Tęstinio leidinio „Holistinis mokymasis“ leidyba

Tęstinio leidinio „Holistinis mokymasis“ leidyba finansuojama Europos socialinio fondo lėšomis pagal visuotinės dotacijos priemonę.

The publishing of this continued collection is funded by the European Social Fund under the Global Grant measure.

Projekto Nr. / Project No. VP1-3.1-ŠMM-07-K-03-073

ISSN 2424-4104 (Print)ISSN 2351-7409 (Online)

2015

TęsTinis leidinys

ConTinued ColleCTion of arTiCles

VYTAUTAS MAGNUSUN IVERS I T Y

V E R S U S A U R E U S

VyTauTo didŽioJo uniVersiTeTas

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Redakcinė kolegijaMokslinė vyr. redaktorė: Prof. (hp) dr. Genutė Gedvilienė, Vytauto Didžiojo universitetas, Lietuvaatsakingasis redaktorius:Doc. dr. Vidmantas Tūtlys, Vytauto Didžiojo uni-versitetas, Lietuvakoordinuojanti redaktorė: Virginija Bortkevičienė, Vytauto Didžiojo universi-tetas, Lietuvanariai: Prof. habil. dr. Margarita Teresevičienė, Vytauto Di-džiojo universitetas, LietuvaDoc. dr. Lina Kaminskienė, Vytauto Didžiojo uni-versitetas, LietuvaProf. dr. M‘Hamed Dif, Strasbūro universitetas, PrancūzijaProf. dr. Fernando Marhuenda, Valensijos univer-sitetas, Ispanija Dr. Andreas Saniter, Bremeno Universiteto techno-logijų ir švietimo institutas, VokietijaProf. dr. Gabriela Marinescu, Medicinos ir farma-cijos universitetas Grigore T. Popa Universitetas, RumunijaProf. dr. Simeon Maile, Tshwane technologijos uni-versitetas, Pietų Afrikos RespublikaDr. Katriina Maaranen, Helsinkio universitetas, SuomijaProf. dr. Ilze Ivanova, Latvijos universitetas, Latvija Doc. Dr. Karin Hjalmeskog, Uppsalos universitetas, ŠvedijaDoc. dr. Elena Trepulė, Vytauto Didžiojo universi-tetas, LietuvaDr. Vilija Lukošiūnienė, Lietuvos Suaugusiųjų švie-timo asociacija, LietuvaProf. (hp) dr. Vilma Žydžiūnaitė, Vytauto Didžiojo universitetas, LietuvaDoc. dr. Airina Volungevičienė, Vytauto Didžiojo universitetas, LietuvaDoc. dr. Vilhelmina Vaičiūnienė, Mykolo Romerio universitetas, LietuvaProf. dr. Nemira Mačianskienė, Vytauto Didžiojo universitetas, LietuvaDoc. dr. Lina Kankevičienė, Alytaus kolegija, Lie-tuvaDr. Aivaras Anužis, Šv. Ignaco Lojolos kolegija, Lie-tuvaDr. Tadas Tamošiūnas, Kvalifikacijų ir profesinio mokymo plėtros centras, Lietuva Doc. dr. Milda Ališauskienė, Vytauto Didžiojo uni-versitetas, LietuvaDoc. dr. Aušra Rutkienė, Vytauto Didžiojo univer-sitetas, Lietuva

ediToRial BoaRdeditor in chief:Prof. (hp) Dr. Genutė Gedvilienė, Vytautas Magnus University, Lithuaniaexecutive editor:Assoc. Prof. Dr. Vidmantas Tūtlys, Vytautas Mag-nus University, Lithuaniacoordinating editor:Virginija Bortkevičienė, Vytautas Magnus Univer-sity, Lithuania editors: Prof. Habil. Dr. Margarita Teresevičienė, Vytautas Magnus University, LithuaniaAssoc. Prof. Dr. Lina Kaminskienė, Vytautas Mag-nus University, LithuaniaProf. Dr. M‘Hamed Dif, University of Strasbourg, FranceProf. Dr. Fernando Marhuenda, University of Va-lencia, Spain Dr. Andreas Saniter, ITB Bremen University, Ger-manyProf. Dr. Gabriela Marinescu, Medicine and Farma-cology University Grigore T. Popa University, Ro-maniaProf. Dr. Simeon Maile, Tshwane University of Technology, the Republic of South AfricaDr. Katriina Maaranen, University of Helsinki, Fin-landProf. Dr. Ilze Ivanova, University of Latvia, LatviaAssoc. Prof. Dr. Karin Hjalmeskog, Uppsala Univer-sity, SwedenAssoc. Prof. Dr. Elena Trepulė, Vytautas Magnus University, LithuaniaDr. Vilija Lukošiūnienė, The Lithuanian Association of Adult Education, LithuaniaProf. (hp) Dr.Vilma Žydžiūnaitė, Vytautas Magnus University, LithuaniaAssoc. Prof. Dr. Airina Volungevičienė, Vytautas Magnus University, LithuaniaAssoc. Prof. Dr. Vilhelmina Vaičiūnienė, Mykolas Romeris University, LithuaniaProf. Dr. Nemira Mačianskienė, Vytautas Magnus University, LithuaniaAssoc. Prof. Dr. Lina Kankevičienė, Alytus Univer-sity of Applied Sciences, LithuaniaDr. Aivaras Anužis, Ignatio Loyola University of Applied Sciences, LithuaniaDr. Tadas Tamošiūnas, Qualifications and Voca-tional Education and Training Development Cen-tre, LithuaniaAssoc. Prof. Dr. Milda Ališauskienė, Vytautas Mag-nus University, LithuaniaAssoc. Prof. Dr. Aušra Rutkienė, Vytautas Magnus University, Lithuania

© Vytautas Magnus University, 2015© “Versus aureus” Publishers, 2015

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aPie ŽURnalĄ

Tęstinis leidinys „Holistinis mokymasis“ yra skirtas mokymosi visą gyvenimą tyrimų plėtrai ir jų rezul-tatų viešinimui. Jame yra publikuojami straipsniai apie suaugusiųjų švietimą, tęstinį profesinį moky-mąsi, kompetencijų tobulinimą ir taikymą, patir-tiniu ir savaiminiu būdais įgytų kompetencijų ir mokymosi rezultatų vertinimą ir pripažinimą. Pir-menybė teikiama straipsniams, kuriuose temos yra analizuojamos holistiniame švietimo ir mokymosi kontekste ir atliepiančios visapusiško ir nuolatinio ugdymosi ir mokymosi idėjas, įvertinant metodolo-ginius, socialinius-ekonominius, kultūrinius ir kitus aspektus.

Tęstinio leidinio „Holistinis mokymasis“ misija• Skatinti mokslinę ir ekspertinę diskusiją suaugu-siųjų švietimo ir mokymosi visą gyvenimą plėtros klausimais.• Padėti rengti mokslines publikacijas suaugusiųjų švietimo temomis jauniems tyrėjams ir doktoran-tams. Šiame leidinyje bus sudaromos palankios sąlygos publikuoti straipsnius, pagrįstus tarpiniais tyrimų rezultatais ar duomenimis. Straipsniai bus publikuojami tinklapyje, sudarant galimybę skaity-tojams paklausti ar reaguoti į pateiktas publikacijas. • Skatinti suaugusiųjų švietimo ir mokymosi visą gyvenimą taikomuosius tyrimus ir įvairių naujovių kūrimą šioje srityje. Leidinyje bus publikuojami ne tik tyrimų pagrindu parengti moksliniai straipsniai, Skaitytojams taip pat bus pristatomos įvairios suau-gusiųjų švietimo ir mokymosi visą gyvenimą turinio bei procesų naujovės, kuriamos ir diegiamos nacio-naliniuose bei tarptautiniuose suaugusiųjų švietimo ir mokymosi visą gyvenimą plėtros projektuose.

Tęstinio leidinio tikslinė grupėMokslininkai, vykdantys suaugusiųjų švietimo ir mokymosi visą gyvenimą tyrimus.Doktorantai, rengiantys daktaro disertacijas suau-gusiųjų švietimo ir mokymosi visą gyvenimą temo-mis.Suaugusiųjų švietimo ir mokymosi visą gyvenimą procesų dalininkai:

• Už suaugusiųjų švietimo ir mokymosi visą gyve-nimą politikos kūrimą ir įgyvendinimą atsakingos valstybės valdžios įstaigos ir organizacijos: LR Švie-timo ir mokslo ministerija, Kvalifikacijų ir profesi-nio mokymo plėtros centras;• Suaugusiųjų švietimo ir mokymosi visą gyvenimą paslaugas teikiančios įstaigos ir jų asocijuotos struk-tūros (Lietuvos suaugusiųjų švietimo asociacija);• Verslo įmonės, organizacijos ir jų asociacijos, besi-rūpinančios darbuotojų tęstiniu mokymu(-si);• Profesinės sąjungos ir profesinės organizacijos;

• Visuomeninės organizacijos;

Tęstinio leidinio formatasLaisvai prieinami straipsnių rinkiniai, publikuojami interneto svetainėje.Vieną rinkinį sudarys nuo 5 iki 10 straipsnių.Straipsniai bus publikuojami lietuvių ir anglų kalbo-mis (be vertimų).Publikavimo periodiškumas: 1–2 kartus per metus.

