

46 It is not enough to have only traditional lessons in order to adjust to changing life. Difficult economical, financial situation forces people to leave the school and search for the job which is the main livelihood source. Thus the usage of ICT becomes necessary. For last five years I have been working with MOODLE system taught students Art and Geography by distance learning method. The way to today s results was long and difficult, consistent and solemn. I almost have no more difficulties watching students activeness, progress, tasks, they send me and done tasks, communicating with them synchronically (in real time) and not synchronically. My experience lets me inform students about future events, assessment, changes in the course directly and quickly. I encourage students to find necessary material, reflect and work in the virtual environment. Informational technology makes the learning process more effective, more attractive and meets the needs of those who want to learn. It helps the students to be always in touch. My experience is significant working with MOODLE, but the changes in educational system and students needs, continuous learning and improvement is inevitable, so I constantly look for novelties, share experience with colleagues and use it in my work. KIEKVIENA NAUJOVĖ VILIOJA... Every novelty attracts... Kiekviena naujovė vilioja ir kartu gąs-dina. Ir kas pasvers, ko yra daugiau: baimės, neņinios ar noro patirti, ińmokti, suņinoti. Kaip tik tokią sumaińtį į mūsų kolektyvą ir įneńė programa MOODLE. Neslėpsiu, kad pradņioje buvo sunku. Trūko kompiuterinių ņinių, įgūdņių, ir tai kainavo begales laiko. Neapsiėjom be kursų lankymo, mokymosi ir valandų valandas sėdėjimo prie kompiuterio. Dar ir dabar, kai jau viskas sukelta ir sėkmingai dirbam pagal ńią progra- 46

47 VYRESNIOJI LIETUVIŲ KALBOS MOKYTOJA Lithuanian language senior teacher Aurelija Miklošienė mą, atsigręņę atgal ne vienas pamintijam: koks didņiulis darbas padarytas. Kitas etapas, gal maņiau sunkus, bet reikalaujantis daugiau kantrybės, buvo mūsų mokinių pripratinimas naudotis ńia naujove. Ńiandien mes taip pat nesėdim rankų sudėję. Ińaugo mūsų poreikiai, norim patobulinti tai, ką jau esam padarę, ir ne paslaptis, kad susiduriam su problema, kai kompiuterinės technologijos nebespėja su mūsų norais bei poreikiais. Mes jau norim į virtualią aplinką įkelti paveikslėlius, joje taisyti mokinių darbus ir t.t. Ņodņiu, atėjo tas laikas, kad MOODLE programa ne tik iń mūsų reikalauja ją gerai įvaldyti, bet ir mes norime jos patobulintos su didesnėmis galimybėmis, pritaikytomis viduriniam ugdymui. Every novelty attracts and scares at the same time. And who could decide what is more: fair, uncertainty or willingness to experience, learn and find something. Such whirl brings the MOODLE programme into our team. In the beginning it was very difficult. I felt the lack of IT knowledge and skills and the work took long hours. We could not dispense attending training courses, long hours of learning and sitting at a computer. Even now, when everything is already made and successfully handled into the programme, we are looking back and thinking what a great work was done. Next stage may be less difficult but requiring more patience is to teach our students to use the novelty. Today we are not sitting twiddling our thumbs. Our needs has grown, we want to improve what we have already done and it is not a secret that there is a problem, when computer technology does not manage with our desires and needs. 47

48 We want to upload pictures, correct our students works and etc. in virtual environment. Shortly, it is the time when not only MOODLE requires managing it, but we want to use improved programme with has higher potential and is adapted to the secondary education. NUOTOLINIO MOKYMO PATIRTIS, SĖKMĖS, PROBLEMOS Experience, succes, problems of distance learning Privalumai: moksleiviams sudaromos galimybės mokytis, gyventi ir (ar) dirbant toli nuo mokymo įstaigos, net uņsienio ńalyse; lanksti kreditų sistema leidņia moksleiviams judėti į priekį labai individualiai, derinant galimybes dirbti ir mokytis; atlikti uņduotis bet kuriuo senior teacher moksleiviui patogiu paros metu; papildomos galimybės susisiekti su mokytoju ar klasės vadovu elektroniniu pańtu, per Skype ir pan. VYRESNIOJI BIOLOGIJOS IR CHEMIJOS MOKYTOJA Biology and Chemistry Veronika Bielskienė Sunkumai: ne visuomet yra internetinis ryńys; mokytojo pateikiamoje teorinėje medņiagoje nėra iliustracijų (pieńinių, schemų); kai moksleivis vengia ar negali atvykti į mokymo įstaigą ir tiesiogiai bendrauti su mokytoju, lieka nepakankamai aińku, kiek savarankińkai atliktas darbas; net ir savarankińkai darbą atlikęs moksleivis neretai dar nebus ińmokęs pagrindinės mokomosios medņiagos, nes surasti 48

49 atsakymus ir nurańyti juos iń pateiktos teorinės medņiagos ar pasinaudojant nurodytais papildomais ńaltiniais yra sunku. Advantages: students have a possibility to learn living and (or) working far from educational institution, even while working in foreign country; flexible credit system allows students to move forward individually, combining possibility to work and learn; students can perform tasks in any convenient time; additional possibility to keep in touch with teacher or mentor via , Skype, etc. Difficulties: the internet connection does not work all the time; there aren t illustrations ( pictures, schemes) in the theoretical material presented by teacher; when the student avoids or can not come to school and can not communicate directly with a teacher, it is not clear enough how the work is done independently; even if the work is done independently it does not mean that student knows well the new learning material, because is difficult to find answers in the given theoretical material and additional sources. PASIKEITIMAI VYKSTA IR MOKYKLOJE Changes proceed at school too Gyvenimas keičiasi, dideliais ņingsniais ņengia pirmyn. Norint spėti su gyvenimu, pačiam reikia keistis. Pasikeitimai vyksta ir mokykloje. Jau penkeri metai mokau rusų kalbos nuotoliniu būdu per MOODLE sistemą, kuri suteikia galimybę mokytis pasirinktu mokiniui patogiu laiku ir priimtinoje vietoje. Teko gerokai padirbėti ruońiant 7-12 klasėms teorinę 49

50 VYRESNIOJI UŅSIENIO (RUSŲ) KALBOS MOKY- TOJA Russian language senior teacher Irena Braiko ir uņduočių medņiagą, kuri nuolat tobulinama, atnaujinama. Nuolat mokytis, ieńkoti naujienų, tobulintis tenka ir pačiai. Ruońdama medņiagą naudojausi esamais rusų kalbos vadovėliais, papildoma literatūra ir informacija iń interneto. Mokiniams patogu, nes ir teoriją, ir uņduotis randa, atsivertę atitinkamą MOODLE puslapį. Ten pat atlieka uņduotis ir gauna įvertinimą. Jie bet kada gali pasitikrinti rezultatus. Prie įvertinimų parańomos pastabos apie atliktą darbą. Neņiūrint teigiamų MOODLES sistemos pusių, yra ir trūkumų. Norėtųsi patekti ne tik rańytinę, bet ir garsinę medņiagą, kuri būtina mokantis uņsienio kalbų. Ryńys su mokiniais, esančiais toli nuo tėvynės, palaikomas elektroniniais laińkais ir per Skype sistemą. Dirbu nekreipdama dėmesio nei į valandas, nei į paros laiko skirtumus. Life is changing and moving forward. If you want to keep up with the life, you have to change. Changes proceed at school too. I have been teaching Russian five years already by distance learning method during the MOODLE system. It enables the student to study in convenient time and unacceptable place. It was a hard work to prepare the theoretical material and tasks for classes 7-12, because it was constantly improving and renewing. I had to learn, search for novelties and improve my knowledge myself. While preparing the material I used existing Russian language course books, additional literature and information from the internet. It is very comfortable for students, because they can find the theory and tasks in the appropriate page of MOODLE. They perform tasks and get 50

51 evaluation there. They can check the results at any time. Next to the evaluation the remarks are written. ŃI SISTEMA PATOGI... This system is convenient... Akmenės rajono suaugusiųjų mokymo centre jau kelerius metus veikia nuotolinio mokymo sistema MOODLE. MOODLE remiasi socialinio konstruktyvizmo teorija ir yra pripaņinta, kaip pedagoginiu poņiūriu viena lanksčiausių virtualaus mokymo aplinkų (VMA). Ji tinka tiek nuotoliniam mokymui, tiek uņduočių pateikimui mokantis kompiuterių klasėje (nebūtinai informatiką). Tiksliesiems mokslams ńi sistema patogi ińdėstyti teorinei medņiagai, taip MATEMATIKOS IR FIZIKOS MOKYTOJAS Mathematic and Physics teacher Virginijus Kvedaras pat su ja susiję pateikiami ir praktiniai uņdaviniai, kuriuos mokiniai atlieka MOODLE sistemoje. Jei mokiniams kilo klausimų atliekant uņduotis ńioje sistemoje, jas aińkinamės susitikę konsultacijų metu. The system MOODLE works in Akmene district Adult education centre for several years. MOODLE is based on social constructivist theory and isrecognized as one of the pedagogically flexible virtual learning environments. It is suitable for distance learning and for presenting tasks in computer class (not only for IT lesson). For the science this system is comfortable for presentation of theory. Practical tasks which students perform are being presented in MOODLE. If the students have questions on how to perform the tasks in this system, we discuss them during the consultations. 51

52 ATSTUMAS NEBETRUKDO MOKYTIS Distance does not interfere the learning UŅSIENIO (ANGLŲ) KALBOS MOKYTOJA English language teacher Romualda Jonikienė Drįstu teigti, kad nuotolinis mokymo būdas, toli graņu, ne itin ņinomas ir pačioms paņangiausioms ńalies gimnazijoms, nes kur kas paprasčiau mokytis ir mokyti susitinkant su mokiniu akis į akį. Akmenės rajono suaugusiųjų mokymo centro kolektyvas buvo drąsus ir ńiek tiek ińsińokėlis, nutaręs imtis paties naujausio mokymo metodo. Tikslui pasiekti prireikė investicijų, profesinio pasirengimo pedagogams ir papildomų įgūdņių mokiniams. Perpratę naująjį metodą galime pasakyti nuotolinis mokymo būdas leidņia kur kas gausesniam būriui vidurinio ińsilavinimo neturinčių ņmonių jį įgyti. Dabar atstumas nebetrukdo mokytis, gali gyventi kur nori, tik turėk internetinę prieigą. Kuo daugiau techninės paņangos, tuo daugiau veiksmo mokyklos gyvenime, nes naujovės uņ durų nelaukia, o norint jas įsileisti, reikia mokytis ir mokytojams, ir mokiniams. I dare to say distance learning method is not known very well in most innovative gymnasiums in Lithuania, because it is much easier to teach students face to face. Team of Adult Education Canter of the Akmenė Municipality was very brave and... a little bit upstart decided to adopt the newest education method. In order to achieve the goal the investments, professional preparation for pedagogues and additional skills for students is required. After having mastered the new method we can say the distance learning method allows bigger number of people without secondary education to gain it. Now the distance does not prevent the 52

53 learning. You can live everywhere; you just need to have the internet connection. The more technical progress means more action in schools life. The novelties do not wait behind the door in Our Centre. If we want to accept them it is necessary to learn for both - teachers and students. KLAUSYTOJAI ĮTRAUKIAMI Į SUAUGUSIŲJŲ MOKYMO CENTRO VEIKLĄ Listeners are involved into the adult learning centre PILIETINIO UGDYMO MOKYTOJAS IR MOODLE ADMINIST- RATORIUS Civil education teacher and MOODLE administrator Ramūnas Znutas Pilietinis ugdymas vyksta per pilietinio ugdymo, istorijos pamokas, renginius, skirtus įņymioms Lietuvos istorijos datoms paminėti tai Vasario 16-oji, Kovo 11-oji ir kt. Pasikeitus pilietinio ugdymo mokymo programoms, daugiau dėmesio skiriama valstybės valdymo suvokimui, savivaldybių paskirties ir asmens tarpusavio supratimui. Klausytojai per bendruomenės ir asmens tarpusavio sąveiką yra įtraukiami į Suaugusiųjų mokymo centro bendruomenės veiklą, ugdomas ir lavinamas jų pilietinis poņiūris į Centrą, rajono ir visoje Lietuvoje vykstančius įvykius. Turime mokinių, kurie, turėdami didelių problemų su teisine sistema, pilietinio ugdymo dėka ir įtraukiant juos į Centro veiklą, atsisakė blogų įpročių ir tapo aktyviais Centro bendruomenės nariais bei sėkmingai baigė Akmenės rajono savivaldybės suaugusiųjų mokymo centrą. Manau, kad Centro veikla ir bendruomenė teisinga linkme vykdo pilietinį ugdymą tarp mokinių. 53

54 Civic education is taught during the civic education, history lessons, events dedicated to grand Lithuanian history events, such as 16th of February, 11th of March, etc. The civic education programmes were changed and the main focus was laid on the perception of state government administration, mission of municipalities and personal understanding. Students within the community and personal interaction are involved in the Adult education centre community; their civic attitude to the Centre, district and events in whole Lithuania is educated and trained there. We have students who are having serious problems with a legal system. After being involved into civic education and Centre activities their bad habits declined and they became active members of the Centre thus successfully completed their studies in the Adult Education Canter of the Akmenė Municipality. I think that Centre and community is heading Civic education to students is in the right direction. ŃIUOLAIKINĖS INFORMACINĖS VISUOMENĖS VERTYBĖS Values of modern information society INFORMACINIŲ TECHNO- LOGIJŲ MOKYTOJAS, KOM- PIUTERIŲ PRIEŅIŪROS SPE- CIALISTAS Information technology teacher, computers supervisor Linas Baltutis Informacija, ņinios ir įgūdņiai ńiuolaikinėje informacinėje yra ypač vertingi. Tačiau gyvenimo tempas didėja nenumaldomu greičiu. Dauguma asmenų neturi galimybės atsitraukti nuo savų kasdieninių darbų ir pradėti mokytis. Ypač tai sunku padaryti maņuose, nuo didmiesčių nutolusiuose rajonuose, miesteliuose ir kaimuose. Akmenės rajono savivaldybės suaugusiųjų mokymo centro mokyto- 54

55 jai naudoja mokomąją aplinką MOODLE kaip vieną iń pagrindinių mokymo priemonių. Ńiuolaikińka ir patraukli mokomoji aplinka teikia gerai parengtą ir nuolat atnaujinamą mokomųjų dalykų medņiagą su nuorodomis į e. bibliotekas, į įvairias, galimai reikalingas svetaines. Mokomojoje aplinkoje skelbiamos naujienos nurodymai, kaip ruońtis ņinių patikrinimams, kontroliniams darbams ar kolokviumams, skelbiami rezultatai, talpinama konsultacijų medņiaga. Centre vykdomas nuotolinis mokymas virtualioje aplinkoje yra prieinamas visiems, deja, ne visi pasinaudoja ńia galimybe. Dņiugu, kad vis daugiau ņmonių supranta, kad mokytis niekada nevėlu ir sugrįņta į mokyklos suolą. Information, knowledge and skills are very valuable in modern society. But the life pulse quickens all the time. Most of people have no possibility to recede from everyday duties and start to learn. It is very difficult to start education process in small municipalities, towns and villages, which are remote from cities. Teachers of Adult Education Canter of the Akmenė Municipality use MOODLE education environment as a main training tool. Modern and attractive education environment provides well prepared and constantly updated learning material with links to e-libraries and useful websites. In the education environment the news instructions how to prepare for tests are presented, the results are published, material of consultations is provided. The distance learning in virtual environment is available for everyone; unfortunately not everyone uses this possibility. It is gratifying that many people understand importance of education and return to school. 55

56 ŃALIES PILIEĥIAMS SUDAROMA GALIMYBĖ Citizens has an opprtunity to study DIREKTORIAUS PAVA- DUOTOJAS FORMALIAJAM UGDYMUI Deputy Director for formal education Rimantas Kentra Nuotolinis neakivaizdinis mokymas- tai unikali mokymo bei mokymosi forma. Vystantis infrastruktūrai, tobulėjant informacinėms technologijoms, neturintiems reikiamo ińsilavinimo ńalies piliečiams sudaroma galimybė jį įgyti nesėdint mokykliniame suole. Ńios mokymo formos privalumas toks, kad mokinys, neatsitraukdamas nuo savo darbinės veiklos, besirūpindamas ńeimos gerove, neturėdamas galimybės kasdien lankyti mokyklos, gali įgyti norimą ińsilavinimą, tobulėti dvasińkai, įgyti ņinių savo asmeninės karjeros formavimui. sunkumų: Direktoriaus pavaduotojas ugdymui susiduria su daugeliu ugdymo proceso organizavimas; pasiekimų vertinimas; mokinių savalaikis atsiskaitymas; mokinių atliekamų uņduočių savarankińkumas. Sudėtinga patikrinti, ar internetu atsiųstos uņduotys yra atliktos savarankińkai, be pańalinių pagalbos. Pedagogai, dirbantys su moksleiviais nuotoliniu būdu, ieńko ir randa įvairių mokymo ir kontroliavimo metodų. O juk ir mokinys supranta, kad jo nesąņiningumas ińaińkės įskaitų ir egzaminų metu, todėl pedagogai vadovaujasi savitarpio supratimo, pasitikėjimo ir sąņiningumo principais. 56

57 Dirbant su suaugusiaisiais labai svarbi yra mokinio motyvacija. Į Centrą ateina suaugę ņmonės, jau tvirtai apsisprendę siekti ińsilavinimo, todėl pedagogai pasitiki ńiais ņmonėmis. Pagrindinė problema yra pateikiamos mokomosios medņiagos vaizdingumas, ińsamumas, prieinamumas kiekvienam nuotoliniu būdu besimokančiam jaunuoliui, nes techninės galimybės ne visada leidņia vaizdņiai perteikti mokomąją medņiagą, o ir ne visi mokiniai turi tinkamus, sudėtingesnėms uņduotims atlikti, kompiuterius. Ińkilus problemoms, labai svarbus pedagogo ir moksleivio tarpusavio supratimas, pasitikėjimas, bendradarbiavimas. Distance learning is a unique form of learning and teaching. Developing of infrastructure and informational technologies provides an opportunity to gain the education to those who does not have it without sitting at the school desk. Advantage of this education form is that student can gain the education, spiritual development, knowledge for formation of personal career without leaving the work and family. Deputy Director for education experiences some difficulties: organization of education process; evaluation of the achievements; students reporting on time; independent performing of the tasks. It is quite difficult to check if the student did task independently, without extraneous help. Pedagogues, who provide distance learning to students, look for and find various teaching and control methods. Students understand that dishonesty will be seen during the exams and credits as well. So, teachers work according principles of honesty, mutual understanding and trust.the student motivation is very important in the work with adults. Adults who come to the Centre are made 57