Tęstinio leidinio struktūraĮžanga, kurioje pristatoma straipsnių tematika ir pa-teikiama trumpa straipsnių apžvalga.Straipsniai.Aktualijų skiltis, kurioje pateikiama reikšminga in-formacija skaitytojams ir straipsnių rengėjams.

Straipsnių priėmimas ir recenzavimasStraipsniai publikavimui bus priimami elektroniniu paštu. Leidinyje skelbiami originalūs ir anksčiau ne-skelbti moksliniai straipsniai.Straipsnius recenzuos 2 nepriklausomi, redakcinės kolegijos paskirti recenzentai, taikant slaptąjį (dou-ble-blind) recenzavimo metodą.

Tęstinio leidinio finansavimas Tęstinio leidinio leidyba bus finansuojama iš šių lėšų:Suaugusiųjų švietimo ir mokymosi visą gyvenimą tyrimų ir plėtros projektų rezultatų sklaidos lėšų;Rėmėjų, mecenatų teikiamos paramos.

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aBoUT THe joURnal

Collection of articles Holistic Learning is designed for the development of research in lifelong learning and publication of the research results. It publishes the articles on adult education, continuing vocatio-nal education and training, competence develo-pment, assessment and validation of the informal, non-formal and experiential learning. Priority is given to articles that present and analyse above in-dicated topics in the context of holistic field of edu-cation and learning by considering methodological, social-economic, cultural and other aspects.

Mission of Holistic Learning• To enhance and promote discussion of academi-cians and experts on the issues of development of adult education and lifelong learning. • To assist young researchers and doctoral stu-dents in preparing papers on the topics of adult education and lifelong learning. This continued articles collection provides favorable conditions for publication of papers based on intermediate results and data of research. The papers are published and accessible on-line by providing possibilities of on-line discussions and feedback with readers. • To promote applied research and development of innovations in the field of adult education and li-felong learning. The collection of articles includes not only research based articles, but also papers presenting and disseminating different innovations of adult education and lifelong learning, designed and implemented through the national and inter-national projects focused on development of adult education and lifelong learning.

Target groupResearchers involved in the research of adult edu-cation and lifelong learning. Doctoral students preparing doctoral dissertations on the topics of adult education and lifelong lear-ning. Stakeholders of adult education and lifelong lear-ning:• Government institutions and bodies responsible for the development and implementation of adult education and lifelong learning policies.

• Institutions and associated bodies providing adult education and lifelong learning services. • Business enterprises, organizations and their asso-ciations promoting continuing vocational training of employees. • Trade unions and professional organizations. • Non-governmental organizations and institutions.

FormatFree accessible collection of articles published on-line. One edition consists of 5–10 articles. Original and previously unpublished articles writ-ten in Lithuanian or English (not translations in both languages) are published. Publication frequency: 1–2 issues per year.

Structure of edition Introduction with the presentation of topics and brief overview of papers.Articles.Important information for readers and authors of publications.

Submitting and reviewing of papers The papers are submitted and accepted via e-mail. The papers are subject to double-blind review. Reviewers provide their decisions on acceptability of papers for publication and needed corrections. 2 reviewers ( researchers of the field) are appointed by the Editorial Board.

FinancingPublication of continued collection of articles is fi-nanced from the following sources:Resources received from the dissemination of the results of the research and development projects in the field of adult education and lifelong learning. Financial support from different sponsors.

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Turinys

KEY COMPETENCES: CONCEPTS AND TYPOLOGIES / 13BENDROSIOS KOMPETENCIJOS: SAMPRATOS IR TIPAI Vidmantas Tūtlys, Genutė Gedvilienė

BENDRAVIMO GIMTĄJA IR UŽSIENIO KALBOMIS PERSPEKTYVA SUAUGUSIŲJŲ ŠVIETIME: KOMPETENCIJA GRINDŽIAMAS POŽIŪRIS / 25

PERSPECTIVES OF COMMUNICATION IN MOTHER TONGUE AND FOREIGN LANGUAGES IN ADULT EDUCATION: COMPETENCE-BASED APPROACH

Vilhelmina Vaičiūnienė

EXPRESSION OF ADULT INFORMATION SOCIETY TECHNOLOGY COMPETENCE IN LIFELONG LEARNING CONTEXT / 37

SUAUGUSIŲJŲ INFORMACINėS VISUOMENėS TECHNOLOGIJŲ TAIKYMO KOMPETENCIJOS RAIŠKA MOKYMOSI VISĄ GYVENIMĄ KONTEKSTE

Vita Krivickienė

FACTOR ANALYSIS OF MATHEMATICAL AND DIGITAL ABILITIES AND THEIR CORRELATIONS WITH OTHER KEY COMPETENCES / 49

SKAIČIAVIMO IR SKAITMENINIŲ GEBėJIMŲ FAKTORINė ANALIZė IR JŲ RYŠIAI SU KITOMIS BENDROSIOMIS KOMPETENCIJOMIS

Raimundas Vaitkevičius

DEVELOPMENT OF KEY COMPETENCES AND CONTINUING EDUCATION OF ADULTS IN FRANCE / 63

BENDRŲJŲ KOMPETENCIJŲ LAVINIMAS IR SUAUGUSIŲJŲ TĘSTINIS MOKYMASIS PRANCŪZIJOJE

M’Hamed Dif

THE IMPORTANCE OF ENTREPRENEURIAL COMPETENCE IN ACTIVITIES / 81VERSLUMO KOMPETENCIJOS SVARBA VEIKLOJE Virginija Bortkevičienė

SUAUGUSIŲJŲ KULTŪRINIO SĄMONINGUMO KOMPETENCIJOS LAVINIMAS / 93DEVELOPMENT OF CULTURAL CONSCIOUSNESS COMPETENCE OF ADULTS Egidijus Stancikas, Iveta Gadeikytė

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PraTarmė

Mes gyvename technologijų amžiuje, neišvengiamai esame įtraukti į pokyčių ir pažangos vys-tymo pasaulį. Todėl kompetencijų įvaldymas ir naudojimas tampa globaliu reiškiniu.

Jūsų dėmesiui pristatome pirmąjį tęstinio leidinio „Holistinis mokymasis“ numerį. Šis tęs-tinis mokslinis leidinys yra Lietuvos mokslo tarybos finansuojamo mokslinių tyrimų projekto „Suaugusiųjų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma“ (Nr. VP1-3.1-ŠMM-07-K-03-073) rezultatas. Pirmajame numeryje yra publikuojami moksliniai straipsniai, parengti remiantis šiame projekte atlikto suaugusiųjų bendrųjų kompetencijų lavinimo tyri-mo rezultatais.

Įgyvendinant projektą buvo siekiama ištirti bendrųjų kompetencijų lavinimo situaciją Lietuvoje, Prancūzijoje ir Vokietijoje, vėliau atlikti lyginamąjį bendrųjų kompetencijų lavi-nimo būklės ir plėtros Lietuvoje, Prancūzijoje ir Vokietijoje tyrimą ir remiantis šio tyrimo duomenimis parengti bendrųjų kompetencijų lavinimo strategines rekomendacijas. Tyrimas buvo vykdomas keliais etapais. Pirmajame etape buvo renkama ir analizuojama mokslinė li-teratūra, šalies bei ES dokumentai bendrųjų kompetencijų, suaugusiųjų švietimo klausimais. Analizės pagrindu parengtas žvalgomojo tyrimo instrumentas ir apklausos scenarijus. Šio ty-rimo rezultatai, apklausiant tris tikslines grupes (dirbančiuosius, ieškančius darbo, senjorus), apklausos eiga bei respondentų atsiliepimai, skatino tyrimo instrumentą tikslinti, koreguoti ir tobulinti. Bendroji anketos dalis buvo atskirta (parengta viena) ir išskirtos penkios specialio-sios dalys, aprėpiančios tyrime nagrinėjamas kompetencijas. Sukurta elektroninė apklausos versija, leidusi pasiekti visus Lietuvos regionus. Pagrindinio tyrimo imtis yra per 8000 res-pondentų iš 60 Lietuvos savivaldybių. Remiantis šio tyrimo rezultatais, parengta mokslinė monografija „Suaugusiųjų bendrųjų kompetencijų plėtra“ bei mokomoji knyga „Ko ir kaip mo-kytis, siekiant įsidarbinti, sėkmingai dirbti ir prasmingai gyventi“, kurioje yra pateikiami keturi bendrųjų kompetencijų lavinimo moduliai suaugusiesiems (bendravimo gimtąja ir užsienio kalba modulis, skaičiavimo ir informacinės visuomenės technologijų kompetencijų modulis, mokymosi, asmenybės ir pilietiškumo ugdymosi kompetencijų modulis, verslumo kompetenci-jos modulis). Taip pat yra sukurta elektroninė bendrųjų kompetencijų lavinimo platforma su konsultavimo-informavimo sistema e-mentoriavimas, kuria gali naudotis visi piliečiai, pagei-daujantys lavinti savo bendrąsias kompetencijas bei suaugusiųjų švietimo institucijos.

Trumpai pristatome šiame numeryje publikuojamus straipsnius. V. Tūtlio ir G. Gedvilienės straipsnyje yra analizuojamos bendrųjų kompetencijų sampra-

tos, tipai bei jų reikšmingumas bendrųjų kompetencijų lavinimui. V. Vaičiūnienė aptaria ben-dravimo gimtąja ir užsienio kalbomis kompetencijų lavinimo suaugusiųjų švietimo sistemoje galimybes bei perspektyvas.

V. Krivickienė atskleidžia suaugusiųjų informacinės visuomenės technologijų taikymo kompetencijos raišką mokymosi visą gyvenimą procese ir kontekste. R. Vaitkevičius anali-zuoja skaičiavimo ir skaitmeninių gebėjimų faktorinės analizės rezultatus, atskleidžiančius šių gebėjimų lavinimo ryšius su kitų bendrųjų kompetencijų lavinimu. E. Stancikas ir I. Ga-deikytė pristato kultūrinio sąmoningumo kompetencijos lavinimo tyrimo rezultatus, atsklei-džiančius šios kompetencijos reikšmingumą užimtumui, profesinei karjerai, pilietiškumui ir

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asmeniniam tobulėjimui. V. Bortkevičienė analizuoja verslumo kompetencijos reikšmingumą ekonominei, socialinei, pilietinei veiklai. M. Dif išsamiai pristato Prancūzijos bendrųjų kom-petencijų lavinimo ir suaugusiųjų tęstinio mokymosi raidą, strategiją, svarbiausius bendrųjų kompetencijų lavinimo institucinius, teisinius ir finansinius instrumentus bei priemones.

Dėkojame visiems autoriams, publikavusiems mokslinių tyrimų rezultatus, ir tikimės Jūsų dėmesio šiam tęstiniam leidiniui ateityje.

Žurnalo vyr. redaktorė prof. (hp) dr. Genutė Gedvilienė

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foreWord

We are living in the age of technology and are inevitably involved into the changes and pro-gress development of the world. Therefore, the mastery and use of competences is becoming a global phenomenon.

We present to your attention the first issue of a continuous research journal Holistic Le-arning. The first issue of the journal is funded by the Research Council of Lithuania and is one of the research project “Research and Development Platform for Adult Training of Generic Competences” (No. VP1-3.1-ŠMM-07-K-03-073) outcomes. The first issue includes scientific articles prepared on the basis of the conducted research related to the development of the adult generic competences.

The project aimed to explore the situation of the generic competences in Lithuania, France and Germany, to carry out a comparative research of educational status of the generic compe-tences and development in Lithuania, France and Germany and to prepare mainstream policy recommendations on the basis of this study. The study was carried out in several stages. In the first stage scientific literature, national and EU documents on key competences for adult education were collected and analyzed.

On the basis of the analysis a pilot survey instrument and the survey scenario were prepa-red. The research instrument was adjusted, adapted and improved, based on the results of the study interviewing three target groups (the employed, job seekers, seniors). The general part of the questionnaire was separated and five specific parts of the survey that would embrace the analyzed competences in the study were highlighted. A designed electronic version of the survey allowed reaching all 8 regions of Lithuania. The main research sample is over 8,000 respondents from 60 municipalities in Lithuania. Based on the results of this survey two pu-blications were prepared: a scientific monograph “Development of Adults’ Generic Compe-tences” and a training book “What and how to learn: seeking for the job, working successfully and living meaningfully” containing the four mainstream modules of generic competences for adults. The modules included the following competences: Communication in the mother tongue and in foreign languages competences; Mathematical and information society techno-logies (IST) competences; Learning, personality and citizenship development competences; Entrepreneurship competence. One of the project results was an on-line platform dedicated to key competences with a consulting-informing e-Mentoring system available to adult edu-cation institutions and to all citizens who wish to develop their generic competences.

Further we will briefly outline the articles published in this issue.Gedvilienė and Tūtlys’ article analyzes the key competence concepts, types and their si-

gnificance for generic competence development. Vaičiūnienė discusses opportunities and prospects of communication in native and foreign language competence mainstreaming in adult education. Krivickienė reveals the expression of adult information society technologies competence in lifelong learning and its context. Vaitkevičius analyzes computing and digital capacity factor analysis results, revealing the following skills mainstreaming links to other key competence development. Stancikas and Gadeikytė present cultural awareness compe-tence survey results revealing the significance of the competence for employment, professio-nal career, citizenship and personal development. Bortkevičienė analyzes the significance of

entrepreneurial competence for economic, social and civic activity. Dif provides a detailed presentation of the French generic competences’ mainstreaming and continuing education development, strategy as well as key institutional, legal and financial instruments and measu-res. We would like to thank the authors for their contributions and the research results pre-sented in this issue and look forward to gaining increased interest in the journal in the future.

Editor in ChiefProf. (hp) Dr. Genutė Gedvilienė

HOLISTINIS MOKYMASIS|HOLISTIC LEARNING| 2015 (1) ISSN 2424-4104 (Print), ISSN 2351-7409 (Online)

KEY COMPETENCES: CONCEPTS AND TYPOLOGIES

BENDROSIOS KOMPETENCIJOS: SAMPRATOS IR TIPAI

Vidmantas tūtlys, Vytautas Magnus University | Vytauto Didžiojo universitetas Genutė GedVilienė, Vytautas Magnus University | Vytauto Didžiojo universitetas

Summary. Key competence is one of the core concepts applied in the adult education and lifelong learning. As a concept, it is understood and applied in rather different ways, what presents various challenges for its interpretation and usage in the policies and processes of adult education and lifelong learning. Therefore the goal of this paper is to overview and explain conceptual backgrounds and typologies of key competences. This goal is achieved by analysing theoretical approaches to key competences and their development and comparing different typologies of key competences.

key words: key competence, key competence typologies, lifelong learning, adult education

Santrauka. Bendrosios kompetencijos yra viena iš esminių sąvokų, taikomų suaugusiųjų švietimo ir moky-mosi visą gyvenimą srityje. Ši samprata yra suvokiama ir naudojama labai įvairiai, todėl ją interpre-tuojant ir naudojant mokymosi visą gyvenimą ir suaugusiųjų švietimo srityje susiduriama su įvairiais iššūkiais. Todėl šiame straipsnyje yra apžvelgiamos ir paaiškinamos bendrųjų kompetencijų koncepci-jos ir tipologijos, analizuojant įvairias teorijas bei lyginant esamas bendrųjų kompetencijų tipologijas.

Raktiniai žodžiai: bendrosios kompetencijos, bendrųjų kompetencijų tipai, mokymasisi visą gyvenimą, su-sugusiųjų švietimas

inTroduCTion

Adult education and development of key competences play a crucial role for the improvement and development of the human capital of the society. Investment in the development of key competences of adults becomes strategically important seeking to respond to the challenges of economic competitiveness and social cohesion in the above outlined social and demographic conditions, when there is an increasing demand of skilled workforce in the labour market.

The impact of education and lifelong learning to the development of society is increasing. Acquisition of key competences and their application in the different activities is defined by the multiple factors influenced by the political, economic, social and cultural changes. Adult population faces necessity to acquire and develop key competences through lifelong learning thus opening new possibilities of participation in the social life. Development of innovations in the economy and society also requires to improve the application of knowledge and skills and to increase their effectiveness. J. Delors outlined the core objectives of lifelong learning in his report to UNESCO „Learning: the Treasure Within“ (1996) and these comprise learning to live together, learning to know, learning to act and learning to be. Recommendation of the

14Vidmantas Tūtlys

Genutė Gedvilienė

European Commission on the key competences discern skills that enhance social integration, active citizenship, and productive employment (Recommendation of the European Parliament and of the Council, 2006). Therefore it is important, that each person within his/her needs and capacities would apply key competences in developing personality and expressing the civic and national identity. Lifelong learning should be focused to the self-development of personality, active participation in the professional field and self-realization of person.

Concepts of the key competences are defined by indicating their essential features and characteristics: 1) universal character of contents characterised by the application of these skills and competences in the different situations and contexts of professional, social and personal life; 2) flexibility and changeability of contents – key competences are composed of different components (knowledge, skills, abilities) having no strict structuring of contents and subjec-ted to dynamic change; 3) importance for professional, social mobility and social cohesion – development of key competences (especially learning to learn competence) creates important preconditions for human capital development and adjustment of its contents to the needs of the world of work. The possibilities of application of key competences are influenced by the human resource management and development strategies of enterprises, institutional models of education systems, policies of labour market, economic development, education and vo-cational training, attitudes of society and citizens to the existing pathways of professional and personal development. Key competences play an important role in the field of professional and geographical mobility of employees and learners, what makes them an important factor of the international migration of workfoce.