58 the decision to gain the education and pedagogues have to trust those people. The main problem is the visuality, exhaustively and accessibility of training material to each student because technical options do not always allow presenting the teaching material visually and not all students have the computers fitted to complex tasks. The mutual understanding, trust and cooperation between teacher and student in solving the raised problems are very important. PILIETINIO UGDYMO INTEGRALUMAS BEI UNIVERSALUMAS YRA YPAĥ SVARBUS SUAUGUSIESIEMSIntegrity and universality of civic education is very important for adults DIREKTORIAUS PAVADUOTOJAS BENDRIESIEMS REIKALAMS, ISTORIJOS IR PILIETINIO UGDYMO MOKYTOJAS METODININKAS Deputy Director for common needs, History and Civil education teacher methodologist Virginijus Suchodimcovas Prień gerą deńimtmetį Lietuvos bendrojo lavinimo mokyklose pradėta mokyti pilietinio ugdymo. Dalyko paskirtis mokykloje ugdyti jaunuolių pilietinę savimonę, kartu apimančią savęs paņinimą, praktinę patirtį ńeimoje ir bendruomenėje, vertybines nuostatas bei gebėjimus. Pilietinio ugdymo tikslas padėti jaunuoliams įgyti pilietinių ņinių ir ugdyti gebėjimus ņinias panaudoti praktińkai, kasdieniniame gyvenime. Lyg juokinga būtų mokyti pilietinio ugdymo suaugusiųjų mokyklų bei centrų mokinius, t. y. jaunuolius, kuriems jau 25, 28, 32 ar daņnokai ir daugiau metų? Darbo su suaugusiaisiais patirtis rodo, kad pilietińkumo ugdymas aktualus ir naudingas suaugusiesiems. Pilietinis ugdymas netelpa į paprasto mokyklos dalyko 58

59 rėmus, bet apima visas su suaugusiųjų mokinių veikla susijusias formaliojo ir neformaliojo ugdymo(si) sritis: patį dalyko mokymą, pilietinį idėjų ir iniciatyvų integravimą į kitų dalykų turinį, Centro bendruomeninį gyvenimą, neformaliojo papildomojo ugdymo veiklą, partnerińką bendravimą bei bendradarbiavimą su miesto ir rajono bendruomene. Pilietinio ugdymo integralumas bei universalumas yra ypač svarbus suaugusiesiems. Į Centrą ateina mokytis ilgai nesimokę, nemotyvuoti, daņnai socialinės atskirties paliesti suaugusieji. Bet ilgainiui jie aktyviai įsitraukia į Centro savivaldą ir jos veiklą (klasių seniūnai, Seniūnų taryba, Centro taryba), tampa aktyviais Centro bendruomenės nariais, plečia savo akiratį bei įgauna patirties dalyvaudami projektuose, ińvykdami į uņsienį bei bendraudami su kitų ńalių ņmonėmis. Tradiciniai Centro renginiai, kaip Konstitucijos diena, Vasario 16-os, Kovo 11-os paminėjimai ir kt., taip pat skatina pilietinį nuostatų plėtojimą. Daug mokinių pasirenka nuotolinio mokymosi būdą ir stropiai mokosi, tampa motyvuotais mokiniais, įrodo suaugusiųjų pilietińkumo brandą Centre. The Civic has been started to teach at school almost decade ago. The purpose of the subject is to develop the civic self-awareness which involves selfknowledge, practical experience in family and community, value attitudes and skills. The aim of Civic education is to help students to gain the civic knowledge and develop the ability to use skills and knowledge practically in everyday life. It looks a little bit strange to teach students of adult education schools and centres who usually is 25, 28, 32 years old or often more for civics. But experience of the work with adults shows that civic education is important and useful for adults. Civic education simply does not fit within the school subject and covers all 59

60 formal and non-formal education activities related to adult learners: the teaching of the subject, integration of civic ideas and initiatives into other subjects, into life of Centre community, extra education activities, as well as twinning between the cooperation with town and district community. The integrity and universality of the Civic education is very important for adults. Very often the adults without motivation, having a big gap in education, experiencing the social exclusion come to study to the Centre. But eventually they become the active members of the community through involvement into the autonomy and activities of the Centre (elders of classes, council of elders, Council of Centre). They expand their horizons and gain new experience by participating in the projects, travelling abroad and communicating with other people. The Centre events such as Day of Constitution, 16th of February, 11th of March, etc. develops the civic attitudes too. A big number of students choose distance learning method, learn with diligence, become motivated students and proves the adult civic maturity in the Centre. ŅMOGUS VISKĄ GALI, TIK TRŪKSTA NORO... Individual can do everything, but has no will... Ņmonės turi tikslą, tačiau nemato kelio, kuris juos veda į tą tikslą. Nuolat kintančioje ńio laikmečio visuomenėje ir mokykloje ieńkoma vis naujų kelių ńvietimo reformoms, kurių tikslas savarankińka, jau mokykloje save kūrybińkai ińskleidņianti asmenybė, turinti mokymosi visą gyvenimą nuostatą. Akmenės rajono savivaldybės centre, nuolat besimokančioje ir tobulėjančioje institucijoje, mokosi daug nemotyvuotų mokinių. Uņsiėmimų nelankančių, mokymosi nesėkmes patiriančių, kursą kartojančių mokinių skaičius nedņiugina. Ńiuolaikinis ugdymo procesas reikalauja nemenkų mokytojų pastangų, kruopńtaus parengiamojo darbo ir lanksčios takti- 60

61 DIREKTORIAUS PAVADUO- TOJA FORMALIAJAM UG- DYMUI Deputy Director for formal education Rita Butienė kos pamokoje. Mokytojai supranta, kad moksleivių poreikiai ir siekiai - jų veiklos motyvacijos ńaltinis, todėl stengiasi paņinti kiekvieną mokinį, ińsiaińkinti, kokie jų norai, gyvenimińki tikslai, ir nukreipti juos tinkamu keliu. Centre sudaromos pačios lanksčiausios ir patraukliausios mokymosi sąlygos: mokiniai gali pasirinkti mokymosi formą, atitinkančią jų interesus, vertybes, galimybes, nuostatas. Teigiamą įtaką mokymosi motyvacijai daro ir aktyvaus mokymosi metodai. Centre mokytojai stengiasi dirbti ieńkodami inovacijų, plėtodami kompetencijas planuoti ir organizuoti mokinių ugdymo procesą pamokoje, orientuojantis į lankomumo problemų prevenciją ir sprendimą. Pedagogai suvokia, kad ņmogus tarp ņmonių gali būti pats geriausias, tiesiog reikia stiprios valios, organizuotumo ir, svarbiausia, darbo. Gebėjimas ir motyvacija nuolatos mokytis turėtų būti pagrindinis kiekvieno pedagogo ir kiekvieno ugdytinio siekis. People have a purpose, but do not see the way which leads to this purpose. Nowadays, in constantly changing society and school, we are looking for new ways for education reform. The aim of education reform is independent, realizing its creative potency person which has life long learning attitude. Adult Education Canter of the Akmenė Municipality is continuously learning and developing institution. A lot of students without motivation study there. The number of students who do not attend the lessons, experience learning difficulties, repeat the course do not exhilarate. Modern educational process requires a lot of strength from teacher, thorough preparation work and flexible tactics 61

62 in the lesson. Teachers understand that students needs and objectives are the source of motivation. Teachers try to cognize each student, find their wishes, goals of the life and orient them to the right direction. The learning conditions are most flexible and attractive in the Centre. Students can choose the learning method which meets their interests, values, possibilities and attitudes. The methods of active learning make the positive impact to the learning motivation. Teachers look for innovations, develop competences to plan and organize the education process in the lesson, orient to prevention and decisions of school attending problems in their work. Teachers understand that individual could be the best among other individuals, just strong will, organization and, the most important thing, work is needed. Ability and motivation to study has to be the main objective of each teacher and student. SUNKMEĥIO DVELKSMAS AKMENĖS RAJONO SAVIVALDYBĖS SUAUGUSIŲJŲ MOKYMO CENTRE Breathe of hard times in adult education canter of the akmene municipality VYRESNIOJI BUHALTERĖ Acountant general Danutė Naglienė Akmenės rajono savivaldybės suaugusiųjų mokymo centras, kurio veikla jau ne vienerius metus apima kūrybińkumą, atvirumą naujovėms, gebėjimus planuoti ir vadovauti projektams, ńvietimo procesų, susijusių su naujovių kūrimu bei diegimu įgyvendinimą, taip pat pajuto sunkmečio dvelksmą. Nerimą kelia vis didėjantys mokesčiai, lėńų trūkumas. Niekam ne paslaptis, kad Savivaldybės 62

63 finansavimas mokymosi poreikiams tenkinti yra nepakankamas. Tai sudaro problemų vadovams, uņtikrinant tinkamą ugdymo(si) aplinką. Centre daug ir daņnai diskutuojama apie taupymą, stengiamasi tikslingai panaudoti lėńas pedagogų kvalifikacijai ir darbo uņmokesčiui, vadovėliams, mokymo priemonėms įsigyti, kokybińkai darbo aplinkai sukurti. Centro bendruomenė sunkmečio sukeliamas problemas stengiasi spręsti sėkmingai dalyvaudama ir vykdydama įvairius projektus. Projektinės veiklos rezultatai dņiugina realia nauda projektų dalyviams galimybe įgyti naujų praktinių įgūdņių, tobulinti ņinias, susipaņinti su bendraminčiais iń kitų ńalių, pasidalinti gerąja patirtimi, praplėsti akiratį, o tai uņtikrina kokybińkesnį pedagogų darbą. Sunkmetis ińmokė Centro bendruomenę racionaliau mąstyti, planuoti, kūrybińkai sutikti finansinius sukrėtimus ir ińńūkius, derinti turimą patirtį, ņinias ir inovatyvias idėjas, efektyviau dirbti. Racionalumas ir taupumas tapo vertybe. Adult Education Canter of the Akmene Municipality which activities involves creativity, openness to innovations, ability to plan and manage projects, implementation of the education processes related to creation and implementation of the novelties, felt the breath of hard times. There are concerns about the increasing taxes, shortage of environmental funds, which threatens to employees on unpaid leave. It is not a secret that financing for education environment from the municipality is not sufficient. This poses problems in management ensuring proper educational environment. In the Centre there are discussions about the retrenchment, seeking deliberately use of the funds for teachers training and salaries, textbooks, purchasing of education equipment, creating the qualitatively education environment. 63

64 The community of the Centre tries to solve the problems successfully participating and implementing various projects. The projects results make the real benefit for projects participants. They have a possibility to gain new practical skills, develop knowledge, to know the friends from other countries share the best practices and expand their horizons. It makes the work of teachers more qualified. Hard times have taught the community of the Centre to think rationally, to plan, to meet the financial shocks and challenges creatively, to combine previous experience, knowledge and innovative ideas, work more efficiently. Rationality and economy becomes a value. These features will remain values in the future. TIKSLŲ SIEKIMAS The achievement of goals ŪKIO DALIES VEDĖJAS, FOTOG- RAFŲ BŪRELIO VADOVAS Houskeeping manager, leader of photographers society Gintaras Skirmantas Centro pastatas renovuotas, mokomieji kabinetai puikiai įrengti, daug įvairios kompiuterinės technikos, mokomųjų programų. Rajono bendruomenė nuolat klausinėja, kaip visa tai pavyko pasiekti. Pati svarbiausias problema nebesutalpiname visų, kurie norėtų čia mokytis. Pagrindinį Centro tikslą būti atviriems pasiekėme. Esame ņinomi ne tik Akmenės rajone, Lietuvoje, bet ir Europos valstybėse. Daug svarbių akimirkų teko uņfiksuoti fotoaparatu, visos jos brangios, talpinamos Centro metrańtyje. Nuotraukose atsispindi ņmonių nuotaikos, gyvenimo prasmė. Būtų nuostabu turėti daugiau draugų iń Europos valstybių, bendrauti su jais, dalintis kultūrine, pedagogine patirtimi. 64

65 The building of the Centre is renovated; the classrooms are well equipped, a lot of various computer techniques, education programmes are there. The community of the district always asks how this all has been achieved. The main problem is the lack of place for all who wants to learn there. We achieved the main goal of the Centre to be opened to society. We are well known not only in Akmene district, Lithuania, but in European countries too. I had to capture many important moments by camera. All these moments are valuable and posted in the Centre s yearbook. Pictures reflect the people s mood, the meaning of life. It will be wonderful to have a lot of friends from European countries, communicate with them and share the cultural and pedagogical experience. PROJEKTAS TURI BŪTI TĘSIAMAS... He project must to be continued... Pedagogų profesinis pasirengimas labai svarbus ugdymo įstaigos veikloje. Pedagogai, nuolat tobulinantys savo kvalifikaciją, įgauna daugiau meistrińkumo, profesionalumo, naudoja mokymo metodikas, informacines technologijas. Galimybė pasidalinti darbine patirtimi su uņsienio kolegomis labai svarbi pedagogams. Ńis projektas unikalus tuo, kad jame dalyvaujantys mokiniai, mokytojai gali vaņinėti vieni pas kitus, dalintis patirtimi, lyginti esamą padėtį, diskutuoti. Projekto vykdymo metu AKMENĖS RAJONO SAVI- VALDYBĖS ADMINISTRACIJOS ŃVIETIMO SKYRIAUS VYRES- NIOJI SPECIALISTĖ Senior specialisto f Education department of Akmene Municipality Nijolė Lukauskaitė 65

66 uņsimezgusi draugystė tik stiprina projekto idėją ir įrodo jos reikalingumą. Projekto tęstinumas, apimant kitas veiklas, būtinas, projekto vykdymo metodika priimtina visiems dalyviams. Professional preparation of pedagogues is very important part of educational institution. Pedagogues, who constantly improve their qualification gains more mastery, regularity, use various education methods and information technologies. It is very important to share professional experience with foreign colleagues. This project is unique because the students and teachers have a possibility to visit each other and share experience, compare existing situation and discuss. The friendship rose during the Project implementation. It strengthens the idea of the project and proves its necessity. It is necessary to continue the Project covering other activities, but methodology of the Project implementation is acceptable for all project participants. VIZIJA Vizion AKMENĖS RAJONO SAVIVALDY- BĖS SUAUGUSIŲJŲ MOKYMO CENTRO DIREKTORĖ Director of the Adult Education Centre of the Akmene Municipality Birutė Baltutienė Andragogų patirtis, Centro veiklos perspektyva neleidņia vien tik daryti tai, kas būtina. Centro vizija numatyta deńimčiai metų. Dabartiniai pasiekimai, moderni technika, dirbančiųjų ņinios sensta, visa tai reikia nuolat atnaujinti. Kartu su naujomis veiklomis ir idėjomis vyksta veiklos tobulinimas, pridėtinio rezultato siekimas. 66

67 Svarbiausia yra tai, kad Centre suburta vieninga dirbančiųjų bendruomenė. Stipri komanda neabejinga naujovėms, gero gyvenimo perspektyvai, čia besimokančiųjų poreikiams. Lanksti Centro valdymo sistema leidņia ņmonėms aktyviai dirbti, gauti teigiamų rezultatų, naudotis pasiektais rodikliais. Visi sunkumai nugalimi tik kartu, susibūrus ir turint bendrą tikslą visų ņmonių gerovė, geresnio gyvenimo vizija. Experience of andragogues, perspective of Centre work motivates to do more than necessary. Knowledge has become old; it needs to be refreshed. Along with new ideas and activities the improvement of Centre operation is happening and added results are seeking. It is most important that community of the centre is solid. The strong team is not indifferent to novelties, perspective of better life, needs of learners. Flexible management system of the Centre allows people to work actively, get the positive results, use reached indicators in the work. All difficulties can be overcome only together, by uniting into one team and having common goal the well-being and a vision of better life. 67

68 ACTIVITIES OF THE PROJECT AND PARTNERSHIP This book is the result of activities implemented during the Project. It is the generalization of overall work. Adult Education Centre of the Akmene Municipality (Lithuania Republic) is the coordinator of the project. netedukacja center (Poland) and Cumhuriyet Halk Egitim Merkezi centre (Turkey) are partners. The practical activities, project results and aspects of cultural communication are presented in the book. The directors of adult education institutions, teachers and students participated in the project. Special attention was given to specific groups such as elderly people, persons who live in unfavourable geographical and economical conditions. Three main problems are solved in the project. It is: creating new teaching methods and forms, explanation of civic education conception; lack of knowledge how to work with adults living in a poverty, or in geographically remote regions; how to nourish the adults learning motivation, encourage the cultural interaction, foster European values. Problems of adult learning needs was solving together by comparing the achievements of each country, accentuating the national priorities, traditions, moral and material values. Project partners have agreed on common goals and tried to achieve them. During the meeting the visits and exchanges of learners and teachers were organized. In the meetings pedagogues shared the work experience. The open conferences were organized where patcipants of the project, members of communities and politicians made presentations during them. 68

69 Learners practiced the new learning methodology in real life. All project participants discussed the cultural aspects of civil education thus reinforcing their knowledge of different and common European values, national identity and alliance. Pedagogues and learners disseminate the project activities and results in press and web pages. Each partner presents the activities implemented in their country, achieved results, describes the partnership development between Lithuanian, Polish and Turkish partners. ADULT CIVIC EDUCATION IN AKMENĖ DISTRICT Akmenė district is situated far from cultural centres where the unemployment rate is very high. Adult education Centre takes a special care about people experienced educational, economical and social difficulties. Staff of the Centre searches very intensive for more innovative adult training techniques and tools which will help people of various ages to gain the education, social employment and civic intelligence. They are developing the competences which are needed to adjust to the labour market and find the job in their native country. A significant proportion of the population does not meet the qualification requirements of the labour market or feels a lack of formal qualification; the professional training system is not targeted developed in comparison with developed European countries. and Adult learning development is a progress condition in both public individual self-development levels. Its aim is to ensure a focused adult learning motivation and identify its differences in age, 69

70 educational level, residence, in order to identify the problems facing adults who are learning and institutions which organize the teaching process. These are the reasons very important activity: adult civic education. Adults must have informatikon about the complex of local and national issues, starting from desire to study and ending at the possibility of employment. The Centre is sharing professional knowledge and best practice in adult education possibilities development, achievements and problems of development activities in this area and trying to find optimal ways to solve them, not only in national but also in international level. Pedagogues and professionals from different areas always hear the opinions, suggestions and requests how to organize the adult education from people, who are learners or want to became learners but do not have opportunities to learn. It is very important to take care about those people who live in geographically remote areas and do not have the financial possibilities to gain the education and development, can not actively participate in everyday life of society. Participation in EU GRUNDTVIG partnership project is a perfect possibility for pedagogues and learners from Lithuania, Poland and Turkey to share their experience, to find new ways and develop existing competences. The community of the centre is seeking to contribute to the countries attempts, to prevent the population decline and unemployment. Educated citizens participation in public activities is promoting initiatives to solve educational, employment and social welfare issues. 70

71 At all times the education was seen as a measure of change in human behaviour or gives the opportunity to do it. Adult education aim is to seek the appropriate care of adult education and social occupation, develop the competences, which are necessary to adopt to the labour market challenges, explanation and for job searches in native country, to encourage students to be active citizens. Cooperation with pedagogues and learners from Poland and Turkey promotes to join to the implementation of common idea of the whole world: people s mutual understanding, respect to individual s knowledge and skills, development of positive attitudes and views, active participation in community life, and the help for better understanding of personal responsibility in the reducing of poverty of citizens of each country. During the Project there was the space for active participation of the students (possibility to ask, to discuss, to express ones opinion, to participate in educational travels, to perform tasks in the group work). With its active work Centre is seeking to spread the information about Lithuania, its native town, to attract people to visit our country, get in acquaintance with our culture and traditions. Andragogues working in the centre are the promoters. This means that individuals who have a little information and knowledge appeal to them for a help for implementing the very difficult task to gain the education and teach other citizens. 71

72 DISTANCE LEARNING PERSPECTIVE IN AKMENE DISTRICT ADULT EDUCATION CENTRE Adults willingness to learn shows the need for flexible learning opportunities. Adult Education Centre of the Akmenė Municipality suggests not only the traditional learning is. The distance learning and mixed distance learning is developed, too. It is clear that information technology affects our work, learning and communication. In the Centre primarily the pedagogues teach the adults to use the computer, internet, operate the information technologies. The basis of distance learning is a computer, internet and knowledge how to use them. Teaching methods such as flexibility, self-learning and individual counselling are the fundamental elements of the distance learning. The mixed distance education is particular because the learner attends the school once a week (on Fridays). This teaching method requires less individual work because once a week a student can gain knowledge and has consultations with a teacher. It is very important for those who need live interaction. Distance education offers the opportunity to learn for those who live outside Akmene area or Lithuania, who have a job, illness and cannot attend the school. People who choose this type of training have a strong motivation and are able to learn independently. The book for general distance learning e-course was prepared e-book or e-training material. In Lithuania there are not any e-course books for general edu- 72

73 cation, so teachers have to prepare it according the curriculum and the printed teaching material. The distance learning idea was suggested for the EU project. It was accepted positively and teachers get the motivation to create, print, declare and learn. What does it mean? Create means to interpret the content of the each subject, to make it attractive and interesting for every learner. Print means to type, edit and illustrate all developed material. Declare means to transfer the training material to web page with all pictures and diagrams. Learn means to work with MOODLE program. These working processes are not finished until now because the needs of the learners are changing. Pedagogues of the Centre suggested the new idea of the distance learning for an EU Project, but we do not know how it will be evaluated. The MOODLE service is provided by teachers, administrators of the program and computer service specialists. Teachers are the conductors, mentors and consultants of distance learning subject. They are very creative and more qualified because they can prepare the training material for teaching, create new methodologies. They are able to use information technologies. The success of the distance learning depends on advanced preparation, personality and enthusiasm of the teacher. MOODLE administrator works directly with the learners and those who want to learn. The administrator has to provide the qualified support to the learner. He has to be able to conduct work- 73

74 shops and provide individual assistance, use ICT, to communicate with the students, be flexible. Computer service specialist takes care of the technical state of the computers, monitors the internal network server, the Centre s web site and the MOODLE program. He installs various distance learning novelties, regularly contacts with teachers and learners, responds to their proposals, for example, to setup an internal exchange program. PARTICIPANTS OF DISTANCE LEARNING Usually the needs of the learners are related to organization of the teaching, learning resources, future perspective and motivation. Every learner who has a learning motivation plans his future. It is noted that very intensive learning promotes the motivation. The training process begins with the identification of needs, what the person wants to learn, what learning methods will help him to learn. Very often the individual survey sheets are used for this purpose. In the Centre the distance learning classes are formed the number of learners is different in each. It is very important to choose properly the teaching form mixed distance learning or just distance learning because the experience, needs and abilities of the students are different. Correct selection of the teaching methods helps students master the learning materials. If the students have learning difficulties, the teacher helps to negotiate them. For example, it is important learn to use the library, to find out when is it possible to 74

75 have an extra meetings with teachers, how the lessons will be organized. DISTANCE LEARNING ORGANIZATION MEASURES The basis of the distance learning is material base and human resources. Material base is information technologies, website, video conference equipment, digital sound and video equipment, etc. For creating an attractive and motivating distance learning environment it is necessary to take into account the needs and abilities of the learners. The main communication tools are the website and MOODLE program where everyone can read, learn and perform tasks directly. The is very important too. PREPARATION OF THE DISTANCE LEARNING MATERIAL Whole teaching process is held in the virtual environment, i.e. the teacher and student communicates there. Teacher presents the content of subject or module, organizes discussions and communicates via . Students perform practical tasks and tests. The gained knowledge and competences are checked in the virtual environment and interacting during group or individual consultations. Distance learning students evaluate the self-checking tests and creative tasks very well. The various measures are used for developing of the teaching content. They helps to create websites prepare electronical teaching material, check and evaluate the knowledge. 75

76 DISTANCE LEARNING BENEFITS AND PROBLEMS Civic inactive people study in the Centre. Indifference, frustration, distrusts, inability to discern the meaning of the life is noticed. Pedagogues try to help such people to survive and even to integrate into education and labour markets. It is very important that learner would gain the strong motivation. In different life stages the motivation has the different meaning. Learning motivation is the individuals understanding that he feels the lack of education to achieve the objectives. It is essential and very important individual s decision. Unfortunately not all people decide to come to the educational institution because of many individual reasons: previous unsuccessful learning experience; the limited number of suggested learning forms; the learning content and methods do not meet their life perspective. Education motivation is the individual s decision to study in the higher educational institution after the secondary school. This aspiration occurs after acquiring of self confidence. Such people understand that the higher education provides more opportunities for selection of the profession and leads to general competences. Work motivation is closely related to the education motivation. Initial learning motivation acquires two groups of people those who seek the higher education and labour market members. Practical experience shows that most of secondary school leavers choose the labour market and only the less part continues with the education. A need to work rises from a variety of reasons. The most 76

77 important are: needs related to the human physiology; spiritual needs. Career motivation means success and better life. It is measured in financial, social status, personal fulfilment, achievement of goals and personal development. Career is available only after acquiring learning, education and work motivations and transforming them into reality. 77

78 CULTURAL AND HISTORICAL ASPECTS OF EURO- PEAN UNION: IN PARTICIPANTS VIEW Adult Education Center of the Akmenė Municipality is very lucky to have wonderful partners form Poland and Turkey. During the first year of the Project the first meting of Project partners was organized in Naujoji Akmene. Each partner presented its country, city and institution. The conference was organized. The district community and leaders from municipality participated in it. During the meeting the decision to pay attention to adults civic education and education methods was made. Project partners get acquainted with Lithuanian cultural and historical heritage. THE NEIGHBOURS ARE THE SAME AS WE ARE.POLAND The second meeting of the partners was organized in Poland. We traveled by minibus, the way was very long we departed in the morning and arrived... in the morning too. Official meeting took part in Krakow and Gliwice. These are big cities with an old history. Project partner netedukacja is well known educational centre in the Poland. The workers get qualification courses here, the pedagogues prepare for certification, and agreements with business centres are made, where learners work on probation. netedukacja is a modern computerized institution where the most of the services are provided by innovative technologies. Training 78

79 material of various courses are open to the society, they only needed to connect to the website. We arrived to one of the oldest and well known city at night. The lights of streets and commercials dazzled us. We had a very long journey through the city until we have reached our arriving point the small hotel. This made us realize the city is really big In the morning Project partner from Poland Barbara met us and led to the meeting place in the old town hotel by a tram. After the conference we have met the very qualified guide, speaking several languages, so we could ask about anything. She took us to the memorial stone for Jewish, founders of the city. They were the first ones who foresaw the perspective of trading, cultural and historical city. Jewish came to Poland in XI century from Prague. At first the synagogues were built. The number of synagogues is so big that there are no doubts who were the real masters of the city. Later the trade houses, market places, city defense wall and Great Gates were built. Today s Krakow consists from three old cities joined into one. After the building of three cities the Poland King Kazimieras moved the Jewish outside the city in XIV century. Jewish continued built, decorate city and developed the trade. Fascism made impact to the history. From 250 thousand Krakow Jewish survived only thousand Jewish were imprisoned in Auschwitz concentration camp until A big number of remained synagogues are operating now, others are made into museums. Trade houses became restaurants and hotels. The strength and relevance of buildings for today s life is left in our memory: large windows, spacious interior of the 79

80 buildings, very wide stone streets. There is not such big traffic jams like in Vilnius or Riga. We liked the simplicity of the city. The flowers do not hang where there is no need; there aren t any other unnecessary decorations and commercials in the streets. The feeling that you can meet gentlemen from the past would not leave you while you are walking in the streets. The crowned horses and carriages remind the past. The streets are very crowded, but the space is very big and it is enough for all tourists. It is worth to see everything in Krakow which population is 2 million. Each house is 400 or 900 years old, everywhere you give a glance is history. During the excursion we saw the house where the Pope John Paul II lived in the childhood. The big picture of the Pope is above the entrance. In the centre of the city in the neighbourhood of synagogues the catholic churches are nestling. Most of them are in the Market (Trade) square. Market (Trade) square is a big, pebbled territory, guarded by main Great Gates of the city in the past. We visited the special church which is decorated by a lot of gold and valuable art peaces. This church works, the mass is held in it. We hurry to the tower. Every day, every hour the trumpeter appears in the tower. He starts to play the melody from XIV century... and suddenly the music stops. Every time is the same scenario. This tradition came from the times when guards of the town used to inform about the time of getting up in the morning and the rest time in the evening, worn when enemy attacked the town. Once, the sound of trumpet stopped when the arrow poke the trumpeter. The trumpeter plays four times: first time he turns to the Wawel - Royal Castle, second time he plays to the churchmen 80

81 turns to the church, third time he plays for townspeople turns to the Marker square and the fourth time he plays for tourists. Then the little head and hand appear high in the tower the trumpeter waves to the tourists and they applaud him. The glory of the old town of Krakow belongs to Wawel, the Royal Palace. We have Trakai, Gediminas Castle, but they are only quiet spectators of the Lithuanian history, while the Wawel is the place of coronation, lordship and rest place of several nations kings. It is a huge palace with domes of the churches, historical gates and monuments for famous people. The strange feeling strikes when you realise that Jogaila is honoured as a Polish King in Wawel. Lithuanians call him a Great Duke of Lithuania. History knows several sovereigns who ruled both countries. We can not change the history and arguments what nationality those great people had ere pointless. Word wawel means pass and a natural hill. Naturally wonderful place had formed in Jurassic period on the bank of the river Vistula. The founder of the castle the King Boleslaw the Brave came from Poznan, accepted the Christianity and built a cathedral. Czechs attacked and destroyed the building. This scenario was being repeated very often: ones built, other attacked and destroyed. During the centuries some buildings remained, other buildings were built next to it. The magnificent monument of antiquity, architecture and history maintained till our days. At first the bishop was buried in the vault and then kings, their children and wives, later generals, presidents and poets found a place of rest here. The grave of the famous poet Adam Mickiewicz is in the Palace. He is Polish and Lithuanian. Poland was 81

82 attacked and ruled by Germans and Sweden monarch. Kings married women of many nationalities - Russians, Lithuanians, Czechs. It was supposed to guarantee a peace and unity of the land. Wawel Castle reflects these history events. An impressive luxury is in all churches, sepulchres. Territory is well managed and the restoration works were done during our visit. In the yard there is a monument for Pope John Paul II. The entrance to the temple is guarded by mammoth bones. We are entering the cathedral where King Jogaila, his wife and other kings were buried. Inside the castle a golden coffin of Poland bishop Stanislaw weighing 300 kilograms is placed. The Saint was killed and his body was husked to peaces, but historians do not know why. The lives of the kings were complicated and confused. Jogaila had four wives. He buried three wives and the fourth wife buried him. The children and grandsons of the kings are buried there too. All sarcophagi of buried people are different. Marble, gold, decorations are the historical valuables. After burying the hero of Poland Jozef Pilsudski in Wawel (his hart rests in Rasu cemetery in Vilnius) it was decided to stop burying in this palace. After the death of Poland president and his wife s the new wave of discussions raised. There were various opinions, not all agreed the President would rest in the saint place. The family grave is made from amber coloured marble with different dots. The names are written in gold. Not all Polish heroes rest in Wawel. Others are buried in native places or in symbolic graves because the body was not 82

83 transported from abroad. Poland was damaged during the Second World War. Wawel was not destroyed only because the Germans situated here and they did not explode it. Krakow was mined by Hitler soldiers but saved by Soviet Army. It is quite difficult to write anything very special about the neighbour country, which is like our sister. The differences in life quality are not big only some aspects are different. For example, the ways of managing the economically failed regions in which the industry has failed. Such region is Silesia. The coal was taken there and after the closing the mines, they loom as a hell admits. Project partners from netedukacja showed us the Gliwice city and took us to the collieries where the new education centre is established. Adult education centre netedukacja is situated in Gliwice city. City is not very big, like Siauliai in Lithuania. It is Silesia land, rich of digging and very fertile. Progress changed many things; coal of Silesia is not the black gold anymore which ensured the wealth for Poland. We arrived to the buildings which look like castle from red bricks. All yard was full of sculptures of naked men. The first thought was that centre propagates the unbelievable ideas. But it was the exhibition All people are equal. Complex of red bricks buildings are the offices of business idea centre, two colleges, exhibition halls, administration Office, cafe, premises for education, sports ground. Poland is a big country. Much more discoveries and loses, more history are there. Hour s drive from Krakow is a museum - Auschwitz or Osvencim concentration camp one of the biggest 83

84 places which raise bad memories. During the trip we agreed to visit Auschwitz to show the historical past to the young people who travelled with us. When we entered the museum administration building we felt as in the concentration camp. The factory of death is stayed very authentic. All buildings were built from brown-red bricks and two stored except the administration it is three stored building. Streets are wide, surrounded by trees. There are two squares of public executions. In one of the squares there is a monumental stone and the wall where prisoners were shot. Executions were already held before establishing the concentration camp, when there was a prison for political prisoners. The built gas cameras allowed killing people cheaper. A lot of them left this world themselves from hard work and hunger. In the other square the gibbet was erected. The commandant of the camp was hanged by prisoners and confederate soldiers. The famous inscription Work will liberate us engraved in metal meets the visitors. The excursion starts from the barracks where the prisoners got first. The views restored in pictures, the tables with information hangs on the walls: how many prisoners were there, what punishment was practiced, from what countries the prisoners were brought here. The truthful reality is very important in Auschwitz. We saw everything in the concentration camp and were upset. Those times do not come back. JUMP INTO THE SUMMER.TURKEY It is the autumn in Lithuania, nature became grey, not 84

85 so colourful and the weather is colder. We are travelling to the Turkey city Adana by plane. We arrived after midnight and after the getting out of the plane the heat covered us. the temperature outside was +35 degrees. We were looking for familiar faces - colleagues we met in Poland. We were surprised and gladden when the whole team from Cumburiyet Halk Egitimi Merkezi centre came to meet us. We talked in our own languages and impression was... we understand each other. It was because of the Turkish friendship and openness. Adana is a tidy and nice city. The city centre is full of expensive shops which invite to get inside and cool. Men sell nuts and other goods in the streets. In many places people asked us where we come from. Turkish people know our basketball players very well, recite their names. We saw the recesses of the city. They are the same as in Klaipeda or Vilnius. It was very interesting what religious traditions and traditions of creating family remain there. The teacher from the centre told that the first Turkish president Ataturk forbade polygamy in the newly created state. Man and women can equally get education and profession in Turkey, but mostly men study and have a job. Turkish colleagues made us a surprise took us to the tour around the shore on the boat. There are many things to see in Mersina. Coasts are the pages of history. Old ruined castles and stony rocks seem as a gate to the world. In this sea trip we saw the islands where our tourists spend holidays. The boat stopped not far from coast. There was not deep so it was possibility to walk to the resort. Going to Mersina we saw the view from the top. It seemed towns 85

86 are running to the distance. We passed one of the biggest cities of Adana region-nyde. It is a city with populations of million. But if you are looking from the serpentine it seems all houses are on your hand. It is productive part of the country. The cotton, oranges, lemon and grapes are grown here. Turkish also grow the cabbages, only they are oval. Turkey is different country with different nature and traditions but people s wishes and dreams are the same as ours. Young people talk about gaining the profession, work, dream to buy an own house. Girls flirt; guys pay attention to them... Older people talk about career, health and children. The first official meeting was held in the office of Education Department of Adana. The institution is settled in a big eight stored building. The offices are big and spacious. There are solid leather furniture and mahogany tables. The corridors are full of staff. There are a majority of men, only few women. The head of Education Department of Adana was happy that people from his domain participate in the European projects. The official described the education system in Turkey, talked about the centres of adult learning, asked about Lithuanian and Polish educational systems. The Mayor of Adana spared some valuable time for us. In short, the position of Mayer is similar to the position of the President in Lithuania. Turkey is divided into the regions. The Head of each region has a big political and economical power and makes decisions on investment, economics and donation of different areas of 86