The goal of this paper is to overview and explain conceptual backgrounds and typologies of key competences. This goal is achieved by analysing theoretical approaches to key compe-tences and their development and comparing different typologies of key competences.

TheoreTiCal aPProaChes To key ComPeTenCes and Their deVeloPmenT

Key competences since the end of the XXth century have become an important subject of the research and expert discussions.

Human capital theory stresses that the needs of key competences in the labour market are determined by the fact that the demand of skills in the labour market has not only its specific features, but also many common characteristics. Skill formation political economy theories treat key competences as capacities of individuals needed for the economic activity that are shaped in the interactions between the social economic system and acting institu-tions.

Theory of variety of capitalism explains the demand of key competences referring to the articulation between the regimes of social welfare and employment from the one side and protection of employment and wages ensured by the industrial relations and social dialogue from the other side. Estevez-Abe, Iversen and Soskice (2001) distinguish there types of skills that are applied in the economic activities: enterprise specific skills, sector-specific skills and general skills (Estevez-Abe, Iversen, Soskice, 2001). The distribution of these skills in society and preferences of their development depend on the above mentioned articulation between the regimes of social welfare and employment and protection of employment and wages en-sured by the industrial relations and social dialogue.

15KEY COMPETENCES: CONCEPTS AND TYPOLOGIESBENDROSIOS KOMPETENCIJOS: SAMPRATOS IR TIPAI

Table 1 Dependence of preferences of development of skills on the articulation between the regimes of social welfare and employment and protection of employment and wages ensured by the industrial relations and social dialogue (adapted from Estevez-Abe, Iversen, Soskice, 2001)

Protection of employment and wages executed via industrial relations and social dialogue

Undeveloped Developed

Protection from unemployment and insurance against the loss of work revenues executed by the state and social stakeholders

Developed Individuals and en-terprises invest in the acquisition and develo-pment of skills that are needed for and can be applied in the sectors of economy. Denmark (→), Sweden, Finland, Italy, Spain, Greece, Lithuania (↓)

Individuals and enterprises invest in the acquisition and development of skills that are needed for and can be applied in the workplaces, enterprises and sectors of economy Germany, Austria, the Netherlands, Switzwerland

Undevelo-ped

Individuals invest more in the acquisition and development of key skills.USA, UK

Individuals and enterprises invest in the acquisition and development of workplace and enterprise orien-ted narrowly spacialised skills. Japan, Republic of South Korea

Streeck (2012) criticises such approach and notices that the skills and their distribution in the society are not factors, but the outcomes of historically developed nationally specific institutional constraints and opportunities for capital and labor, related to to the politics of work organization and to authority at the point of production.

Le Deist and Winterton distinguish (2005) four dimensions that help to classify compe-tences in the corresponding types:

Table 2 Typology of competences proposed by Le Deist and Winterton (2005)

Professional dimension Personal dimension

Conceptual dimension Cognitive competence Metacompetence

Operational dimension Functional competence Social competence

Referring to this typology key competences (such as metacompetence and social competen-ce) have a more strongly expressed personal dimension. Metacompetence involves skills and abilities related to conceptual dimension (e.g. learning skills, logical thinking skills, positi-ve attitude to change and personal development, etc.), whereas social competence involves more skills belonging to operational dimension (transfer of information, cooperation and teamworking skills, etc.).

16Vidmantas Tūtlys

Genutė Gedvilienė

Key competences are also important elements of qualifications and as such are considered in the instruments that are used for structuring and regulation of the national and sector systems of qualifications. For example, Lithuanian Qualifications Framework approved by the Government of Lithuania in 2010 described the levels of qualifications by referring to the requirements of the characteristics of activities to the functional, cognitive and key com-petences (Tūtlys, Spūdytė, 2011). As it was noticed by Laužackas, Tūtlys and Spūdytė (2009), one of the challenges of such classification is a lack of well defined distinction between the cognitive and general competences, when, for example, considering the referencing of gen-eral education knowledge, know-how of operational performance, etc. This challenge is very typical when using the concept of key competence as one of criteria for defining the levels of qualifications in the qualifications frameworks. One of possible solutions of this problem is contextualisation of the definition of key competences with some broad, but more concrete processes or fields of activities, for example, communication (social competences), problem solving and decision making (problem solving competence), etc.

Typologies of key competences originate from the different goals and conditions: 1) sci-entific research of key competences require to „catalogue“ and to categorise key competences referring to the goal and scope of research; 2) regulation and management of the provision of key competences for the various reasons starting from the implementation and develop-ment of qualifications systems and frameworks, international comparison of competences and qualifications and ending with the curriculum design in general, vocational and higher education.

In EU documents the concept of competence is understood as a common connect-ing concept associated with fully understandable personal potential and opportunities to adapt to the variable and targeted abilities based on knowledge and experience. In Lithuanian Republic Law on Education (2011) the competence is defined as the ability to perform a certain activity based on the knowledge, abilities and values. Key competences are competences that can be developed in various study programs and adapted in differ-ent contexts.

“Competences“ show educated particular ability: a certain action, activity or thing to do. The concept of competence defines personality behavior and expresses in a broad sense adap-tive and effective functioning of the person in certain situations.

In order for person to create his or her successful life and to participate in the creation of wealth, it is necessary to mobilize a lot of abilities. European Commission references eight key competences: (see figure 2):

Communication in the mother tongue. It is every citizen’s ability properly and correctly use vocabulary, grammatical written culture. To communicate competently using oral language, expressing their views, interviews and participation in discussions.

Communication in foreign languages. The duty of every citizen, no matter of age, is to be proactive in intercultural communication. Ability to communicate in a foreign language ex-pands human capabilities. However, foreign language proficiency level depends on what are your listening, speaking, reading and writing abilities.

Mathematical competence and basic Competences in Science and Technology signifies that every citizen should master the mathematical abilities such as number, measurement units, basic mathematical operations and actions in everyday life.

Digital Competences. Living in the twenty-first century for people is becoming more difficult to be an active participant in it. New social networks, as Facebook, Skype and


others, information society technologies help citizens to communicate with each other, to share information, and fi nally to spend their leisure time. Th ese abilities help individuals to enhance critical and creative thinking, to develop information literacy abilities.

Learning to learn. All competences are interrelated. Learning to learn is a complex process in which we learn to analyze learning situations refl ectively, trying to identify themselves. Th erefore, in learning to learn, a citizen can identify their strengths and weaknesses, and thus to use learning strategies proper for him.

Civil and Social Competences. All human life happens being and participating in society just in diff erent functions. Th erefore, this ability includes personal, interpersonal and inter-cultural abilities. Th rough the general abilities expression, a man reveals himself. Seeking this ability, a person learns to be tolerant, honest, confi dent, he learns to understand and evaluate their own and others’ opinions, in a constructive communication and cooperation, creating a democratic, justice-based environment.

Sense of initiative and entrepreneurship. Th rough this competence displays human creativ-ity, thrusting, the desire to be independent. Th is competence is necessary for every citizen to be able to successfully lead them to work in a competitive job market, trying to keep their job place or creating for them a job place setting up a business.

Culture awareness and expression. Th is competence refers to an individual‘s cultural knowledge. Culture, expressing the human world-view and world-picture, it‘s not just a phe-nomenon in its own nation. Cultural awareness is important for national and international orientation of cultural.

Lifelong Learning (LLL) guarantee competences are considered particularly important in a knowledge society, because they guarantee more fl exibility in the labor market, more adaptation to constant change. Self-competence also increases student motivation, attitude to learning and its uniqueness. (Key Competences for lifelong learning. Recommendation of the European Parliament and of the Council, 2006). Every citizen should improve their abili-ties, knowledge continuously, actively participating in social life and acting successfully in a changing labor market and the business world.

Fig. 1. Key competences. (Key competences for lifelong learning. Recommendation of the European Parliament and of the Council, 2006)

Commu-nication

in mother tongue

Commu-nication

in foreign languages

Math-ematical and basic compe-

tences in science

and tech-nology

Digital compe-tences

Learning to learn

Social and

civic com-petences

Sense of initiative

and entre-preneur-

ship

Culture awareness

and ex-pression

keY coMPeTenceS

18Vidmantas Tūtlys

Genutė Gedvilienė

Aging population and the growing labor shortages require to find ways how to help adults to stay longer in the labor market. These processes and economic globalization as well intensify the competition for jobs and require constantly adapt to the change. Mo-bilization of key competences is becoming an important task for citizens, businesses and the state.

The European key competences for lifelong learning abilities distinguish eight key compe-tences, which citizens require for their personal fulfillment, social inclusion, active citizenship and the ability to work in the knowledge society. All these competences are equally impor-tant for every citizen, because only they can help to orient to a knowledge society in lifelong learning (LLL) processes. These competences are directly linked with each other, overlap and complement one another. (Key competences for lifelong learning, European Reference Framework, 2007). (See Figure 3).

Fig. 2. Map of significant adults’ LLL key competences

Each conceptualized competence contributes to active participation in society life, suc-cessful operation and adaptability in the constantly changing world of work. Therefore, each of these significant competences should provide added value for career designing, by reducing the gap between business and science in order to ensure the well-being of the aging population. Therefore, in order to respond to the aim of the study - perform general competences analysis, to look at key competences development process, to review the situation at the national and


international level, it is very important to identify the each competences abilities which can help for every citizen successfully operate in the constantly changing world of work.

Communication in mother tongue and in foreign language. The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR), and (2002) is currently the most important document of language policies and the practical application areas. This document defined the concept of linguistic competence, the structure, areas of operation, language proficiency levels, language user competences and aspects of the evalu-ation.

The main abilities of communication in the mother tongue competence is to express and interpret concepts, thoughts, feelings, facts and opinions orally and in writing and interact in various social and cultural environment. It covers speaking, reading, listening and writ-ing, and requires knowledge of vocabulary and grammar, literary and non-literary texts of knowledge (Key competences for lifelong learning, European Reference Framework, 2007, p. 4).

Table 3 Native and foreign language

Competence Abilities

Native and foreign languages

Native/foreign language dictionary and grammar knowledgeThe information transmitted in their native/foreign language oral and written comprehensionAbility to read and understand the literary and non-literary texts Ability reasoned thought and opinionAbility to prepare written and oral text Ability to interact with others in constructive dialogueAbility recognize cultural diversity and intercultural communication and the need for cooperation

Communication in foreign languages broadly shares the main abilities as in communi-cation in the mother tongue, but also calls for abilities such as mediation and intercultural understanding. Each person’s level of proficiency depends on the four dimensions (listening, speaking, reading and writing) and of different languages, social and cultural background, en-vironment, needs, and (or) interests. (Key competences for lifelong learning, European Refer-ence Framework, 2007, p. 5). Communication in any language means that person should have a good knowledge of vocabulary, grammar, and the different functions of language.

Numerical and informational society technologies. Digital competence, information society technologies requires a sound understanding and knowledge of the nature, role and opportu-nities of information society technologies (IST) in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spread-sheets, databases, information storage and management, an understanding of the op-portunities and potential risks of the Internet, communication via electronic media (e-mail, network tools) for work, leisure, information sharing and collaborative networking, learning and research. (Key competences for lifelong learning, European Reference Framework, 2007, p. 7).

Vidmantas Tūtlys Genutė Gedvilienė20

Table 4

Numerical and informational society technologies


Numerical and Informational Society Techno-logies

Ability from memory to perform elementary calculations required for household Ability to think mathematically and logically in practical calculations in everyday life (the calculation of the apartment / house square footage, etc.). Ability to use electronic devices for mathematical calculations (calculators, cell. Handset) Ability to use IT tools for personal and / or business purposes (e-mail, Skype, Facebook) Ability to use IT for personal and / or business purposes (e-banking, elections, purchase services, press, etc.). Ability to use the Internet for finding and selecting relevant information Process information using computer programs (Word, Excel, etc.).

Learning, personality and citizenship: learning to learn. Learning to learn competence is understood as a complex combination of knowledge, abilities, values, attitudes and disposi-tions assisting the lifelong learning, and by learning in formal and informal way. Learning to learn is important because it leads to a purposeful learning. The definition of learning to learn concept is inserted within the framework of the European Commission’s recommendations (2006).

Table 5Learning, personality and citizenship: learning to learn


Learning, personality and citizenship : lear-ning to learn

Ability to organize their own learning processAbility to learn and act independentlyAbility to learn and operate within a groupAbility to solve problemsAbility to discuss (reflect) their own learning and activities

„Learning to learn engages learners to build on prior learning and life experience to use and apply knowledge and abilities in in various situations - at home, at work, in educa-tion and training“ (Key competences for lifelong learning, European Reference Framework, 2007).

Table 6Learning, personality and citizenship: Cultural awareness and expression


Learning, persona-lity and citizenship : Cultural awareness and expression

Interest in art, feeling the need of art (interest in selected art direction and areas of classical works and innovation)Ability to analyze and interpret works of art in their messages, evaluating its relevance (select for yourself interesting and socially rele-vant works of art, works of art critically evaluate the ideas proposed, their relevance to human society).


Ability to apply creative artistic elements of work and everyday life (the ability independently perform simple acts of artistic creation or elements and adapt them at work and in everyday life).Ability to develop their cultural outlook and enrich it purposefully (critically evaluate works of art and cultural events in their own fitness-minded deve-lopment, to decide on the most appropriate cultural and artistic events, etc.).Ability to communicate with other people of culture and arts, developing and enriching the cultural outlook (egg, participation in the artistic expres-sion activities - clubs, societies, associations, arts and arts institutions).

Learning, personality and citizenship: Cultural awareness and expression. Cultural knowl-edge includes an awareness of local, national and European cultural heritage and their place in the world.

It covers a basic knowledge of major cultural works, including popular contemporary cul-ture. (Key competences for lifelong learning, European Reference Framework, 2007). Cultural awareness promotes personality improvement process: creating the role of the creative pro-cess and analysis of dramaturgy and understanding necessary for cognitive literature expands your circle of knowledge, develops the body, voice, acting technique, and communicating with colleagues, creative director, and other members of the group, accumulates inside the unique experience of learning from the experience of others.

Entrepreneurial competence. Entrepreneurial competences comprises the ability to iden-tify and act on opportunities as well as the ability to acquire and utilize resources need for transforming the ideas into fruition.

Table 7Enterpreneural competence


Entrepreneurial Orientation towards the achievements of the objective;Initiative – the ability to take the initiative;Responsibility for own and the other (egg, work group, team) actions and initia-tives against the organization and society; Innovation - orientation towards the various innovation by establishing and deployment;Risk tolerance – Ability to assume the risks and to act rationally in risky situations. Ability to evaluate the cost and the current (potential) added value Ability to plan own work and other short-term and long-term Ability to refuse to meet the current needs of investing in the future. Ability to understand others (consumers’) needs Ability to communicate conclusively and formally to convey to others the ideas and data.

Development of employability competence is one of the priorities in agendas of education reform strategies of Lithuania and the EU. Its abilities and development is associated with a high level of independent quality of life (Gevorgianienė V., GalkienėA., Grincevičienė V., 2008). Entrepreneurship is an individual’s ability to turn ideas into action. It includes creativ-ity, innovation and risk-taking, and the ability to plan and manage projects in order to achieve objectives (Key Competences for lifelong learning. Recommendation of the European Parlia-ment and of the Council, 2006).

22Vidmantas Tūtlys

Genutė Gedvilienė

An entrepreneurial attitude is characterized by initiative, proactivity, independence and innovation in personal and social life, as much as at work. It also includes motivation and de-termination to meet objectives, whether personal goals, or aims held in common with others including at work. (Key competences for lifelong learning, European Reference Framework, 2007).

ConClusions

Key competences in terms of knowledge and abilities are important for every individual of the knowledge-based society. They provide added value in the labor market, social cohesion and active citizenship, by offering flexibility and adaptability, satisfaction and motivation. There-fore, they should be regularly educated in both international and national levels.

The concept of key competences is on the focus of the different theoretical approaches dis-cerning various features of key competences. Typologies of key competences can be different depending on the goal of classifiaction and applied approaches, from the categorisation of key competences referring to the goal and scope of scientific research to the classification based on the agreements of experts for the purposes of regulation and management of the provi-sion of key competences in conditions of implementation and development of qualifications systems and frameworks, international comparison of competences and qualifications, etc.

The eight types of key competences proposed by the European Commission (2005) that include communication in the mother tongue, communication in foreign languages, mathemati-cal competence and basic competences in science and technology, digital competences, learning to learn, civil and social competences, competence of initiative and entrepreneurship, culture awareness and expression can be further combined into five bigger types that include com-munication in the native and foreign languages, numerical and information society technologies, learning to learn, personality and citizenship development, entrepreneurship competence. Such typology is more simple and convenient for the research and analysis of application and de-velopment of key competences in the adult education and lifelong learning.

referenCes

Estevez-Abe M., Iversen T., Soskice D. (2001). Social protection and the formation of skills: A reinter-pretation of the welfare state. In Peter A. Hall & David Soskice (Eds.), Varieties of capitalism: The institutional foundations of comparative advan-tage (pp. 145–183). Oxford, UK: Oxford Univer-sity Press.

Gevorgianienė V., Galkienė A., Grincevičienė V. (2008). Verslumo gebėjimų raiška kryptingo ug-dymo sąlygomis. Pedagogika: Vilnius.