87 social life. The army secures the Mayor. The television and journalists also participated in the reception. Attention showed to us shows that cooperation with Europe is very important. The Mayer of Adana is architect. He knows only general things about education. His main goal is to raise the region for the better life. I am concerned about the building of new houses and roads, the creating of new work places. We have chance to live better and we will, said the Mayor. He ensured that he will approve good ideas and projects, such as our project. If it is good for Turkey, it is good for me too, said official. He looks like strict and hard working person. On the next day we visited the big exhibition, met the Minister of Culture (this title Turkish people call the head of culture department) and the artists who works were exhibited. The exhibitions are organized in Exhibition Palace which belongs to the education department. The main organizer of exhibition this time was the Centre of our colleagues. Two exhibition halls were filled of works of the Centre visitors. We sow such wonderful pieces. It seems improbable that ordinary people could make it. One woman had made the traditional costume of harem lady. The costume was wonderful. The exhibition was organized especially for us - partners from Lithuania and Poland. The honoured guest arrived to the event. One of the best ways to know the country is to visit places where traditional handicrafts are situated and talk to the craftsmen. Turkish colleagues suggested us the trip to Avanes the town of pottery which is divided in two parts by Red river. This river is not red and water only reaches knees, but the red clay is dogged there. The 87

88 bridge crosses the river. It is narrow and drivers have to be very polite and careful to avoid the accidents. Even not understanding the language we realised that drivers shout to each other through opened windows getting knows who will drive first. Very expensive clay articles are made in Avanes. They are sold not only in Turkey, but also in Europe an USA too. Why are the articles so expensive? They are made by hand without any electricity and modern technologies. The Avanes town is very old; houses are in old style, the pebbled streets goes up and down the hills. Turkey exports a lot of expensive jewelleries. We visited the Oneks gemstones factory, where we saw so amazing jewelleries which had no idea such jewelleries exists. The most exiting place in Turkey was Cappadocia. It is the saint place for Christians. Paradox: in the Muslim country there is an oasis of Christianity which survived during the centuries. Two religions exist next each other without contraposition. In Turkey the main religion was and still is the Islam, but the cradle of the Christianity Cappadocia became a miracle of the world and brings a huge profit. We had never seen such views and experienced such expressions. The way to Cappadocia was long and we were looking out of window to see something new. The way was framed by mountains and stones and the green land above them. We saw the trucks full of cabbages yield, empty fields of pumpkins, mellowed olives and the groves of lemons, oranges and tangerines. It is wonderful to see trees growing on stones and rocks; mostly of them are conifers. How to walk in such forest? 88

89 The first stop was in the place where the first Christians lived deep under ground two thousand years ago. Now this is a museum with the remained air vents which works till now. Those who have a fear of closed spaces did not go in. It was wise decision because there is a very little space. People can stand in all height only in those premises which were adopted as church, kitchen, store, living places and stalls. Stairs are narrow and low, you have to lean all the way. For nowadays people it would be very difficult to live underground because we are taller and heavier. Two thousand years ago people were only 1,50 metre height and were adopted to live in such space. When we leave this amazing place we get to know that this is only the beginning. All beauty is waiting in other place. We had a view of Ilora valley. At first we saw a hole in the ground. We looked attentively and realized that this hole in the stones. From the above it seems that hole has no a bottom. The way wand and lead us to the beginning of this hole. It is Ilora valley, spectacular place. When we looked up it seemed like the sky reflects in the well and we were in the bottom of this well. There are notches in the rocks where small river flows. During the journey to Ilora valley we stopped in the old Greek village. It seems the same as thousand years ago. Houses are built from stones which are laid one on another without any binder. Progeny of Greek orthodoxies live here. Children were running in the streets. Boys are the same in the whole over the world. They exploded something by beating stone to stone. When they got a sound, they laughed and 89

90 hided. We saw old men with donkeys. It is quite difficult to say what every day life there is. First sight to Cappadocia was short. In the evening we arrived to the hotel and sow the lights next to the rocks. In the early morning we were surprised by seeing flames of fire. At first we could not understand what is happening. Later we saw many colourful air balloons rising into the sky. It was the beginning of the air balloon fiesta. The participants from all over the world came here. Cappadocia is known as the first living place of Christians and place of prayers in Islam world. It is paradox of religion and at the sane time the will of God to show that all people are equal despite the religion. The day before leaving Adana we have decided to take a walk in the town, look around rest paces, parks and to do a window shopping. At first we visited the park where tall red flowers blossomed. It turns out that they grow in Lithuania too and are called decorative nettle. Pleasure and refreshment came from the fountains placed along the ground. The water is flushing your feet while you are walking on the marble pavement. The children like fountains which run from above. It was very curious who spend time in the park in the morning. It is a variety of people. The family sits under the tree. The daughter is playing and pregnant mother is resting in the husband s arms. A lot of young people do sports. The system of parks application wondered us. There is a lot of sports equipment running paths, simulators for arms and legs muscles, other devices. They are not broken. 90

91 The old men tea sellers walk in the park and sell the small glasses of tea from the trays. Around the midday the youth filled the park. Most of them brought a computer, sat on the bench and pitched into the monitor. We have not seen any beer-drinking or smoking teenagers. We looked around, watched and compared the prices of goods. Nothing is given for thanks, except communication. This experience has no price. A lot of things left the impression, a lot of things we will never forget, but not all happened as we wanted. We had some problems in hotels, were surprised of service prices. Istanbul is so spectacular, built by people from all the world and today it delights much more than hundred years ago. We saw amazing buildings which windows are illuminated by neon lights and looks like Christmas tree. We saw ancient palace. Strange things happened with the description of experienced impressions: after describing one view, another, more striking view rises in the memory. It happens with our Turkish remembrance. Turkey is the country which deserves to be visited, but it is better to travel around the country, not to spend time in a resort. 91

92 netedukacja, GLIWICE, POLAND 92

93 REALIZACJA PROJEKTU GRUNDTVIG W POLSCE Polskim partnerem w projekcie było centrum szkoleniowe netedukacja z Gliwic, które skupia swoją działalnośĥ na obszarach: Edukacja dorosłych oraz e-learning. W ramach realizacji projektu w Polsce, opracowano i uruchomiono kurs internetowy dla edukatorów na temat "Jak przygotowaĥ i prowadziĥ kurs e-learningowy z wykorzystaniem platformy moodle". Działanie to służyło realizacji celu projektu, czyli rozwijaniu umiejętności wśród edukatorów osób dorosłych w zakresie stosowania kursów na odległośĥ. Kurs jest dostępny na Platformie internetowej netedukacja pod adresem Podczas realizacji projektu wiele uwagi poświecono także edukacji obywatelskiej, w tym kwestii jak byĥ aktywnym obywatelem Unii Europejskiej. Na poziomie lokalnym podjęto współpracę ze środowiskiem, w tym zwłaszcza z Górnośląskim Centrum Edukacyjnym (GCE) w Gliwicach, które jest jedną z największych publicznych szkół na terenie regionu śląskiego. Doświadczenia GCE w zakresie nauczania na odległośĥ zostały przedstawione przez stronę polską jako przykład dobrej praktyki. Podczas międzynarodowego spotkania partnerów projektu w Polsce w czerwcu 2010, poświęconemu głównie kwestiom zastosowania ICT oraz metod nauczania na odległośĥ w edukacji, uczestnicy mieli 93

94 okazję zwiedziĥ GCE oraz poznaĥ w jaki sposób realizuje się tam kursy e-learningowe (blendedlearningowe). Partner polski nete- DUKACJA, opracował również stronę internetową projektu dostępną pod adresem INNOWACJA Kurs internetowy dla edukatorów na temat "Jak przygotowaĥ i prowadziĥ kurs e-learningowy z wykorzystaniem platformy moodle" Aktualnie centrum szkoleniowe netedukacja prowadzi kursy języka angielskiego online, natomiast pozostałe szkolenia prowadzone są jako stacjonarne, w tym także kursy doskonalące dla nauczycieli/edukatorów (w zakresie ewaluacji, edukacji modułowej w praktyce szkolnej oraz akredytowania umiejętności uczniów i słuchaczy). PROJEKT GRUNDTVIG EFEKTEM SPECYFIKI POTRZEB EDU- KACJI DOROSŁYCH Ponieważ projekt partnerski "Rozwój dobrych praktyk i innowacyjnych metod nauczania w edukacji dorosłych i edukacji obywatelskiej" dotyczy problemów związanych z kształceniem dorosłych, główny nacisk położono na możliwości zwięknetedukacja - SALA KONFEREN- CYJNA Conference room at netedukacja 94

95 szenia kompetencji oraz zasobów narzędzi i metod, które usprawniłyby pracę edukatorów (nauczycieli, konsultantów, tutorów) ze słuchaczami dorosłymi. WYBÓR NARZĘDZI Taką szansę daje zastosowanie kursów internetowych wykorzystujących platformę edukacyjną. W rezultacie diagnozy zmieniającej się sytuacji edukacyjnej (m.in. emigracja osób dorosłych, potrzeba kształcenia ustawicznego) powstała koncepcja zastosowania kursu na odległośĥ. Tego typu kursy mogą byĥ wykorzystywane jako uzupełnienie tradycyjnie (stacjonarnie) prowadzonych zajęĥ lub jako forma wyłączna. Zdecydowano się na ZAJĘCIA DYDAKTYCZNE W PRACOWNI KOMPUTEROWEJ In computer laboratory - classes for adults formę wyłączną (tylko e-learning). Atutem takiego rozwiązania jest dowolnośĥ czasu oraz miejsca korzystania z zasobów kursu przez wszystkich jego użytkowników. DOBRE PRAKTYKI Punktem wyjścia stało się doświadczenie dwojga nauczycieli Górnośląskiego Centrum Edukacyjnego Gliwicach, którzy od 2004 roku wdrażają kolejne kursy blendedlearningowe w procesie kształcenia uczniów szkół młodzieżowych oraz słuchaczy szkół 95

96 dla dorosłych na poziomie ponadgimnazjalnym. Opracowane i realizowane innowacje pedagogiczne można zatem uznaĥ za bazę wiedzy oraz umiejętności niezbędnych do przygotowania, wdrażania i realizowania kursów e-learningowych. Dobre praktyki w tworzeniu kursów edukacyjnych w relacji nauczyciel (kreator kursu, konsultant, edukator) uczeń/ słuchacz stały się zatem zespołem doświadczeń, którymi można podzieliĥ się z innymi edukatorami pragnącymi rozwijaĥ swoje kompetencje w zakresie kształcenia dorosłych. INNOWACYJNE METODY NAUCZANIA Konsekwencją idei pomocy przyszłym kreatorom kursów e- elarningowych stał się pomysł stworzenia kursu wyłącznie internetowego dla samych nauczycieli. Doświadczenie i sprawdzone metody były podstawą utworzenia innowacyjnego kursu-poradnika dla edukatorów Jak przygotowaĥ i prowadziĥ kurs e-learningowy z wykorzystaniem platformy moodle. Zastosowano tutaj formę kursu internetowego, rezygnując z opcji tzw. blendedlearningu (uzupełnienia zajęĥ stacjonarnych), by nowopowstałe narzędzie stało się uniwersalnym, niezależnym od uwarunkowań zewnętrznych (m.in. czasu, miejsca, ekonomii) usprawnieniem w pracy edukatora. 96

97 InnowacyjnośĤ treści wprowadzenie nowej problematyki, ukierunkowanie przekazu treści na indywidualnie pojmowanego odbiorcę, przekazywane treści z zastosowaniem technik ultimedialnych. Kurs przygotowany przez nauczycieli dla nauczycieli Poradnik przygotowany został przez nauczycieli, a jego adresatami mają byĥ inni edukatorzy przyszli twórcy/kreatorzy kursów e-elarningowych. Jego cel to ułatwiĥ i usprawniĥ pracę nauczyciela, który ma: pomysł na kurs internetowy, posiada niezbędne przygotowanie, jak również dysponuje wystarczającymi i adekwatnymi merytorycznie materiałami. Poradnik ten zatem przyjął kształt krótkiego opracowania zawierającego niezbędne wskazówki, rady oraz praktyczne sugestie jak krok po kroku pracowaĥ, wykorzystując platformę moodla. KSZTAŁT KURSU Kurs dla nauczycieli dysponuje możliwościami oferowanymi przez platformę edukacyjną moodle - autorzy zdecydowali się na jej wybór z dwóch powodów: dostępności (moodle jest bezpłatny) oraz funkcjonalności (prostota obsługi moodle). W efekcie priorytetem formalnym stały się wygoda i przejrzystośĥ, gdyż potencjalnymi jego użytkownikami są osoby nieposiadające zaawansowanych kompetencji informatycznych. Niepotrzebna zatem jest umiejętnośĥ obsługi języka HTML, tworzenia stron internetowych oraz pisania znajomośĥ obsługi komputera, umiejętnośĥ obróbki materia łów tekstowych i graficznych oraz wysyłania wiadomości wraz 97

98 tekstas GRUNDTVIG W ramach realizacji projektu opracowano, i wdrożono kurs e-learningowy adresowany do edukatorów (nauczycieli, konsultantów, tutorów). W jego części informacyjnej zawarto założenia, cele oraz określono formułę kursu. Następnie pojawiły się proste wskazówki, dotyczące fazy przygotowawczej oraz późniejszego komfortu pracy w fazie realizacji kursu e-learningowego. Wykorzystano tu dwojakiego rodzaju zasoby składa- 98 załącznikami. Oraz oczywiście pasja i zaangażowanie. Dlatego też przekaz treści merytorycznych został ograniczony do tego, co niezbędne a układ graficzny ma usprawniĥ systematyczne zwiększanie kompetencji przyszłego kreatora kursu, ułatwiĥ nawigację oraz szybkie wyszukiwanie i korzystanie z zasobów. Stąd uporządkowanie tematyczne modułów, uszeregowanie stopnia trudności omawianych tekstas zasobów i działań. Z kolei celem praktycznych Ĥwiczeń było wzmocnienie u odbiorców poczucia pewności i satysfakcji, że wiedza zostałaprzyswojona a kompetencje w poprawny sposób wykorzystywane. TREŚģ KURSU JAK PRZYGOTOWAģ I PROWADZIģ KURS E- LEARNINGOWY Z WYKORZYSTANIEM PLATFORMY MOODLE

99 jące się na: częśĥ teoretyczną (wykłady, wykresy, lekcje, książki) oraz praktyczną (różnego rodzaju Ĥwiczenia sprawdzające nabyte kompetencje). Należy zaznaczyĥ, że obie części są ściśle ze sobą powiązane a pomysłodawcom zależało przede wszystkim na pracy własnej uczestników kursu. Tematyka poszczególnych części (rozdziałów kursuporadnika) podporządkowana została kolejnym modułom zawierającym zarówno skondensowaną wiedzę na temat możliwości wykorzystania kolejnego narzędzia moodle w sytuacji tworzenia i prowadzenia kursu e-learningowego, jak i sposobów jej zastosowania. PRZYDATNOŚģ Zgodnie z założeniami kurs Jak przygotowaĥ i prowadziĥ kurs e-learningowy z wykorzystaniem platformy moodle toprzydatne narzędzie usprawniające działalnośĥ edukatorów dwojakie: współpracujących z uczniami dorosłymi. Jego korzyści są Wzmacnia rozwój kompetencji i umiejętności a zarazem zwiększa zasób doświadczeń samych nauczycieli, jak również prekursorsko przygotowuje podłoże do przyszłych działań e-learningowych ukierunkowanych na: sprawną współpracę edukatora i edukowanego, wykorzystanie sprawdzonych i dostępnych narzędzi edukacyjnych, 99

100 niwelowanie dysfunkcji wynikających z utrudnionego dostępu do edukacji osób dorosłych, czynników zewnętrznych demotywujących słuchaczy (jak wpływ środowiska, zmiana miejsca zamieszkania), motywację i pozytywną ewaluację pracy nauczyciela i ucznia z platforma internetową. Taka forma kursu umożliwiła zaznajomienie się z ogólnymi wymaganiami dotyczącymi zastosowania podstawowych oraz dodatkowych narzędzi, pozwoliła na wskazanie, jakich narzędzi powinno się używaĥ a których unikaĥ, oraz pozwoliła na uspójnienie kompetencji nauczyciela/edukatora w zakresie przygotowywania jego własnych kursów. EDUKACJA OBYWATELSKA W ramach realizacji projektu został opracowany raport na temat edukacji obywatelskiej w Polsce, jej historii i stanu obecnego, przedstawiono w nim również przykłady dobrej praktyki. Pełna wersja opracowania została udostępniona na stronie internetowej projektu Grundtvig jako plik PDF. DAWNIEJ I TERAZ W Polsce, w różnych okresach jej historii edukacja obywatelska przybierała różne formy odpowiednio do zmieniających się warunków politycznych i społecznych. Po roku 1989 wykształciły się dwa główne kierunki edukacji obywatelskiej: konserwatywny odwołujący się do tradycji akcen- 100

101 tującej wartości narodowe i chrześcijańskie, oraz kierunek obywatelstwa globalnego odwołujący się do wartości uniwersalnych. W 1995 roku na II Ogólnopolskim Zjeździe Pedagogicznym: Demokracja a oświata, wykształcenie i wychowanie, jako podstawowy cel przyjęto wychowanie dla demokracji. Efektem działań w tym kierunku ma byĥ społeczeństwo obywatelskie, którego członkowie odznaczają się aktywnym uczestnictwem w życiu społecznym i odpowiedzialnością. Jednym z postulatów zjazdu była zmiana orientacji edukacji obywatelskiej z narodowej na demokratyczną. Zgodnie z tym, opracowanych zostało wiele programów dla młodzieży i dorosłych obejmujących zagadnienia społeczne, polityczne i prawne w Polsce, Europie i Świecie. Przykładowo jeden z nich, wytypowany przez Ministerstwo Edukacji zawiera następujące tematy: 1) Żyjąc z innymi, 2) Na społecznej scenie, 3) Społeczeństwo obywateli, 4) Władza, państwo, polityka, 5) Demokracja w działaniu, 6) Polski system polityczny, 7) System prawny w Polsce, 8) Prawa społeczne, 9) Polska w Europie, 10) Problemy współczesnego świata. Program ten, opracowany w Centrum Edukacji Obywatelskiej stanowi przewodnik zawierający zadania, Ĥwiczenia, kryteria oceny i sposoby praktycznej realizacji celów w oparciu o zasadę interakcji nauczyciel uczeń/słuchacz. 101