Key Competences for Lifelong Learning. Recommenda-tion of the European Parliament and of the Council (2006). European Parliament and of the Council. Access in the Internet: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF

Key competences for lifelong learning, European Ref-erence Framework (2007). European Parliament and of the Council. Access in the Internet: : http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf

Laužackas R., Tūtlys V., Spūdytė I. (2009). Evolution of competence concept in Lithuania: from VET reform to development of National Qualifications System. Journal of European Industrial Train-ing. Emerald. ISSN 0309-0590. Vol. 33, No. 8/9, 800–816.

Le Deist F., Winterton J. (2005). ‘What is compe-tence?’ Human Resource Development Interna-tional, Volume 8, Iss. 1. Routledge, Taylor and Francis, 27–46.

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Lietuvos Respublikos švietimo įstatymas/Lithuanian Republic Law on Education. (2011). Lietuvos Respublikos šveitimo ir mokslo ministerija: Vil-nius. Access in the Internet: http://www.sac.smm.lt/images/file/e_biblioteka/Lietuvos%20Respub-likos%20svietimo%20istatymas.pdf

Streeck W. (2012). Skills and Politics: General and Spe-cific. In: Busemeyer, M. R., Trampush, C. (Eds.). The Political Economy of Collective Skill Forma-tion. Oxford. Oxford University Press, 317–352.

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).

(2002). Assets Cambridge. Access in the Inter-net: http://assets.cambridge.org/052180/3136/sample/0521803136WS.pdf

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). (2008). COE. Access in the Internet: http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf.

Tūtlys V., Spūdytė I. (2011). Implementing a national qualifications framework in Lithuania. Journal of Education and Work, Volume 24, Iss. 3–4, Rout-ledge: Taylor and Francis, 429–448.

Language editor: Prof. dr. Nemira Mačianskienė

Vidmantas Tūtlys – socialinių mokslų daktaras, Vytauto Didžiojo universiteto docentas, Profesinio rengimo studijų centro vadovas, vyresnysis mokslo

darbuotojas. Mokslinių tyrimų sritys: profesinio rengimo politika, kvalifikacijų sistemų plėtra, darbo

rinkos politika, darbuotojų tęstinio profesinio mokymo plėtra, migracijos poveikis mokymuisi

ir profesiniam tobulėjimui.

Adresas: Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Jonavos g. 66-205, LT-44191.

El. paštas: [email protected]

genutė gedvilienė – socialinių mokslų daktarė, Vytauto Didžiojo universiteto profesorė. Mokslinių

tyrimų sritys – suaugusiųjų mokymasis visą gyvenimą, bendrosios kompetencijos.

Adresas: Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Edukologijos katedra,

Jonavos g. 66-313, LT-44191, Kaunas. El. paštas: [email protected]

Vidmantas Tūtlys – Doctor of Social Sciences, Associate Professor in Vytautas Magnus University, head of the Centre for Vocational Education, senior researcher. Research areas: vocational training policy, development of qualification systems, labor market policies, workers’ continuing vocational training development of employees, impact of migration on education and professional development.

Adress: Vytautas Magnus University, Faculty of Social Sciences, Jonavos g. 66-205, LT-44191. E-mail: [email protected]

genutė gedvilienė – Doctor of Social Sciences, a Professor in Vytautas Magnus University. Research areas – adult education, lifelong learning, key competences.

Adress: Vytautas Magnus University, Faculty of Social Sciences, Department of Education Sciences, Jonavos g. 66-313, LT-44191, Kaunas. E-mail: [email protected]

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BENDRAVIMO GIMTĄJA IR UŽSIENIO KALBOMIS PERSPEKTYVA SUAUGUSIŲJŲ ŠVIETIME: KOMPETENCIJA GRINDŽIAMAS POŽIŪRIS

PERSPECTIVES OF COMMUNICATION IN MOTHER TONGUE AND FOREIGN LANGUAGES IN ADULT EDUCATION: COMPETENCE-BASED APPROACH

Vilhelmina Vaičiūnienė, Mykolo Romerio universitetas | Mykolas Romeris University

Santrauka. Straipsnyje pristatomas bendravimo gimtąja ir užsienio kalbomis kompetencijų tyrimas, atliktas įgyvendinant projektą „Suaugusiųjų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma“ (Nr. VP1-3.1-ŠMM-07-K-03-073) apklausus respondentus iš 60 Lietuvos savivaldybių. Tyrimo rezul-tatai pagrindžia šių kompetencijų svarbą suaugusiųjų gyvenime: profesinės ir visuomeninės veiklos bei asmeninio tobulėjimo srityse ir daugumos respondentų siekį šias kompetencijas tobulinti.

Pagrindinės sąvokos: bendravimas gimtąja kalba, bendravimas užsienio kalbomis, kompetencija, gebėjimai, darbo vietos paieška, karjeros siekimas

Summary. The paper presents the research study on communication in mother tongue and foreign languages conducted during the implementation of the project „Research and Development Platform for Adult Training of Generic Competences (No. VP1-3.1-ŠMM-07-K-03-073) based on the survey in 60 muni-cipalities of Lithuania. The research findings validated the importance of the competences in adult life in the areas of professional, societal activity and personal development including respondents’ wish to improve these competences.

key concepts: communication in mother tongue, communication in foreign languages, competence, job search, career pursuit

ĮVadas

Globaliame šiandienos pasaulyje akivaizdus didelis bendravimo ir bendradarbiavimo po-reikis, todėl gimtosios ir užsienio kalbos kompetencijos ir jų tobulinimas yra būtina sąlyga dirbantiems ir norintiems įsitvirtinti darbo rinkoje asmenims. Moderniosios visuomenės kontekste bendrųjų kompetencijų terminas ir jų samprata yra mokslinių diskusijų objektas. Daugelį metų įvairiose šalyse bandoma apibrėžti bendrąsias kompetencijas, esama nemažai apibrėžčių, vienos jų sukurtos mokslininkų, kitos įteisintos ES dokumentuose (EK „Euro-pos orientaciniai metmenys“, 2007; Dublin Descriptors (Dublino aprašai), 2004; TUNING projektas, 2010). Bendravimo gimtąja ir užsienio kalbomis kompetencijos, priskiriamos

26


bendrosioms kompetencijoms – būtinos informacinėje visuomenėje gyvenančiam žmogui, nes kalba yra svarbi prasmės modeliavimo ir perdavimo priemonė. Poreikis lavinti kalbinius gebėjimus, panašiai kaip poreikis mokytis, išlieka visą gyvenimą.

Straipsnyje – pristatoma bendravimo gimtąja ir užsienio kalba kompetencijų mokslinės literatūros analizė ir empirinio tyrimo rezultatai, kurie atskleidžia edukologines, ekonomines, socialines, politines ir kultūrines bendravimo gimtąja ir užsienio kalbomis kompetencijų plė-tojimo prielaidas, problemas ir galimybes.

Bendrieji Europos kalbų mokymosi, mokymo ir vertinimo metmenys (2002) šiuo metu yra svarbiausias dokumentas Europos kalbų politikos ir praktinio taikymo srityse. „Kompeten-cijos yra visuma žinių, gebėjimų ir ypatybių, kurios leidžia asmeniui veikti. Kalbos vartotojo bendrosios kompetencijos susideda būtent iš žinių, gebėjimų ir egzistencinės kompetencijos, taip pat gebėjimo mokytis“ – (Bendrieji Europos kalbų mokymosi, mokymo ir vertinimo me-tmenys, 2002, 2008 lietuvių kalba). Šis dokumentas apibrėžė kalbos kompetencijos sampratą, jos sandarą, veikimo sritis, kalbų mokėjimo lygius, kalbos vartotojo kompetencijas ir vertini-mo aspektus.

Kiekybinis bendravimo gimtąja ir užsienio kalbomis kompetencijų tyrimas atliktas 2014 m. rugsėjį–gruodį. Jo metu apklausti Lietuvos gyventojai. Šio tyrimo objektas – bendra-vimo gimtąja ir užsienio kalbomis kompetencijų aktualumas pagal apibrėžtas keturias sritis. Straipsnyje pristatomu tyrimu siekiama nustatyti kiek ir kaip bendravimo gimtąja ir užsienio kalbomis kompetencijos yra reikšmingos Lietuvos piliečiams šiose srityse: i) profesinėje vei-kloje, sprendžiant darbo uždavinius; ii) siekiant profesinės karjeros; iii) siekiant asmeninio tobulėjimo. Tyrimo imtis – 709 respondentai iš 60-ies Lietuvos savivaldybių. Tyrimo instru-mentas – struktūruota anketinė apklausa. Duomenims rinkti ir apdoroti taikyti aprašomosios statistikos metodai.