102 GŁÓWNE CZYNNIKI EDUKACJI OBYWATELSKIEJ Ważnymi elementami edukacji obywatelskiej są:tożsamośĥ, uczestnictwo, integracja i pamięĥ. Jako pierwszy krok proponuje się zajęcia wprowadzające, których celem jest uświadomienie słuchaczom wspólnych dla narodów europejskich procesów historycznych, które doprowadziły do współczesnego pojęcia: aktywne obywatelstwo. ELEMENT 1 - TOŻSAMOŚģ tekstas Zajęcia dotyczące tożsamości można przeprowadziĥ w formie dyskusji obejmującej takie zagadnienia jak: religia, języki, geografia jako czynniki współdziałające w tworzeniu się tożsamości, hierarchia tożsamości dlaczego jedne tożsamości są oceniane wyżej niż inne, narodowy, europejski i światowy wymiar tożsamości, możliwości kreowania tożsamości europejskiej w oparciu o wspólnotę interesów i wartości. ELEMENT 2 UCZESTNICTWO Z praktyki edukacyjnej wynika, że dobre rezultaty propagowania uczestnictwa obywatelskiego przynoszą: 102

103 debaty na wybrany temat organizowane dla zróżnicowanych grup, połączone z przyjmowaniem różnych ról w dyskusji, zachęcanie do działania w partiach politycznych i organizacjach społecznych, pisanie wniosków, propozycji i petycji do władz i instytucji, rozmowy o skuteczności różnych form protestu i demonstracji, instruktaż dotyczący inicjacji nowych ruchów społecznych. Wśród tematów proponowanych do dyskusji i debat mogą się znaleźĥ: pojęcie dobra publicznego i społecznej odpowiedzialności, prawa i swobody obywatelskie, oraz ich egzekwowanie poprzez udział w ruchach społecznych, partiach politycznych, grupach interesu, wiedza i komunikacja społeczna, uczestnictwo w procesie wyborczym i jego wspieranie, GÓRNOŚLĄSKIE CENTRUM EDU- KACYJNE W GLIWICACH Upper-Silesian Educational Centre in Gliwice znaczenie wolontariatu, w tym wolontariatu seniorów. ELEMENT 3 - INTEGRACJA Integracja w okresie jednoczenia się Europy i postępującej globalizacji ma szczególne znaczenie dla nowych członków i kandydatów do Unii Europejskiej. Jest ona niezbędnym warunkiem przyjaznej koegzystencji i harmonijnego współdziałania różnorodnych grup narodowych i społecznych. Podstawowym narzędziem 103

104 DZIEDZINIEC ZAMKU KRÓLEWSKIEGO NA WAWELU Royal Castle's Renaissance Courtyard in Wawel działań integracyjnym jest edukacja młodzieży i dorosłych, uwzględniająca szeroki dostęp do informacji i środków komunikacji społecznej. Do praktycznych sposobów wspierania procesów integracyjnych można zaliczyĥ: naukę języków obcych, udostępnianie obcojęzycznych źródeł informacji i dorobku kulturalnego różnych krajów, organizację międzynarodowych imprez kulturalnych: targów książki, festiwali, wspieranie handlu przygranicznego, różnych form wymiany i wolontariatu. Ważnymi tematami integracji europejskiej i globalnej są problemy związane z migracją ludności, mniejszościami religijnymi, seksualnymi, narodowymi, takie jak: rasizm, ksenofobia, nietolerancja, segregacja i izolacja, marginalizacja. Przedmiotem dyskusji mogą byĥ sposoby zapobiegania tym zjawiskom: propagowanie zalet wielokulturowości, tolerancji, pluralizmu, asymilacji i opieka społeczna. ELEMENT 4 - PAMIĘģ PamięĤ i historia znajdują naturalne miejsce w edukacji obywatelskiej i stanowią dobry łącznik interpersonalny na poziomie międzynarodowym. Odpowiednimi tematami do dyskusji są tu świadomośĥ historyczna indywidualna i zbiorowa w aspekcie zwy 104

105 POLSCY UCZESTNICY PROJEKTU PODCZAS WIZYTY W TURCJI Polish participants during the visit in Turkey cięstw i porażek, hierarchia wydarzeń historycznych z punktu widzenia różnych zbiorowości (społeczeństw, narodów) i sprawy kontrowersyjne. Praktyczne sposoby realizacji tej tematyki mogą polegaĥ na wywiadach i dyskusjach z osobami - świadkami historii, pomocy przy utrwalaniu przekazów ustnych i gromadzeniu dokumentów historycznych. Szczególna i niezastąpiona rola przypada w tych działaniach ludziom starszym. PRZYKŁADY DOBREJ PRAKTYKI - GLIWICE Kurs adaptacyjny dla repatriantów i członków ich najbliższej rodziny z województwa śląskiego realizowany w Górnośląskim Centrum Edukacyjnym Centrum Kształcenia Ustawicznego w Gliwicach (kursy języka polskiego i adaptacyjny dla repatriantów oraz ich rodzin z Kazachstanu i Ukrainy realizowane w roku 2005). Uczestnicy kursu adaptacyjnego wzięli udział w bezpłatnych weekendowych spotkaniach ze specjalistami z zakresu m.in.: adaptacji w nowym środowisku, prawa w Polsce, prawa pracy, uprawnień repatriantów, systemu i rodzajów ubezpieczeń, systemu podatkowego, systemu opieki zdrowotnej. Podczas warsztatów repatrianci korzystali również z konsultacji dotyczących rozwiązania ich 105

106 osobistych problemów, np. uprawnień emerytalnych po latach pracy w Kazachstanie, czy też możliwości zdobycia nowego zawodu przez dorosłych. Kurs języka polskiego w wymiarze 100 godzin dotyczył pisania i rozumienia tekstów pisanych ze szczególnym uwzględnieniem pism użytkowych. Sporo zajęĥ poświęconych było Ĥwiczeniom wymowy oraz konwersacyjnym na tematy dotyczące codziennego życia, w trakcie których utrwalano poznane wcześniej zagadnienia. Zajęcia dotyczące kultury polskiej wzbogacone zostały interesującymi materiałami (szczególnie prezentacje multimedialne ukazujące zabytki historii i kultury polskiej wywołały zwłaszcza u starszych repatriantów, nie tylko zaciekawienie, ale prawdziwe wzruszenie). Uczestnicy kursu otrzymali komplet materiałów dydaktycznych a także słowniki ortograficzne języka polskiego. Zajęcia prowadzone były różnorodnymi metodami z przewagą metod aktywizujących. Zorganizowane spotkania zaowocowały nie tylko nabytą wiedzą i umiejętnościami językowymi, ale również nawiązaniem przyjaźni pomiędzy przybyłymi do Polski repatriantami. AKTYWNE OBYWATELSTWO W BIEŻĄCYM PROJEKCIE GRUNDTVIG W podejmowanych działaniach skupiono się na dialogu kulturowym oraz integracji z uczestnikami z innych krajów. Wszystkie osoby zaangażowane w realizację projektu po stronie polskiej, 106

107 wykorzystując źródła internetowe oraz książki i albumy, wzbogaciły swoją wiedzę na temat krajów partnerskich: Litwy i Turcji. Praktyczne sposoby wspierania procesów integracyjnych jakie wykorzystano: Nauka języków obcych W ramach projektu zakupiono materiały do samokształcenia oraz nauki podstaw języka litewskiego i tureckiego. Są to audiokursy dla początkujących zawierające najważniejsze słowa i zwroty, Ĥwiczenia, dialogi oraz podstawy gramatyki. Wszystkie osoby zaangażowane w realizację projektu, w ramach samokształcenia, zobowiązały się do nauczenia się podstawowych słów, w tym zwrotów grzecznosciowych w danym języku. Internetowe źródła informacji o krajach partnerskich oraz ich dorobku kulturalnym GRAŻYNA KRÓL PREZENTU- JE PROJEKT PODCZAS MIĘDZYNARODOWEJ KONFERENCJI GRUNDTVIG Grażyna Król giving project presentation during International Grundtvig Conference Źródła te posłużyły do poznania informacji o historii, kulturze i obyczajach kraju, który odwiedzaliśmy w ramach mobilności. Organizacja międzynarodowego spotkania partnerów projektu w Polsce, w tym działania kulturowe np. zwiedzanie Krakowa i zabytków historii i kultury polskiej. Udział w spotkaniach partnerskich: na Litwie i w Turcji. Wspólna praca podczas części warsztatowej, zwiedzanie lokalnych placówek oświatowych oraz bardziej kuluarowe rozmowy okazały 107

108 się niezwykłą okazją do integracji uczestników projektu Grundtviga. Dyskusje w języku angielskim, litewskim, tureckim i polskim skutkowały wzajemną wymianą spostrzeżeń, wrażeń, próbą nauki podstawowych słów ojczystego języka rozmówców. Niezwykła serdecznośĥ i otwartośĥ gospodarzy ośmielała gości muzyka, śpiew, taniec, degustacja oryginalnych potraw stały się pretekstem do opowieści o rodzimej kulturze i obyczajowości każdego z parterów. W efekcie satysfakcję dało każde odnalezienie podobnie brzmiącego w różnych językach słowa, synonimicznych obyczajów, zawieranie nowych znajomości, które nierzadko przerodziły się w przyjaźń. Osoby zaangażowane w realizację projektu w Polsce: Grażyna Król, Barbara Dzik, Aleksandra Maliszewska, Piotr Maliszewski oraz edukatorzy/słuchacze/konsultanci, którzy wzięli udział w fazie testowania internetowego kursu jaki został uruchomiony w ramach niniejszego projektu Grundtvig. THE MANAGER OF NETEDU- KACJA TEACHER OF ICT LEARNER, E- LEARNING CON- SULTANT LEARNER, E- LEARNING CON- SULTANT Dyrektor, net- EDUKACJA GRAŻYNA KRÓL Nauczyciel metodyk (ICT) BARBARA DZIK Słuchacz-konsultant PIOTR MALISZEWSKI Słuchacz-konsultant ALEKSANDRA MALI- SZEWSKA 108

109 EXECUTION OF THE GRUNDTVIG PROJECT IN POLAND In the project the Polish partner was netedukacja, a training centre from Gliwice that concentrates its activity in the areas of adult education and e-learning. Within the framework of the project execution in Poland the Internet training course designed for educators, and entitled "How to prepare and conduct an e-learning course with use of the moodle platform", was prepared and started. That activity aimed at implementation of the project target, i.e. development of skills of the educators of adult persons in the scope of application of the courses at a distance. The course is available in the netedukacja Internet Platform at During execution of the project a lot of attention was also brought to citizenship education, including the question how to be an active citizen of the European Union. At the local level one undertook cooperation with the local circle, in particular with the Upper-Silesian Educational Centre (i.e. GCE - Gornoslaskie Centrum Edukacyjne) in Gliwice that was one of the biggest public schools in the territory of Silesian Region. Experiences of GCE in teaching at a distance were presented by the Polish side as an example of Good Practice. During the international meeting of the project partners in Poland in June 2010, which was devoted mainly to usage of ICT and the methods of teaching at a distance in education, the participants had the opportunity to visit GCE and get to know how e-learning courses (blended learning type) were conducted there. 109

110 The Polish partner netedukacja, has also developed the project website which is available at INNOVATION The Internet course for educators entitled: "How to prepare and conduct an e-learning course with use of the moodle platform" Currently the netedukacja Training Centre conducts English language courses online; whereas the other training courses are conducted as stationary ones, including in-service educators/teachers trainings (in the scope of evaluation, modular education in school practice and accreditation of pupils / learners' competences). THE GRUNDTVIG PROJECT AS THE CONSEQUENCE OF THE SPECIFIC NEEDS OF ADULT EDUCATION As the project "Development of good practice and innovative teaching methods of adult and citizenship education" refers to the problems connected with the adult education; the main emphasis is placed upon the possibility of increasing the competence and the resource of tools and methods which would improve the work of educators (teachers, consultants, tutors) with adult learners. 110

111 CHOICE OF THE TOOLS Such chance is provided by making use of the Internet training courses based on the educational platform. In the consequence of the diagnosis of the changing educational situation (adult person emigration, need for life-long education, among other things) the concept of making use of a training at a distance has arisen. This type of courses may be used as the supplement to the traditionally conducted (stationary) courses or as a sole form. The sole form (exclusively e-learning) has been chosen. The advantage of such solution is optionality of time and place of making use of the course resources by all its users. GOOD PRACTICES The starting point was the experience of two teachers from the Upper-Silesian Educational Centre in Gliwice who, since 2004, have implemented the blended learning courses in the process of education of students from the teenage schools and learners of the adult schools at the post- secondary level. Thus the developed and executed teaching innovations may be considered the basis of knowledge and skills necessary to prepare, implement and execute e-learning courses. The good practices concerning creation of educational courses in the relationship of a teacher (a course creator, a consultant and an educator) and a student/a learner became a set of experiences that may be shared with other educators who want to develop their competences in the scope of adult education. 111

112 INNOVATIVE TEACHING METHODS In the consequence of the idea of helping future creators of e- learning courses the idea of creating the exclusively Internet course for teachers themselves has arisen. The experience and the already proven methods have formed the basis for creation of the innovative course-guide for educators - How to prepare and conduct an e- learning course with use of the moodle platform. The form of the Internet course was applied, without the option of so-called blended learning (as a supplement to stationary courses), to enable newly created tool to become an universal, independent of extrinsic factors (time, place, economy among other things) improvement in the educator s work. INNOVATIVE CHARACTER OF THE CONTENT introduction of new problems, individually considered recipient orientation of the content, transfer of the content, making use of multimedia techniques. THE COURSE PREPARED BY TEACHERS FOR TEACHERS The guide has been prepared by teachers and its recipients were to be other educators future creators of e-learning courses. It aimers at facilitating and improving work of a teacher having the idea for an Internet course and the necessary preparation and providing the sufficient and adequate content-related materials. The 112

113 guide takes a form of a short study that includes indispensable directions, advices and practical suggestions how to work step by step, making use of the moodle platform. THE COURSE FORM The course for teachers provided the capabilities offered by the moodle education platform the authors decided to choose it because of its availability (moodle is free of charge) and functionality (simplicity of the moodle operation). In effect the formal priority became its easiness and clarity because its users were the persons who did not have the advanced competence in using a computer. Thus it was not necessary for the users to have any skills to use HTML, to create web pages and to write computer programs, etc.. It was enough to have basic computer literacy, skill of working with texts and graphic materials and mailing messages together with enclosures, and, of course, passion and commitment. Therefore the transferred subject-related content covered exclusively the necessary range, and its layout was to improve a future course creator s systematic increase in competence, to facilitate navigation and quick search and usage of the resources. The subjectoriented arrangement of the modules, the order of the discussed resources and the activities according to their degree of difficulty resulted from that aim. The practical aim of the exercises was to improve the recipients self-assurance and satisfaction having resulted from the fact 113

114 that knowledge was assimilated and the competences were appropriately applied. The Content of the Course entitled How to prepare and conduct an e-learning course with use of the moodle platform Within the framework of the project execution the e-learning course addressed to educators (teachers, consultants, tutors, etc.) was developed, prepared and implemented. Its informative part included some assumptions, targets and specification of the course form. Next, there appeared simple advices referring to the preparatory phase and the subsequent work comfort in the phase of the e- learning course execution. Two sorts of resources were used there and they included, as follows: the theoretical part (lectures, charts, lessons, books) o and the practical part (various types of exercises to check the acquired competences). It should be stressed that both parts are closely interrelated and the originators first of all cared about the course participants own work. The subject area of the particular parts (chapters of the course-guide) was subordinated to the following modules that contained both, as follows: the condensed knowledge of the possibilities of application of the next moodle tool in the situation of creating and conducting an e-learning course, the manners of its application. USABILITY In accordance with the made assumptions the course 114

115 How to prepare and conduct an e-learning course with use of the moodle platform is a useful tool that improves activity of the educators who cooperate with adult students. Its advantages are of two types: it strengthens the competence and skill development and it simultaneously increases experience of the teachers themselves, it prepares in a precursory manner the basis for future e- learning activities oriented to: - efficient cooperation between the educator and the educated, - usage of the proven and available teaching tools, leveling the dysfunction arising from the fact that the adult have more difficult access to education, extrinsic factors that demotivate the learners (like the environmental impact, change of the place of residence), motivation and positive evaluation of the teacher s and student s work with the Internet platform. Such form of the course enables getting familiar with the general requirements concerning application of the primary tools and the auxiliary tools; it enables one to indicate what tools should be used and which should be avoided, and it enables making the teacher s/educator s competence more coherent in the scope of preparation of his/her own courses. CITIZENSHIP EDUCATION Within the framework of the project execution the report on the citizenship education in Poland, its history and its current situation was elaborated; in that report examples of the good practice 115

116 were also presented. The full version of the study has been made available at the web page of the Grundtvig project as a PDF. PREVIOUSLY AND NOW In Poland in various periods of its history the citizenship education took various forms according to the changing political and social conditions. After 1989 two main directions of the civil education were formed: a conservative one that referred to the traditions that accepted the national and Christian values and the global citizenship direction that referred to the universal values. In 1995 during the 2 nd National Teachers Meeting: Democracy, and Education and Upbringing, education for democracy was established as the basic aim. The effect of such oriented actions should be the civil society whose members are distinguished by their active participation in social life and their responsibility. One of the postulates of the Meeting was to change the orientation of civil education from the national orientation to the democratic one. According to that postulate many programs for the youth and the adult that included social, political and legal matters in Poland, Europe and in the world were developed. For example, one of them, selected by the Ministry of Education includes the following subjects: 1) Living with the others, 2) In the social scene, 116

117 3) Society of citizens, 4) Authority, state, politics, 5) Democracy in action, 6) Polish political system, 7) Legal system in Poland, 8) Legal rights, 9) Poland in Europe, 10) Problems of the modern world. This program, developed in the Civil Education Centre, constitutes a guide-book including tasks, exercises, evaluation criteria and manners of execution of the aims in practice on the basis of the rule of interaction between a teacher and a student/learner. MAIN FACTORS OF CITIZENSHIP EDUCATION The important elements of citizenship education are, as follows: identity, participation, integration and memory. As the first step the introductory classes that aim at making the learners aware of the historical process common for the European nations that has resulted in the up-to-date notion of the active citizenship are proposed. 1 ST ELEMENT - IDENTITY The classes referring to identity may be conducted in a form of discussion that includes such matters as: - religion, languages, geography as the factors cooperating in creation of identity, 117

118 - identity hierarchy why some identities are valued higher than others, - national, European and international dimension of identity, - possibility of creating the European identity on the basis of the community of interests and values. 2 ND ELEMENT - PARTICIPATION It arises from the educational practice that good results of propagating civil participation are brought by: - debates about the selected subject organized for diverse groups, connected with participants playing various parts in the discussion, - encouraging activity in political parties and social organizations, - writing applications, proposals and petitions to the authority and institutions, - discussions about effectiveness of various forms of protests and demonstrations, - instruction concerning initiation of new social movements. The subjects proposed for discussions and debates may cover: - the notion of the common good and the social responsibility, - civil rights and liberties and their execution through participation in social movements, political parties, interest groups, 118

119 - social communication and knowledge, - participation in the election process and its supporting, - meaning of the voluntary service, including the voluntary service to the elderly. 3 RD ELEMENT - INTEGRATION Integration in the period when Europe is uniting itself and the progressive globalization takes place is of special significance for new members and candidates for the European Union. It is an indispensable requirement for friendly coexistence and harmonious cooperation of various national and social groups. A basic tool of the integration activities is education of both the youth and the adult, taking into consideration wide access to information and social communication means. The practical manners of supporting the integration process may include, as follows: - foreign language education, provision of foreign language information and cultural heritage of various states, - organizing the international cultural events: book fairs, festivals, supporting the frontier trade, - organizing and supporting various forms of exchange and voluntary services. Important subjects of the European and global integration are the problems connected with migration of people, religious minorities, sexual minorities, national minorities, such as: racism, xenophobia, intolerance, segregation and isolation, marginalization. 119

120 The discussion subject area may be the ways of preventing these phenomena: propagating the advantages of multiculturalism, tolerance, pluralism, assimilation and social welfare. 4 TH ELEMENT - MEMORY Memory and history find their natural place in civil education and they constitute a good interpersonal connection at the international level. The appropriate subjects for discussion are both individual and collective historical identity in the aspect of victories and defeats, hierarchy of historical events from the point of view of various communities (societies, nations) and controversial matters. Practical manners of realizing such subject area may consist in interviews and discussions with the persons witnesses to history, help with recording the oral pieces of information and collecting the historic documents. Very special and irreplaceable part in these actions is played by elderly persons. AN EXAMPLE OF GOOD PRACTICE GLIWICE The Adaptation Course for Repatriates and Their Immediate Family Members from Silesian Voivodship realized in the Upper-Silesian Education Centre of Lifelong Learning in Gliwice (Polish language courses and the adaptation course for repatriates and their families from Kazakhstan and Ukraine executed in 2005). Participants of the adaptation course took part in the weekend free meetings with specialists in the scope of, among other 120

121 things: adaptation in a new environment, the legal regulations in Poland, the labour legislation, the repatriates rights, the insurance system and types of the insurance, the tax system and the health care system. During the workshops repatriates made use also of consultation concerning solving their personal problems, e.g. pension entitlement after years of work in Kazakhstan or possibility of gaining a new profession by the adult. The Polish Language Course, on a 100-hour basis, dealt with writing and understanding of written texts in particular non-literary texts. A lot of classes were devoted to pronunciation and conversation exercises referring to the everyday life subjects, during which the previously acknowledged subjects were strengthened. The classes dealing with Polish culture were enriched with interesting materials (in particular the multimedia presentations showing cultural and historic monuments evoked in elderly repatriates not only interest but true emotions). The course participants received a set of teaching materials and Polish language orthographic dictionaries. The classes were conducted with use of various methods, however, mainly activating ones. The organized meetings resulted not only in acquired knowledge and language skills but also friendships established between the repatriates who had arrived to Poland. Active citizenship in the Grundtvig "Development of good practice and innovative teaching methods of adult and citizenship education" current project In the taken actions the main focus was on cultural dialogue and integration with the participants from other countries. All per- 121

122 sons involved in execution of the project on the Polish side, with use of the Internet sources, books and albums, enriched their knowledge of the partner countries: Lithuania and Turkey.The following practical manners of supporting the integration processes were used: Teaching the foreign languages Within the framework of the project the materials for selfeducation and learning Lithuanian and Turkish were provided, i.e. audio-courses for beginners comprising the most important words and expressions, exercises, dialogues and the basic grammar. All persons involved in execution of the project within the framework of self-education obligated themselves to learn some basic words, including polite expressions in a given language. Internet sources of information on the partner countries and their cultural heritage. Those sources were used to get to know the information on history, culture and customs of the state that we visited within the framework of mobility. Organization of the international meeting of the project partners in Poland, including cultural activities, e.g. sightseeing in Cracow and visiting Polish cultural and historic monuments. Participation in the partner meetings: in Lithuania and in Turkey Joint work during the workshop part, visits in the local education objects and more behind-the-scene talks turned out to be extraordinary opportunity of integration of the Grundtvig project participants. Discussions in English, Lithuanian, Turkish and Polish resulted in mutual exchange of remarks, impressions, and attempts 122

123 to learn some basic words from the interlocutor s native language. Extraordinary warmth and openness of the hosts encouraged the guests music, singing, dancing, tasting of original dishes became a pretext for telling the stories of the native culture and customs by each of the partners. So in effect satisfaction was found in every word that turned out to sound similar in different languages, in synonymous customs, in making new acquaintances that often transformed into friendships. The persons involved in the project execution in Poland: Grażyna Król, Barbara Dzik, Aleksandra Maliszewska, Piotr Maliszewski and the educators/learners/consultants who participated in the testing phase of the Internet course that was started within the framework of the Grundtvig present project. 123

124 CUMHURIYET HALK EGITIM MERKEZI, ADANA, TURKEY 124

125 AĞAÇ - AHġAP IġÇILIĞI Anadolu'da Selçuklu döneminde geliģmiģ, kendine özgü bir Ģekil almıģtır. Selçuklu, Beylikler dönemi ağaç eserleri daha çok mihrap, cami kapısı, dolap kapakları gibi mimari elemanlar olup gerçekten çok üstün iģçilik göstermektedir. Osmanlı Dönemi ahģap iģçiliğinde sadelik hakim olmuģ, çeģitli teknikler daha çok sehpa, kavukluk, yazı takımı, çekmece, sandık, kaģık, taht, rahle, Kuran muhafazası gibi kullanım eģyası, pencere, dolap kapağı, kiriģ, konsol, sütun baģlığı, tavan, mihrap, minber (vaaz kürsüsü), sanduka gibi mimari öğelerde uygulanmıģtır.ağaç iģçiliğinde en çok ceviz, elma, armut, sedir, abanoz, gül ağacı kullanılmakta, kakma, boyama, kündekari, kabartma - oyma, kafes gibi teknikler uygulanmaktadır. DOKUMA Atkı ipliklerinin çözgü iplikleri arasından bir alt, bir üst geçirilmesi, sıkıģtırılması ile çözgü ipliklerinin gizlendiği atkı yüzlü dokumadır. Kilimde, desenlerin bulunduğu belirli alanlarda, o desenin rengindeki bir atkı ipliği, baģka renkteki desenin sınırına kadar gidip geri dönmektedir. 125

126 Böylece ayrı renkteki atkıların çözgüler arasında gidip gelmesiyle desen oluģturmaktadır. Dokuma tekniklerine göre: Renkler arasında çözgü aralığı oluģan kilim, çözgü aralıklarının yok edildiği kilim (tek kenetleme, çift kenetleme, çapraz dikiģli, atkıları tek çözgü üzerinden döndürerek dokuma), renkler arasında çözgü aralıklarının yok edildiği kilim, desen çevresi çerçeveli kilim, sarma çerçeveli kilim, eğri atkılı kilim, atkılar arasına renkli iplik ilavesiyle kilim dokuma gibi çeģitlilik göstermektedir. CĠCĠM DOKUMA Çözgü, atkı iplikleri arasına renkli desen iplikleri atılarak sıkıģtırılmak suretiyle meydana getirilen dokuma türüdür. Cicim tersten yapılan dokumadır. Atkısı kıl olanları da oldukça yaygındır. Dokumanın yüzeyinde, sonradan iğne ile iģlenmiģ gibi kabarık desenler oluģturmaktadır. Cicim dokumacılığında desenler oluģturulurken atkı iplikleri ile desen iplikleri sıra takip etmektedir. Atkı ipliği atıldıktan sonra yapılacak desene göre, desen ipliği bir veya birden fazlı çözgü ipliği üzerinden atlatılarak desen oluģturulmaktadır. Cicim dokumalarda, dokumanın yüzeyinde meydana getirilen desenler, ipliğin kalınlığına, inceliğine, serpme motifler halinde oluģuna göre değiģik görünüm almaktadır. 126

127 Cicim dokuma ile; heybe, sofra altı, gelin çuvalı, hurç, minder, divan örtüsü, tandır örtüsü, namazlağ, yaygı, yastık vb. yapılmaktadır.cicim atkı yüzlü veya bezayağı tekniğiyle dokunmaktadır. Desen ipinin atılıģ Ģekline göre iki veya üç cicim çeģitleri görülmektedir. HALI Pamuk, kıl, ipek, yün ipliklerin halının boyuna yan yana dizilmesinde meydana gelen çözgü iskeletinin her çift teline yün, ipek, floģ iplerinin değiģik tekniklerle, ilme bağlanıp, üzerine atkı ipliği kirkitle sıkıģtırılmak suretiyle dokunan havlı yüzlü dokumadır. Halı imalinde atkı sayısı iki veya üçtür. Türkiye'de genellikle iki atkı kullanımı görülmektedir. Birkaç sıra dokuma yapıldıktan sonra ilmeler halı makası ile istenilen yükseklikte kesilmektedir. Son yıllarda desene göre havları kabartmalı olarak kesilen halılar da görülmektedir. Yaygı, örtü, yastık vb. olarak kullanılmaktadır EBRU Ebrunun yapılıģı oldukça zevkli ve sabır isteyen bir iģtir. Önce uygun bir kâğıt seçmek gerekir. Çünkü her kâğıda ebru 127

128 yapılmaz. Kâğıt, boyayı iyice emecek nitelikte ve dayanıklı olmalıdır. Eskiden hattatlar (güzel yazı ustaları) yazı yazmak için yüzeyine ahar denen özel karıģımlı (niģasta ve yumurta akı) bir sıvı sürülen ve bu yüzden aharlı denilen kâğıt türünü yeğlerlerdi. Ebrucular ise bu tür kâğıtlar boyayı iyi emmediği için aharsız da denen ham kâğıt kullanırlardı. Ebru yapmak için genellikle dikdörtgen biçiminde, büyükçe ve yayvan bir tekne gerekir. Geven denilen otun gövdesinden elde edilen ve beyaz renkli bir tür zamk olan kitre, belli bir oranda, suyla bir kabın içinde karıģtırılır. Kitre yerine salep, keten tohumu, ayva çekirdeği, gazyağı gibi birçok değiģik madde de kullanılmaktadır. Kitre ile yapılan bu karıģım 12 saat kadar bekletilir ve zaman zaman karıģtırılır. Kitre bu süre sonunda erir ve karıģım boza kıvamını alır. Daha sonra küçük fincanlarda ebru için boya hazırlanır. Bu amaçla kullanılacak boya çok ince toz haline getirilmeli ve suda eriyip dağılmayan bitkisel ve kimyasal boyalardan olmamalıdır. Fincanda su ile iyice karıģtırılarak sıvılaģtırılan boyalara ayrıca iki kahve kaģığı taze sığır ödü katılır. Bu iģlemin amacı iyice ezilmiģ boyanın dibe çökmeden yüzeyde kalmasını sağlamaktır. Bu biçimde hazırlanan değiģik renkteki boyalar özel tekneye boģaltılmıģ olan boza kıvamındaki sıvının yüzüne serpilir. Yüzeyde birikintiler halinde kalan bu boyalar daha sonra tahta bir çubukla 128

129 karıģtırıldığında ya da yayıldığında ĢaĢırtıcı ve ilginç desenler ortaya çıkar. Ayrıca hazırlayanın isteğine göre belli desenler de elde edilebilir. Bu desenlerin üzerine yatırılan özel kâğıt, 5-10 saniye sonra, iki ucundan tutularak kaydırmadan ve oynatmadan, kitap sayfası açar gibi bir yana doğru kaldırılır. Kâğıt, boyalı tarafı üste gelmek üzere uygun bir yere serilerek kurutulur. Böylece ortaya binlerce ayrıntı ve renk taģıyan desenler çıkar. Eğer, bu desenlerin arasına bir yazı ya da herhangi bir çiçek motifi yerleģtirilmek istenirse, baģka bir yöntem uygulanır. Yazı ya da motif, bir kâğıda yazılır ya da çizilir. Keskin bir araçla kenarları kesilip kalıp çıkartılır ve ebru kâğıdına zayıf bir yapıģtırıcı ile yapıģtırılır. Kâğıdın, yapıģtırılan desenin bulunduğu yüzeyi yukarıda anlatıldığı gibi teknenin içine yatırılır. Elde edilen ebru kuruduktan sonra, hafifçe yapıģtırılmıģ olan bölüm sökülünce yazı ya da motiflerin yerleri boģ kalır. Bu yöntem hattat ve ebru ustası Necmeddin Okyay ( ) tarafından bulunduğu için bu yöntemle yapılan ebrulara Necmettin Ebrusu denir. Ebrunun battal ebru, taraklı ebru, çiçekli ebru gibi daha birçok türü vardır. Ebru ciltçilikte ve hattatlıkta çok kullanılırdı. Bazen elde edilen ilginç ve güzel desenler bir tablo görünümünde olduğu için bu amaçla da kullanıldığı oldu. Türkler'den Hatip Mehmed Efendi (18.yüzyıl), ġeyh Sadık Efendi (19.yüzyıl), Bekir Efendi (20.yüzyıl baģları) gibi çok usta ebru sanatçıları yetiģmiģtir. Bu sanatın Necmeddin Okyay'dan sonra yetiģen son ustaları arasında Mustafa Düzgünman (doğumu 1920) ve Niyazi Sayın (doğumu 1927) özellikle anılabilir. 129

130 EL SANATLARI El Sanatları insanoğlu var olduğundan beri tabiat Ģartlarına bağlı olarak ortaya çıkmıģtır. Ġnsanların ihtiyaçlarını karģılamak, örtünmek ve korunmak amacı ile ilk örneklerini vermiģtir. Daha sonra geliģerek çevre Ģartlarına göre değiģimler gösteren el sanatları, ortaya çıktığı toplumun duygularını, sanatsal beğenilerini ve kültürel özelliklerini yansıtır hale gelerek "geleneksel" vasfı kazanmıģtır. Geleneksel Türk El Sanatları, Anadolu'nun binlerce yıllık tarihinden gelen çeģitli uygarlıkların kültür mirasıyla, kendi öz değerlerini birleģtirerek zengin bir mozaik oluģturmuģtur. Geleneksel Türk El Sanatlarını; halıcılık, kilimcilik, cicim zili, sumak, kumaģ dokumacılığı, yazmacılık, çinicilik, seramik-çömlek yapımcılığı, iģlemecilik, oya yapımcılığı, deri iģçiliği, müzik aletleri yapımcılığı, taģ iģçiliği, bakırcılık, sepetçilik, semercilik, maden iģçiliği, keçe yapımcılığı, örmecilik, ahģap ve ağaç iģçiliği, arabacılık vb. sıralanabilir. Geleneksel el sanatlarımızdan dokumaların hammaddeleri yün, tiftik, pamuk, kıl ve ipekten sağlanmaktadır. Dokuma; eğirme veya baģka yollarla iplik haline getirilerek veya elyafı birbirine değiģik metotlarla tutturarak bir bütün meydana getirme yoluyla elde edilen her cins kumaģ, örgü, döģemelik, halı, kilim, zili, cicim, keçe, kolonlar vb. dir. Dokumacılık Anadolu'da çok eskiden beri 130

131 yapıla gelen, çoğu yörede geçim kaynağı olmuģ ve olmaya devam eden bir el sanatıdır. El sanatlarımızın zarif örneklerinden olan oyalar; süslemek, süslenmek amacından baģka taģıdıkları anlamlarla bir iletiģim aracı olarak da kullanılmaktadır. Günümüzde Anadolu'da tığ, iğne, mekik, firkete / filkete gibi araçlarla yapılan oyaların ya bordür ya da bir motif olarak tasarlanmıģ olanları, kullanılan araç doğrultusunda ve tekniklerine göre değiģik adlar almaktadır. Bunlar; iğne, tığ, mekik, firkete / filkete, koza, yün, mum, boncuk ve kumaģ artığı olarak sıralanabilir.kastamonu, Konya, Elazığ, Bursa, Bitlis, Gaziantep, Ġzmir, Ankara, Bolu, KahramanmaraĢ, Aydın, Ġçel, Tokat, Kütahya gibi Ģehirlerimizde daha yoğun olarak yapılmakta, ancak eski önemini kaybederek çeyiz sandıklarında varlığını korumaya çalıģmaktadır. Geleneksel kıyafetlerle birlikte kullanılan oyalarımızın yanı sıra takılarda dikkat çekici aksesuarlardandır. Anadolu'da yaģamıģ tüm uygarlıklar değerli ve yarı değerli taģlarla metalle birlikte veya ayrı iģleyerek sanatsal nitelikli eserler üretmiģlerdir.selçuklularla birlikte gelen değiģik üslupların en önemlisi Türkmen takılarıdır.osmanlı Ġmparatorluğu döneminde ise imparatorluğun geliģimine paralel olarak mücevhercilik önem kazanmıģtır. Anadolu'da Tunç Çağında bakır, kalay katılarak tuncun elde edilmesinden sonraki dönemlerde bakır, altın, gümüģ gibi madenler de dövme ve dökme tekniğiyle iģlenmiģlerdir.en çok kullanılan maden bakırdır.maden iģçiliğinde dövme, telkari, kazıma 131