BendraVimo ir TarPkulTūrinė komPeTenCiJa

„Komunikacinė kompetencija“ kaip mokslo sąvoka iškilo 1960-aisiais, kaip prieštara ling-vistinės kompetencijos sąvokai, kurią įvedė struktūralistinės lingvistikos atstovas Noamas Chomsky’is (1965). Jo samprata rėmėsi „idealiu“ kalbėtoju-klausytoju, pasižyminčiu puikio-mis lingvistinėmis žiniomis. Filosofas Jürgenas Habermasas ir sociolingvistas Dellis H. Hy-mesas (1971) nesutiko su Chomsky’o samprata, teigdami, kad ji netinka realaus gyvenimo si-tuacijoms. Dauguma autorių (Strohner, Rickheit, 2008; Nazari, 2007) seka empiriškai pagrįsta Hymes‘o komunikacinės kompetencijos samprata. Neatsitiktinai Hymeso koncepcija siejama su praktiniais poreikiais. Terminas, kurį pasiūlė Hymesas (1971), apibūdinant žinias, t. y. tai-sykles apie kalbos socialinės ir referentinės reikšmės supratimą ir pateikimą yra komunika-cinė (bendravimo) kompetencija. Pasirodžius Gumperz ir Hymeso publikacijai „Bendravimo etnografija“, labai daug sociolingvistų bando atrasti ir suprasti kalbėjimo taisykles, kuriomis remiasi kalbinė raiška, ir taikyti jas socialiai prasmingai (Paulston, 1992).

Mokydami ar mokydamiesi kalbų mes visada susiduriame su tarpkultūriniais aspektais, kai besimokantieji taiko savo kalbėjimo (gimtosios kalbos) taisykles kalbai, kurią mokosi, o šis veiksnys gali implikuoti labai skirtingą socialinę reikšmę. Tarpkultūrinė kompetencija, kaip svarbus kalbų mokymo matmuo nagrinėtas daugelio autorių, kurie kalboms priskiria socialinio teisingumo ar besimokančiojo, kaip žmogaus, dvasinio lavinimo funkciją (Garrido

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BENDRAVIMO GIMTĄJA IR UŽSIENIO KALBOMIS PERSPEKTYVA SUAUGUSIŲJŲ ŠVIETIME: KOMPETENCIJA GRINDŽIAMAS POŽIŪRISPERSPECTIVES OF COMMUNICATION IN MOTHER TONGUE AND FOREIGN LANGUAGES IN ADULT EDUCATION: COMPETENCE-BASED APPROACH

ir A´ lvarez, 2006, p. 165). Vienas svarbiausių kalbų mokymo dokumentų yra Europos kalbų bendrieji metmenys (2001), kurie remiasi Michaelo Byramo „savoir“ modeliu (1997), pabrė-žiančiu tarpkultūrinę kompetenciją, tačiau metmenyse pasigendama deskriptorių šiai kom-petencijai.

BendraVimo gimTąJa ir uŽsienio kalBomis komPeTenCiJų Turinys

Per pastaruosius metus komunikacinės kompetencijos svarba ypač akcentuota Europos Są-jungos švietimo dokumentuose. Juose komunikacija apibrėžiama kaip ,,gebėjimas išsakyti ir interpretuoti mintis, jausmus ir faktus žodžiu ir raštu įvairiuose visuomeniniuose kontekstuo-se – darbe, namie ir laisvalaikio metu“ (Concept Document of the Commission Expert Group on ,,Key Competencies’’, 2002; The Key Competences for Lifelong Learning, 2007).

Kalbos yra svarbus sėkmingos verslo raidos rodiklis, kurį akcentuoja EK dokumentai. EK rekomendacijose „Kompanijos dirba geriau naudodamos kalbas“ (2008) teigiama, kad Europos mastu smulkaus ir vidutinio verslo nuostoliai dėl lingvistinio ir tarpkultūrinio ben-dravimo silpnybių yra ženklūs ir siūloma kaip pasiekti geresnių rodiklių versle, naudojant kal-bų potencialą. Viena iš priežasčių – nesilaikoma Barselonos (2002) viršūnių susitikimo strate-ginių nuostatų, – kad „kiekvienas pilietis turi išmokti dvi kalbas šalia savo gimtosios kalbos“.

Bendravimas kuria nors kalba reiškia, kad žmogus turi gerai išmanyti žodyną, gramatiką ir suvokti skirtingas kalbos funkcijas. Be to, žmonės turi gebėti bendrauti įvairiose situacijo-se, jie turėtų vertinti estetines kalbų savybes, bendrauti su kitais įvairių kultūrų asmenimis įvairiakalbėje aplinkoje. Kalbos yra ypač susijusios su kūrybingumu bei jausmų valdymu ir su socialine ir asmenine gerove. Kalbiniai įgūdžiai akivaizdžiai būtini tolesniam mokymuisi ir yra ugdomi įgyjant ir taikant kitus bendruosius gebėjimus.

Gimtosios ir užsienio kalbų žodynas

Funkcinės gramatikos žinios

Bendravimas su kitų kultūrų žmonėmis

Literatūrinio ir neliteratūrinio teksto skaitymas ir supratimas

Teksto parengimas raštu

Kultūrų įvairovės ir tarpkultūrinio bendravimo ir bendradarbiavimo poreikio pripažinimas

Argumentuotas minčių reiškimas

Informacijos, perduodamos gimtąja ir užsienio kalba, supratimas

Bendravimo gimtąja ir užsienio kalbomis kompetencijos

1 pav. Bendravimo gimtąja ir užsienio kalbomis kompetencijų turinys

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Bendravimo gimtąja kalba kompetencija apibrėžiama kaip gebėjimai žodžiu ir raštu reikš-ti ir aiškinti sąvokas, mintis, jausmus, faktus ir nuomones ir bendrauti įvairioje socialinėje ir kultūrinėje aplinkoje. Ši kompetencija apima kalbėjimą, skaitymą, klausymą ir rašymą ir reikalauja žodyno ir gramatikos žinių, literatūrinių ir neliteratūrinių tekstų išmanymo. Bend-ravimo užsienio kalbomis kompetencija apima įgūdžius suprasti, reikšti ir aiškinti sąvokas, mintis, jausmus, faktus ir nuomones raštu ir žodžiu mokantis, darbe, namuose, leidžiant lais-valaikį pagal kiekvieno asmens siekius ir norus. Šių kompetencijų sandara pateikta 1 pav.

Bendravimas užsienio kalbomis reikalauja tarpininkavimo ir tarpkultūrinio supratimo įgūdžių. Kiekvieno žmogaus mokėjimo lygis yra vertinamas keturiose srityse (klausymo, kal-bėjimo, skaitymo ir rašymo) ir skirtingų kalbų, socialinio ir kultūrinio išsilavinimo, aplinkos, poreikių ir (arba) interesų. (Bendrieji visą gyvenimą trunkančio mokymosi gebėjimai. Euro-pos orientaciniai metmenys, 2006).

Garrido ir Álvarez (2006), tyrusios kalbų mokytojų rengimo problemas ir mokymo ir mo-kymosi fenomeną, teigia, kad kultūrinės dimensijos pripažinimas kalbų studijose yra vienas iš esminių pokyčių, todėl neatsitiktinai kalbos pastaruoju metu siejamos ne tiek su lingvisti-niais modeliais, o su kultūromis, bendruomenėmis ir visuomenėmis, kurios pasitelkia kalbas komunikaciniais tikslais.

BendraVimo komPeTenCiJų Tyrimo meTodologiJa ir organizaVimas

Straipsnyje pristatomi tyrimo rezultatai, susiję su bendravimo gimtąja ir užsienio kalbomis kompetencijų svarba suaugusiųjų gyvenime ir poreikiu šias kompetencijas plėtoti.

Tyrimo priemonė – struktūruota anketinė apklausa, kuri buvo atliekama elektroniniu ir popieriniu būdu. Bendravimo gimtąja ir užsienio kalbomis kompetencijų anketą suda-rė 7 blokai: 1) bendravimo gimtąja ir užsienio kalbomis kompetencijų vertinimo blokas; 2) bendravimo gimtąja ir užsienio kalbomis kompetencijų svarba pagal veiklos sritis, 3) darbo paieškos įvertinimas; 4) darbo vietos išlaikymas; 5) profesinės karjeros siekimas; 6) dalyvavimas visuomeninėje/pilietinėje veikloje; 7) bendravimo gimtąja ir užsienio kalbo-mis kompetencijų tobulinimas.

„Bendravimo gimtąja ir užsienio kalbomis kompetencijų“ tyrime dalyvavo 709 respon-dentai. Dalyvių buvo teirautasi apie: i) šeiminę padėtį, ii) lytį, iii) išsilavinimą, iv) užimtu-mą, v) gyvenamąją vietą. Dalyvių pasiskirstymas pagal lytį: 63,1 proc. moterų ir 36,9 proc. vyrų. Respondentų amžiaus vidurkis – 38 metai. Vyriausias dalyvis – 84 metų, jauniausias – 18 metų.