132 (kalemkar), çekiç iģi kakma, küftgani, savatlama, ajur kesme gibi teknikler kullanılmaktadır. Bakırın yanı sıra pirinç, altın, gümüģ gibi metallerle yapılan el sanatları günümüzde üstün iģçilik ve çeģitli tasarımlarla yaģatılmaya çalıģılmaktadır. Günümüzde en çok kullanılan maden iģleme olan bakır kalaylanarak mutfak eģyası yapımıyla geniģ bir Ģekilde sürdürülmektedir. Barınma gereğinden doğan mimari, bölgelerin coğrafi koģullarına göre biçimlenmiģ, çeģitlenmiģtir. Buna bağlı olarak geliģen AhĢap iģçiliği Anadolu'da Selçuklu döneminde geliģip, kendine özgü bir niteliğe ulaģmıģtır.selçuklu ve Beylikler dönemi ağaç eserler daha çok mihrap, cami kapısı, dolap kapakları gibi mimari elemanlar olup üstün iģçilik içermiģlerdir.osmanlı döneminde sadeleģerek daha çok sehpa, kavukluk, yazı takımı, çekmece, sandık, kaģık, taht, kayık, rahle, Kuran muhafazası gibi gündelik kullanım eģyaları ve pencere, dolap kapağı, kiriģ, konsol, tavan, mihrap, minber, sanduka gibi mimari eserlerde uygulanmıģtır. Ağaç iģçiliğinde kullanılan malzeme daha çok ceviz, elma, armut, sedir, abanoz ve gül ağacıdır.kakma, boyama, kündekâriz, kabartma-oyma, kafes, kaplama, yakma gibi tekniklerle iģlenen ahģap eģyalar günümüzde de kullanılmaktadır.bu teknikler Zonguldak, Bitlis, Gaziantep, Bursa, Ġstanbul-Beykoz, Ordu gibi illerde halen devam eden hammaddesine göre değer kazanan baston ve asaların kullanımı yüzyıllar boyunca sürmüģ, 19. yüzyılda yaygınlaģmıģtır. 132

133 Baston ve asaların sap kısımları; gümüģ, altın, kemik, sedef gibi malzemelerden, gövde kısımları ise gül, kiraz, abanoz, kızılcık, bambu, kamıģ vb. ağaçlardan yapılmaktadır.müzik aletleri yapımı eskiden beri devam etmektedir.bu aletler ağaçlar, bitkiler ve hayvanların; deri, bağırsak, kıl, kemik ve boynuzlarından yararlanılarak yapılmaktadır.telli, yaylı, nefesli, vurmalı çalgılar olarak gruplandırılmaktadır. Mimariye bağlı olarak geliģen diğer bir sanat kolu da çini sanatıdır. Anadolu'ya Selçuklularla girmiģtir. Figürlü sanat eserlerini kullanmaktan çekinmeyen Selçuklu sanatkarlar özellikle hayvan tasvirlerinde çok baģarılı olmuģlardır.14. yüzyılda Ġznik, 15. yüzyılda Kütahya, 17. yüzyılda Çanakkale'de baģlayan seramik sanatı bu yörelerde kendilerine has renk, desen, form özellikleri ile Osmanlı Dönemi seramik ve çini sanatına yeni yorumlar getirmiģtir yüzyıllar arası Türk çini ve seramik sanatı fevkalade yaratıcı iģçiliği ile dünya çapında üne kavuģmuģtur. Anadolu uygarlıklarından elde edilen cam iģçiliğinin en seçkin örnekleri günümüzde "cam"ın tarihi geliģimi konusuna ıģık tutmaktadır.çeģitli model ve formlarda vitray, Selçuklular döneminde geliģtirilmiģtir.osmanlı Ġmparatorluğu döneminde Ġstanbul'un fethiyle camcılığın merkezi bu kent olmuģtur.çeģm-i bülbül, Beykoz iģi bu dönemden günümüze ulaģabilen tekniklerden bazılarıdır. Anadolu'da camın ilk kez gözboncuğu olarak üretimi 133

134 Ġzmir-Görece köyündeki ustalar tarafından gerçekleģtirilmiģtir. Anadolu'nun her tarafında temelinde nazar inancı olan cam boncukları görmek mümkündür. Nazarlık yoluyla canlı veya nesneye yönelen bakıģların dikkatinin baģka bir nesneye yöneleceğine inanılır.bu nedenle nazar boncuğundan yapılan nazarlıklar canlının veya nesnenin görünen bir yerine takılır. Geleneksel mimaride dıģ cephe ve iç mekan süslemesinde taģ iģçiliğinde önemli bir yer tutmaktadır.taģ iģçiliğinin mimari dıģında en çok kullanım alanı mezar taģlarıdır. Oyma, kabartma, kazıma (profito) gibi teknikler uygulanmaktadır.kullanılan süsleme öğeleri, bitkisel, geometrik motifler ile yazı ve figürlerdir. Hayvansal figür azdır. Ġnsan figürlerine ise Selçuklu Dönemi eserlerinde rastlanmaktadır. Günümüzde fonksiyonunu henüz kaybetmeyen sepetçilik atalardan öğrenildiği gibi halen; saz, söğüt ve fındık dallarından örülerek yapılmaktadır. EĢya, yiyecek vb. taģıma amacından baģka ev içi dekorasyonunda da kullanılmaya baģlanmıģtır.hayvancılıkla uğraģan kırsal kesimlerde yaygın olarak kullanılan keçe, çul ve ağaçtan yapılan semer kullanıldığı dönem boyunca geleneksel sanatların bir kolunu oluģturmuģtur. Günümüzde baģta endüstrileģme olmak üzere 134

135 değiģen yaģam Ģartları ve değer yargılarına bağlı olarak üretimleri hemen hemen kaybolmaktadır. Genel Müdürlükçe her yıl belirlenen illerde yapılan alan araģtırmalarında el sanatları ustaları ile derleme çalıģmaları yapılmakta, slayt gerekiyorsa video çekimleri ile tespit edilmeye çalıģılmaktadır.edinilen bu bilgiler Genel Müdürlük ArĢivine kaydedilmekte, bu konuda çalıģan bilim adamı, uzman ve öğrencilerin yararına sunulmaktadır. Genel Müdürlük koleksiyonunda yer alan malzemelerle yurtiçi ve yurtdıģında sergiler açılarak tanıtımları sağlanmaktadır.yine yurtiçinde Genel Müdürlük desteğiyle açılan "Mahalli El Sanatları Sergileri" ile tanıtım yapılmakta, ustalara pazar imkanı sağlanmaya çalıģılmaktadır.genel Müdürlükçe düzenlenen yarıģmalarla da kaybolmaya yüz tutan el sanatlarının özgün Ģekilleriyle desteklenmesi ve devamı sağlanmaya çalıģılmaktadır. Genel Müdürlüğümüzce beģ yılda bir düzenlenen "Uluslararası Halk Kültürü Kongresi" Maddi Kültür Seksiyonunda sunulan, ayrıca çeģitli üniversitelerle ortaklaģa düzenlenen bilimsel toplantılarla sunulan bildiriler yayın haline dönüģtürülmektedir. Ayrıca el sanatları konusunda yapılan çalıģmaların basımı gerçekleģtirilerek yayın haline dönüģtürülmektedir. 135

136 HAZIR GIYIM Giyim, insanı yaģamı boyunca yakından ilgilendiren önemli bir konudur. Her kadın içgüdüsel olarak güzel, Ģık ve değiģik giyinmek ister. Ġnsanların süslenmeye karģı olan duygusu, araģtırma gücünü geliģtirmiģ, güzel giyinmek zamanla sanat haline gelmiģtir. ġık ve kendine yakıģanı giyinmek, kadının dıģ görünüģünü olumlu biçimde etkiler. Giyiminin iyi olduğuna inanan kiģinin kendisine olan güveni de artar. ġık ve güzel giyinmek için vücudun bütün çizgilerinin kusursuz olması gerekmez. Her kadının kendine özgü vücut yapısı ve bir duruģu vardır. Kadın, kendi kiģiliğine ve vücut yapısına uygun nitelikte giyinerek güzel giyinmeyi baģarabilir. Giyimde rahatlık ile estetik birilikte aranmalıdır. Giyim sosyal yaģantımızda önemli yer tutar. Toplumun değer yargılarına uygun giyim, kiģiye saygınlık kazandırır. Giyim bölümümüzde eğitim gören hanımlarımıza yönelik kurslarımızın amacı; bilgi ve becerilerini geliģtirmek, planlı, temiz, düzenli çalıģma, zaman, enerji ve malzemeyi ekonomik kullanma ve zevkli çalıģma alıģkanlığı kazanmalarını sağlayarak yaratıcılıklarını geliģtirmek, aile bütçesine ve memleket ekonomisine katkıda bulunmalarına, baģarılı ve mutlu bireyler olarak yetiģmelerine yardımcı olmaktır. 136

137 OKUMA-YAZMA YetiĢkinler Okuma Yazma Öğretimi Ve Temel Eğitim Programı (I. Ve II. Kademe). Program, ilköğretim programlarına paralel olarak gelecekte eğitim yaģantısını sürdürmeyi amaçlayan yetiģkinlere ihtiyaç duyacakları bilgi, beceri ve tutumları kazandırmayı hedeflemektedir. YetiĢkin, birtakım bilgi, beceri ve tutumlara sahip olarak yaygın eğitim kurumlarına gelmektedir. Belirli konularda temel becerileri kazanmıģtır. Hayata, sosyal olaylara iliģkin kabulleri, algıları, değerleri, inançları ve tutumları oluģmuģtur. YetiĢkin eğitimine yönelik programlar yalnızca yetiģkinlerin özelliklerindeki farklılıkları değil aynı zamanda hayatın çeģitli yönlerindeki değiģimi de göz önüne almak durumundadır. Hayatın birçok alanında birbirine bağlı ve birbirini etkileyen değiģimler genel olarak eğitimi ve özel olarak yetiģkin eğitimini etkilemektedir. DeğiĢim, Türk Eğitim Sistemi nde ders programlarının farklı anlayıģla geliģtirilmesine yol açmıģtır. Bu kapsamda ilköğretim ders programları da yenilenmiģtir. YetiĢkinlere okuma yazma öğretimi ve temel eğitim faaliyetleri bu geliģmelerin ıģığında yeniden düzenlenmeyi zorunlu kılmıģtır. Uygulamayı biçimlendirecek olan 137

138 YetiĢkinlere Okuma Yazma Öğretimi ve Temel Eğitim Programı bu geliģmelerin bir ürünü olarak ifade edilebilir. Yetişkinler Okuma Yazma Öğretimi ve Temel Eğitim Programı nın amaçları dört başlık altında toplanabilir: 1. Okuma yazma bilmeyen yetiģkinlere iģlevsel okuma yazma becerisi kazandırma. 2. Ġlköğretimin ilk beģ sınıfına denk eğitim verme. 3. YetiĢkinlerin yaģam kalitesini yükseltebilecek bilgi, beceri ve tutum kazandırma. 4. YetiĢkinlerin hayat boyu öğrenme fikrini edinmelerini sağlama. YetiĢkinler Okuma Yazma Öğretimi ve Temel Eğitim Programı iki temel bileģenden oluģmaktadır. 1. YetiĢkinler I.Kademe Okuma Yazma Öğretimi ve Temel Eğitim Programı. 2. YetiĢkinler II. Kademe Eğitimi Eğitim Programı tekstas OYALAR TÜRK OYALARI El sanatları, insanoğlu var olduğundan beri tabiat Ģartlarına bağlı olarak ortaya çıkmıģtır.ġnsanların ihtiyaçlarını karģılamak, örtünmek ve korunmak amacı ile ilk örneklerini vermiģtir.daha sonra geliģerek çevre Ģartlarına göre değiģimler gösteren el sanatları, ortaya çıktığı toplumun duygularını, sanatsal beğenilerini ve 138

139 kültürel özelliklerini yansıtır hale gelerek "geleneksel"lik vasfı kazanmıģtır. El sanatları bir milletin kültürünü temsil etmekte ve tanıtmaktadır. Bu nedenle eģ sanatları ürünleri de o ülkenin kültürel kimliğinin en canlı belgeleridir.bir ülkenin gelenek ve göreneklerinin, yaģama biçiminin kuģaktan kuģağa aktarılmasında, geliģerek devam etmesinde en büyük rolü yine el sanatları oynamaktadır. Bu nedenle bütün milletler el sanatlarına önem vermekte ve geçmiģten geleceğe uzanan bir kültür hazinesi olarak korumaktadır. Anadolu, sahip olduğu el sanatlarının çe- Ģitliliği ve üretim miktarının zenginliği bakımından bir çok el sanatı ürününün yapıldığı ve dünyaya tanıtıldığı önemli bir uygarlık beģiğidir. Türk insan zevkini, estetiğini, duygusallığını, hoģgörüsünü, pratikliğini üretmiģ olduğu el sanatları ile yansıtmaktadır.kilimi, çorabı, oyası, iģlemesi vb. gelenek görenekleriyle birleģen geleneksel Türk el sanatlarının mükemmel örnekleri, Türk insanının yüreğinden kopup gelen ürünler, sanatta inanılmaz güzelliklerin anlatıldığı belgelerdir. El sanatlarımızın zarif örneklerinden olan oya, değiģik kaynaklarda: "Oya ince bir dantel olarak tarif edilebilir.", "Oya, kadın çamaģır ve esvaplarının vesaire bazı Ģeylerin (boy yemenilerinin, çevrelerin) kenarlarına iğne ile yapılan veya yapılmıģ hazır alınarak dikilen ipek veya iplikten örgü, oymalı süs", "Renkli bir ibriģimden 139

140 iğne ile çiçek veya yaprak Ģekillerinde örülen iģlemenin adı", "Oya; bir tür dantel.türkiye'ye özgüdür.normal dantelin iki boyutluluğuna karģılık, oya üç boyutlu biçimde de örülebilir.kumaģlara kenar süs olarak iģlenir.", "Oya, süslemek ve süslenmek amacı ile yapılan ve tekniği örgü olan bir sanattır." Ģeklinde tanımlanmaktadır. Bu tanımlardan hareketle kısaca oyayı:iğne, mekik, tığ, firkete gibi aletlerle, ipek pamuk vb. ipler ve bazen pul,boncuk vb. yardımcı malzemeler de kullanılarak yapılan bir el sanatıdır diye tanımlamak mümkündür.türk danteli olarak adlandırılan oyanın benzetildiği örgülerden dantel Avrupa'da 16. yüzyılda tanınmıģtır yılında dantel olarak Fransız Akademi Lugatına girmiģ ve batı dillerinde de bu adla tanınmaktadır.bu örgülerin Avrupa'da ortaya çıkıģında ve kökeni ile ilgili araģtırmaların sonucunda bazı örgü adlarının ege masallarında geçtiği, 1905'de Menfiz kazılarında bulunan eski örneklerden de sanatın M.Ö yıllarına kadar uzandığı tespitedilmiģtir. Bazı kaynaklarda da iğne ile yapılan örgülerin 12. yüzyılda Anadolu'dan Yunanistan'a ve oradan da Ġtalya yoluyla Avrupa'ya geçtiği belirtilmektedir.oya hakkında bugüne kadar yeterli araģtırma yapılmamıģtır.kaynaklarda oya benzeri bir örgüye rastlanmamakta, doğu ve batı ülkelerinin dillerinde oya kelimesine tesadüf edilmemektedir. Anadolu kadını duygularını renklere ve oyaya dönüģtürmektedir. Oyalarımız, bölgeden bölgeye değiģen zevklere göre biçimlenmekte ve özgün isimler almaktadır.ġsimleri yöreden yöreye değiģmekle birlikte Ģehirden Ģehre dolaģan, anonim oyalar ortak isim almaktadır.günümüzde Anadolu'da: tığ, iğne, mekik, firkete 140

141 gibi araçlarla uygulanan oyaların ya bordür ya da bir motif olarak tasarlanmıģ olanları, kullanılan araç doğrultusunda ve tekniklere göre değiģik adlar almaktadır: TEZHĠP TÜRK SÜSLEME SANATLARI Eski bir süsleme sanatıdır. Sözcük Arapça'da altınlama, yaldızlama anlamına gelir. Ama tezhip yalnız altınla değil boya ile de yapılır. Daha çok yazma kitapların sayfalarını, hat levhalarının kenarlarını süslemede kullanılmıģtır. Tezhip doğuda olduğu kadar batıda da uygulama alanı bulmuģ bir sanattır. Özellikle ortaçağda Hıristiyanlık'ın kutsal metinlerini, dua kitaplarını süslemede yoğun biçimde kullanılmıģtır. Ama zaman içerisinde kitaplarda da resim öne çıkmıģ, tezhip yalnızca baģlıklardaki büyük harfleri süslemekle sınırlı kalmıģtır. Türklerde tezhibin geçmiģi Uygurlara kadar uzanır. Mani dininin Uygurlar arasında yayıldığı 9. yüzyılda tezhip sanatı da görülmeye ba- ĢlanmıĢtır. Bu dönemde Ġslam ülkelerinde de tezhip yaygın bir sanattı. Anadolu'ya Selçukluların getirdiği tezhip en geliģkin dönemini Osmanlılar zamanında 141

142 yaģamıģtır. 15. yüzyılda Mısır'da Memlûk sanatçıları ayrı bir üslup geliģtirmiģler, aynı dönemde Ġran'da ve ardından Timurlular'ın egemen olduğu Herat, Hive, Buhara, Semerkant gibi merkezlerde tezhip sanatı büyük geliģme göstermiģtir. Herat'ta geliģtirilen üslup daha sonra da Ġran tezhip sanatını büyük ölçüde etkilemiģtir. Osmanlı sanatçıları da yüzyıllarda Ġran'la artan iliģkiler sonucunda Herat Okulu'nun birçok özelliğini yapıtlarında kullanmıģ, yeni bireģimler yaratmıģlardır. 18. yüzyılda Osmanlı tezhip sanatı gerilemeye yüz tutmuģ, klasik motiflerin yerini kaba süslemeler almaya baģlamıģtır. 19. yüzyılda ise sanatın hemen her alanını saran batı etkisi tezhibe de yansımıģ, örneğin Klasik dönemde tek olarak kullanılan çiçek motifleri vazolar, saksılar içinde buketler halinde görülür olmuģtur. Tezhipte temel malzeme altın ya da boyadır. Altın, dövülerek ince bir tabaka haline getirilmiģ varak olarak kullanılır. Altın varak su içinde ezilip jelatinle karıģtırılarak belli bir kıvama getirilir. Boya ise genellikle toprak boyalardan seçilirdi. Sonraları sentetik boyalar da kullanılmıģtır. Tezhip sanatçısı (müzehhip) bir kâğıdın üstüne çizdiği motifi önce sert bir ĢimĢir ya da çinko altlığın üstüne koyarak çizgileri noktalar halinde iğneyle deler. Sonra bu delikli kâğıdı uygulanacağı zeminin üstüne koyarak delikleri yapıģkan bir siyah tozla doldurur. Delikli kâğıt kaldırıldığında motifin uygulanacak zemine çıktığı görülür. Bu motif iyice belirginleģtirilip altınla ya da boyayla doldurularak tezhip meydana getirilir. 142

143 FOLKLORĠK YAPMA BEBEKLER Osmanlı ve Anadolu insanının giyim tarzını ve yaģam Ģeklini, canlandıran bebekler yöresel kumaģlar kullanılarak ve aslına sadık kalınarak yapılmaktadır.pamuk, Tahta, KumaĢ vs. kullanarak ve tamamıyla elle Ģekil verilerek çalıģılan bebeklerin hiçbir yerinde kalıp kullanılmamaktadır. KURSLAR VE ÖĞRETĠM TEKNĠKLERĠ KUAFÖR tekstas Cumhuriyet halk eğitim merkezinde saç bakımı ve güzellik hizmetleri adı altında ders verilmektedir. Eğitim, genel olarak modül programına göre teorik ve pratik uygulanmaktadır. Ve yılın sonunda sunulan belgelerle 143

144 kursiyerin daha kolay iģ bulmalarını meslek edinebilmelerini sağlıyoruz. TEKWANDO Tekwando akli ve ruhi beceriye dayanan bedeni geliģimini sağlayan ve her yaģtaki insana hitap eden bir ahlak sporudur. Bu programın amacı tekwando sporunu sevdirmek oyun kurallarını uygulayabilen sporcular yetiģtirmektir ile birlikte kiģilikli ülkesini seven ikili iliģkilerde birbirine saygılı, kötü alıģkanlıklardan uzak kiģiler yetiģtirmektedir. Bulunduğumuz konum, çevre itibariyle sosyal ve kültürel maddi yönden zayıf bir çevreye sahip olduğumuzdan dolayı çocuklarımız yani gelecek neslimiz sosyal yönden zayıf kiģilerden oluģmaktadır. Maddi durumlarının zayıf olmasından dolayı spor salonlarına gidememektedir. Günlerini, zamanlarını sokaklarda internet kafelerde kötü alıģkanlıklar içerisindedirler. Halk eğitim kurslarının ücretsiz olması bu çocukların sokaklardan kötü hayat koģullarından alıp nitelikli, ruh ve bedenen sağlıklı bireyler yetiģtirmek gelecek neslimizin sosyal kültürel psikolojik geliģimini sağlamaktadır. 144

145 ANASINIFI Anasınıfında uygulanan plan çocukların sosyal duygusal psikomotor özbakım zihinsel ve dil geliģimi dikkate alınarak hazırlanır. Bu program içinde serbest zaman türkçe dil etkinlikleri sanat etkinlikleri drama fen ve matematik oyun ve hareket okuma yazma yer alır. Bu program çocukların geliģimine uygun günlük planlardır. Gün içinde çocukların ruhsal psikolojik durumlarını da dikkate alarak onlara çeģitli etkinlikler hazırlarız. Bunlar kesme katlama yırtma yapıģtırma yuvarlama boyama hamurlarla oynamadır. Bu etkinlikler çocukların parmak kaslarının geliģmesinde etkilidir. ÇeĢitli bilmeceler Ģarkılar Ģiirler okutularak onların dil geliģimine katkıda bulunuyoruz. Oyun ve hareket saatimizde ise basit oyunlar düzenleyerek hem büyük kasların geliģmesini hem de sosyal beceriler kazanmasında etkin rol oynuyoruz. Bunun yanı sıra drama etkinliklerinde ise çocukların hayal dünyasını zenginleģtirmesine ve kendini rahat ifade etmesini sağlıyoruz. 145

146 BĠLGĠSYARLI MUHASEBE Muhasebe kullanıcılarına ekonominin dinamiği olan iģletmelerin ekonomik ve finansal sağlıklı ve nesnel olarak sunan bir veri sistemidir. Bu bakımdan muhasebenin önemi tartıģılmaz. Cumhuriyet halk eğitimi merkezinde muhasebe kurslarıyla hem iģletmelerin muhasebeci ihtiyacını karģılamak hem de toplumun kanayan yarası iģsizlik problemine çözüm bulmak için teknolojinin en güncel imkânlarını kullanarak faaliyetlerini dinamik olarak sürdürmektedir. Muhasebe birimimiz bu faaliyetlerini sürdürürken alanında uzman öğretici ve eğitimcileriyle mesleki ve bireysel problemlerini birebir iletiģim kurarak en kısa sürede çözümleyerek baģarı odaklı bir eğitim hizmeti vermektedir. BILGISAYAR Bilgisayar öğrenmek ve kullanmak bir hobi olmaktan çok zorunluluk haline gelmiģtir. Bilgisayar kurslarımız, baģta eğitim olmak üzere, bilgisayar genel kullanımı, donanım birimleri, Office uygulamaları, internet/e-posta yönetimi ve web tasarım gibi konularda kursiyerlere eğitim vermeyi amaç edinmiģtir. Derslerde modüler öğretime yönelik olarak bireysel öğrenme yöntem ve teknikleri uygulanır. Eğitimciler bireylere eģlik eder. Bireylerin aktif 146

147 olması sağlanır. Bireyler araģtırmaya yönlendirilir ve mesleki yeterlilik kazandırmaya yönelik yöntem ve teknikler uygulanır. METE ÖZDEMĠR Cumhuriyet Halk Eğitim Merkezi Müdürü. Edirne Eğitim Enstitüsü Fen ve Tabiat Bilgileri Bölümü mezunu. 29 yıllık meslek hayatının 3 yılını öğretmen olarak, 26 yılını da çeģitli kurumlarda idareci olarak geçirdi.2010 yılından beri Cumhuriyet Halk Eğitmi Merkezi Müdürü olarak görev yapmaktadır. MUSTAFA KOCADURMUġ Cumhuriyet Halk Eğitimi Merkezi müdür yardımcısı. Celal Bayar Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümü Mezunu. 14 meslek hayatının 9 yılını öğretmen olarak geçirdi yılından beri müdür yardımcısı olarak görev yapmaktadır. IġIK KAYASELÇUK Cumhuriyet Halk Eğitimi Merkezi Müdür Yardımcısı. Çukurova Üniversitesi ĠĢletme Bölümü mezunu.14 yıllık meslek hayatının 8 yılını öğretmen 147

148 olarak geçirdi.2004 yılından beri müdür yardımcısı olarak görev yapmaktadır. MUSA BOZDOĞA Cumhuriyet Halk Eğitimi Merkezi Müdür Yardımcısı. Ankara Gazi Üniversitesi Ticaret Ve turizm Eğitim Fakültesi Muhasebe Finansman Öğretmenliği Bölümü mezunu.8 yıllık meslek hayatının 7 yılını öğretmen olarak geçirdi yılından beri müdür yardımcı olarak görev yapmaktadır. NECDET KOÇER Cumhuriyet Halk Eğitimi Merkezi Müdür Yardımcısı. Çukurova Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Mezunu. 7 yıllık meslek hayatının 2 yılını öğretmen olarak geçirdi yılından beri Müdür Yardımcısı olarak görev yapmaktadır. 148

149 CUMHURIYET HALK EGITIM MERKEZI, ADANA, TURKEY TEACHING TECHNICS & COURSES We aim to progress ourselves as being Cumhuriyet Public Training Center at every stage. We have the responsibility of giving beter education. We aware that in this technological era innovative teaching technics are essential but as for Adana and the citizenship, receiving too many migrants and being a critical region, it is impossible for us using multimedia Technologies. Whereas, as we believe that education or training of any age is urgent and needed, we do our best even if it is face to face away from multimedia Technologies. We think that having a job is beter than knowing and doing nothing, especially for women. We don t refer the style of education which is competitive and isolated. Although our training style needs individual learning, we give great impotance to the issue that a trainee must work associated with others. The trainee must share the ideas. Trainees have their roles in learning, they are active so they don t wait eveything from the teachers although we dont use multimedia technology as an innovative teaching method. We think that eveycitizen has a talent and this talent needs to emerge. Eveyone can learn but they need to learn firstly how to learn. So it is teacher s duty to show a way of learning style annd create a class with the activities to fulfill the expectations of the trainees. So we think that, it is useful to show how rather than to say what. 149

150 In Cumhuriyet Public Training Center, which consist of 4 rooms special for Manager and assistant manager, 3 information Technologies classes. 1 literacy class, 1 language class, 3 workshop, 1 nursery and 1 coiffuer, 1 meeting room, 1 conference room, 1 library, there are about 100 courses. For citizens. LITERACY Literacy courses are held face to face as they accustomed to such educational system so far. In contrast to formal education in schools, ın cumhuriyet public training center, our literacy courses are based on phoenemes as we use induction. As we aim to get a tranee to a higher cultural position, we give individual education. The literacy courses are held any oeriod that trainees are suitable and mostly this period is the evening time. Beyond literacy, the trainees whom are mostly women, gain health and self-care training. INFORMATION TECHNOLOGIES As known we live in the era of technology and the example of this technology which is highly essential is the computer. Our courses are held in the technological classes equipped with every kind of necessity. The trainee acts freely, search and encourage herself to learn about computer and all programmes while the trainer leads the trainee about how to do. at the end of the course, one becomes have learned about the programmes that needed fort he Technology. 150

151 HANDCRAFT Hand craft has been existing from the beginning of the human being depending on the environment conditions. The handcraft, which has later improved and changed according to the environment conditions has gained traditional character by becoming an art. Traditional turkish hancraft is a form of art that reflects the Turkish society s cultural richness. It is not only used for decoration but also as a means of communication tool. Ebru, wood painting, painting, embroidery are the most popular turkish handcrafts. Embroidery designs, which has the highest rank, based on the geometric and floral patterns used in woven silks, though motifs and styles varied from village to village. But tulip design has always a special place in people s heart. The trainees produce magnificant work for their dowries or trousseoux and to grace their biridal chambers on thier wedding nights. Machine-made embroidery is also avaible and it is nice, too. But it is not so valuable as handmade. Lessons are hels both in teoritical and practical way. COIFFEUR The course is one of the most demanded one by the women as one can easily earn life by this job. In our training, making hair styles and hair care are taught by the experts both in the way of teoritical and practice. 151

152 NURSERY The most vital period of any individual is exactly the age of 3-6. Taking this into account, we aim to provide a child with the everykind of necessty that needed for growing up in regards of selfcare, psychomotor, mental and linguistic progress. Children in this course take place in the activities of every kind such as plaing with toys, playing games, learning and singing songs, paintings, making different handmade products, describing and telling the stories. The aim is to prepare a child who is in the critical age fort he life byself apart from the family. WOVEN RUG Rugs have always been the speciality of women living in turkey. It is one of the most valuable kind of turkish handmade woven. It is a traditional one, the reason fort his is that nomadic turkish people of ancient periods used it everywhere they migrated as it is easy to carry and it is nice with its pattern to use it as a carpet. The teaching method for woven rug is individual and it contains both teoritical and practical learning. The trainers deal with each trainee, shows them how to weave on these special frames with wool rope. TAEKWONDO The key fort his sport is the patient as it is impossible to learn the taekwondo in a short period of time. With the learning of taek- 152

153 wondo one can also learn how to control the body. In Cumhuriyet public training center, we aim to have citizens who are healty in regards body and soul. The training begins with the physical-fitness exercises and the taekwondo is taught partly which, at last, means induction. Ġndividual learning style is held as it is to train on efor the olimpic games. PAINTING This means of expression, which dates back to the very earliest times, has also been employed by the Turks. It is known that the Turkish tribes on the steppes of Central Asia produced 'animal style' pictures, so called because of their subject matter. After the adoption of Islam, representational art was little used, on account of religious prohibitions, and decorative arts developed in its stead. For that reason, the concept of Turkish pictorial art tends to imply the art of painting that developed under the influence of the West and contemporary painting. Even so, it must not be forgotten that certain works of art from earlier periods can actually be included in the category of pictorial art. A few, albeit not many, works have come down to us from the Seljuks of Anatolia. These are in the forms of relieves, or drawings on tiles. An extensive use of the miniature art form can be observed in the Ottoman period. During the reign of Sultan Mehmet the Conqueror, we know that artists were brought in from the West to paint the portraits of the sultan and members of his family. Ottoman artists were also sent to Italy. Initiatives of this kind rather 153

154 stalled in later periods, although the art of the miniature survived within its own terms of reference. Miniatures were used to embellish handwritten texts and had a representational aspect to them. The symbolic predominates over the descriptive in this art form. The first experiments with painting in the Western sense were made at such military and engineering schools as the newly founded Mühendishane-i Berri-i Hümayun or Land Engineering School, and the Mekteb-i Harbiye, the present day Land Warfare Academy. Training began with the preparation of maps and technical drawing, and shortly afterwards moved on to include free drawing. Instructors were brought in from the West for that purpose. Turkish students were also sent Western countries, especially to France, to improve their knowledge. Reformist sultans supported the moves towards Westernisation in the 19th century. Mahmud II had his own portrait painted and hung on the walls of state offices. Abdülaziz personally engaged in painting. The works of the early Turkish painters, who generally had a military background, date from this time. On account of the rather frozen, amateurish feeling to their work these painters are known as the '19th century Turkish primitives.' They sometimes made use of photographs, and produced views of palace and mansion gardens of Istanbul. These figures include: Hüseyin Giritli, Hilmi KasımpaĢalı, Süleyman Sami, Ahmed Bedri, Salih Molla AĢki, Osman Nuri PaĢa, Ahmed ġekür, Selahattin Bey, ġefik Bey, Necip Bey, Münip Bey, Ahmed Ziya ġam, Ġbrahim Bey, Mustafa Bey and ġevki Bey. 154

155 The most important development from the point of view of the art of painting was the establishment of the state school of art towards the end of the century. We know that a private school called the Painting Academy had been opened in Istanbul in 1874 by the artist Guillemet. Students at the school presented their works to the public at an exhibition in However, the first body to offer instruction in contemporary painting in Turkey was the Sanayi-i Nefise Mektebi, later known as the Fine Arts Academy and the present day Mimar Sinan University), which opened on March 1, Painter and museum expert Osman Hamdi Bey had been brought in to head the school the previous year, and it was written that the school would be offering courses in 'painting, carving, architecture and engraving.' Training in painting henceforth tended to move to such new schools away from the military academies. Turkish painters first came together under a common body in the 20th century. The association set up by Turkish painters was the Ottoman Painters Society, established in The name was changed to the Turkish Painters Union in 1921, to the Turkish Fine Arts Union in 1926, and again to the Fine Arts Union in Organisations of this kind allowed solidarity between artists to emerge and provided the opportunity to engage in exchanges of ideas, and later supported progressive trends. Following the establishment of the Republic, work in the field of painting was encouraged. The Sanayi-i Nefise Mektebi was turned into the Fine Arts Academy in The bringing in of instructors from Western countries, and the sending of Turkish students abroad, continued during this period. Among the artists who 155

156 graduated from the Fine Arts Academy in the early years of the Republic were such figures as ġeref Akdik, Refik Epikman, Mahmut Fehmi Cûda, Ali Avni Çelebi, Zeki Kocamemi and Turgut Zaim. A large number of artists produced by the Gazi Educational Institute (the present day Gazi University in Ankara) Painting Department, set up to deal with the lack of qualified teachers, took up positions in the second painting school. Painting courses are today offered in the fine arts departments of a number of universities. From the 1950s on, a wide variety of artistic trends, movements and ideas can be seen. Artists influenced by these different trends produced various works, though none was able to establish superiority over the others. Malik Aksel came to be known for his research in the field of popular science. Turgut Zaim established his own style with his landscapes. Bedri Rahman Eyüboğlu produced works ınspıred by handcrafts. Dabri Berkel is prominent in the field of abstract art. Ġbrahim Balaban is a self-taught artist inspired by the poet Nazım Hikmet. Fikret Mualla, who worked in Paris, proved himself in the international arena. NeĢet Günal is known for his realistic depictions of people in rural areas. LANGUAGE TEACHING Theoretical insights into teaching English as a second language developed in recent years are brought together in a broad methodological approach called the balanced activities approach. The book aims at providing a theoretical background to the approach as well as detailing practical instructional techniques. The 156

157 first of the three parts of the book, on theory, outlines the concerns of applied linguistics that have influenced English teaching, including (1) language learning motivation and success factors; (2) the knowledge and skills of a native speaker; (3) the content and varieties of language instruction; and (4) the connections between language learning and language teaching. The second part, on practice, focuses on specific techniques and materials for use within the general methodological approach outlined in the first part: (1) teaching and integrating productive language skills; (2) the what, how, and when of introducing new language in the classroom; (3) oral and written practice; (4) oral and written communicative activites and their evaluation; and (5) principles of teaching receptive skills. The third part, management and planning, presents an approach to classroom procedure that brings together the concerns of the first two parts and considers class management (teacher role, student groupings, and discipline) and planning (class, syllabus, and instructional materials). A section on evaluating instructional materials is appended. 157

158 GRUNDTVIG GRUNDTVIG PARTNERYSTĖ GRUNDTVIG PARTNERSTWO GRUNDTVIG ORTAKLIK 158

Centralizuotas mobilių įrenginių valdymas. Andrius Šaveiko andrius.saveiko@atea.lt

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