Daugiausia respondentų (15,8 proc.) gyvena didmiestyje arba kituose šalies miestuose.Gana didelė apklaustųjų dalis (34,7 proc.) į klausimą apie gyvenamąją vietą neatsakė. Daugiau kaip pusė visų apklaustųjų (53,1 proc.) turi aukštąjį išsilavinimą. Respondentai, kurie turi tik pradinį, pagrindinį, nebaigtą vidurinį ar vidurinį išsilavinimą, sudarė 25,8 proc. visos tyrimo imties. Respondentų analizė pagal užimtumą rodo, kad didžiausią dalį tyrime sudarė nedirban-tys žmonės (N = 317). Dirbančių asmenų buvo 30,1 proc., iš jų tarnautojų – 9,8 proc., samdo-mų darbuotojų – 10,4 proc., turinčių savo verslą – 2,9 proc., nereguliariai dirbantys – 6,7 proc. Senjorų tikslinę grupę sudarė 9 proc. visos imties, iš jų 6,6 proc. – nedirbantys ir 2,4 proc. – dirbantys pensininkai. Tyrimo dalyvių šeiminė padėtis rodo, kad imtyje dominuoja vedę / ište-kėjusios (42,9 proc.), tačiau beveik trečdalį sudaro viengungiai/netekėjusios (28,8 proc.). Kitų grupių dalyvių yra kur kas mažiau. Respondentų amžiaus vidurkis – 38 metai.

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Duomenų rinkimo ir apdorojimo metodai. Anketinė apklausa buvo atliekama elektro-niniu ir popieriniu būdu. Atsakymams taikytos ranginės ir nominalinės skalės. Kiekybinė duomenų analizė atlikta naudojant duomenų apdorojimo ir analizės programos SPSS 16.0 ir 22.0 versijas. Taikyti aprašomosios statistikos metodai: skaičiuoti dažniai, procentai, vidur-kiai. Grupėms palyginti buvo naudotos kryžminės (dviejų kintamųjų) dažnių lentelės ir Chi kvadrato kriterijus. Kendall tau koreliacijos koeficientas skirtas asimetriškiems ryšiams nu-statyti, o klausimų ranginėms koreliacijoms tirti buvo naudojamas Kendall tau-b koeficientas, kiekybinių kintamųjų tarpusavio koreliacijos buvo tiriamos naudojant Pearson arba Kendall tau koreliacijos koeficientus.

BendraVimo komPeTenCiJų kiekyBinio Tyrimo rezulTaTai

Atlikti keli tyrimai: i) aprašomoji gautų duomenų analizė; ii) koreliacinis tyrimas. Jų metu taikyti skirtingi metodai.

aPrašomoJi analizė

Šiuo tyrimu siekta nustatyti, kaip/ar bendravimo gimtąja ir užsienio kalbomis gebėjimai pa-deda darbo, asmeninės ir visuomeninės veiklos srityse: i) ieškant darbo vietos, ii) išlaikant darbo vietą; iii) siekiant profesinės karjeros. Respondentų teigimu, gimtosios kalbos gebė-jimai svarbiausią vaidmenį atlieka ieškant darbo vietos (66,5 proc.), panašus respondentų skaičius (61,1 proc.) vertina šių gebėjimų svarbą, siekiant karjeros ir dalyvaujant visuome-ninėje ir pilietinėje veikloje (61,9 proc.). Lyginant užsienio kalbų gebėjimų svarbą minėto-se srityse atsakymai pasiskirstė kiek kitaip: 46,8 proc. respondentų tvirtina, kad šie gebėji-mai labai padeda ieškant darbo, daugiau nei trečdalio respondentų (39,1 proc.) nuomone, jie labai padeda išlaikant darbo vietą, ir dalyvaujant visuomeninėje ir pilietinėje veikloje (37,6 proc.) ir, 45,0 proc. respondentų nuomone, jie yra svarbūs, siekiant profesinės karjeros. Taigi, lyginant gimtosios kalbos gebėjimų ir užsienio kalbų gebėjimų reikšmę, pastebėta, kad gebėjimus bendrauti užsienio kalbomis respondentai vertina kaip ne tokius reikšmingus darbo rinkoje.

„Darbo vietos įvertinimas“ siejamas su bendravimo gebėjimų reikšmingumu dar-bo paieškai. Šiuos respondentų atsakymus derėtų vertinti, pagal atsakymus į klausimus „Ar svarbi jums darbo paieška?“ (3.1. klausimas) ir „Kur ieškote darbo?“ (3.2. klausimas). 77,2 proc. apklaustųjų darbo paieška yra aktuali. Didžioji imties dalis (70,0 proc.) darbo ieško Lietuvoje. Ketvirtadalis respondentų (24,5 proc.) nurodė, jog darbo ieško Lietuvoje ir užsienyje. 2,4 proc. respondentų darbo ieško užsienyje ir 3,1 proc. – tarptautinėje įmonėje, esančioje Lietuvoje. Susumuojant šiuos duomenis, akivaizdu, kad beveik trečdalis respon-dentų norėtų dirbti aplinkoje, kurioje vienos ar kitos užsienio kalbos mokėjimas yra būti-nas. Darbo vietos paieška ir bendravimo gebėjimų svarbos tyrimas atskleidė, kad didžioji respondentų dauguma teigia, kad šie gebėjimai yra reikšmingi. Dviem trečdaliams respon-dentų (66,5 proc.) bendravimo gimtąja kalba gebėjimai labai padeda ir 27,6 proc. dalyvių – daugiau padeda nei nepadeda ieškant darbo. Bendravimo gebėjimai užsienio kalbomis la-bai padeda mažesniam respondentų skaičiui (46,8 proc.) ir daugiau padeda nei nepadeda – 41,5 proc. atsakiusiųjų. Šie rezultatai liudija, kad respondentai labiau linkę vertinti gimtosios kalbos gebėjimus. Tačiau buvo nemažai respondentų, kurie nežinojo ar negebėjo įvertinti šių

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gebėjimų svarbos. 4,7 proc. respondentų nežino, ar bendravimo gimtąja kalba gebėjimai yra svarbūs ir šiek tiek daugiau respondentų (7,5 proc.) negalėjo atsakyti dėl bendravimo užsie-nio kalbomis gebėjimų svarbos darbo paieškos rezultatams. Atsakymą „Aš to nedarau, man to nereikia“ pažymėjo 10,0 proc. dalyvių, atsakydami į klausimą apie bendravimo gebėjimus gimtąja kalba ir 16,8 proc. – bendravimo gebėjimus užsienio kalbomis. Darytina prielaida, kad šie respondentai nėra susidūrę su tokia situacija, kurioje jų klausiama apie kalbų mo-kėjimą ir jų svarbą. Vienas iš „Europos kalbų lobyno“ tyrimo (2012) rezultatų rodo, kad tik nedidelė šalyje veikiančių įmonių dalis kalbos strategijas pripažįsta kaip lygiavertį įmo-nės plėtros elementą. Nors 17 įmonių iš 24 dalyvavusių apklausoje, atsakydamos į klausimą apie bendrą įmonės kalbų strategiją, minėjo kalbų gebėjimų svarbą darbuotojų įdarbinimo procese. Taigi, darbdaviai vertina kalbų mokėjimą, priimdami į darbą, tačiau nesinaudo-ja arba menkai naudojasi turimomis savo darbuotojų kalbos žiniomis kasdienėje įmonės veikloje.

Kitais klausimais buvo bandoma nustatyti, kaip ir kokiais atvejais bendravimo gimtąja kalba ir bendravimo užsienio kalbomis gebėjimai padeda: i) ieškoti informacijos apie darbo vietas, ii) parengti įsidarbinimui reikalingus dokumentus, iii) bendrauti su darbdaviais ieš-kant darbo, iv) prisistatyti per atranką. Labiausiai gimtosios kalbos gebėjimai padeda: ieškoti informacijos apie darbo vietas (64,3 proc.), parengti įsidarbinimui reikalingus dokumentus (64,4 proc.), bendrauti su darbdaviais ieškant darbo (65,3 proc.), prisistatyti per darbo atran-ką (67,5 proc.). Nustatyta, kad užsienio kalbų gebėjimai yra vertinami kur kas menkiau nei gimtosios kalbos gebėjimai tose pačiose kategorijose. Tačiau tai proporcingai siejasi su rezul-tatais, gautais apie darbo paieškos geografiją (dauguma darbo ieško Lietuvoje). Labai padeda ar padeda: i) ieškoti informacijos apie darbo vietas (37,6 proc. ir 39,6 proc.); ii) parengti įsidarbinti reikalingus dokumentus (34,2 proc. ir 39,1 proc.); iii) bendrauti su darbdaviais ieškant darbo (37,0 proc. ir 40,7 proc.); iv) prisistatyti per atranką (36,9 proc. ir 39,8 proc.). Daroma prielaida, kad respondentai, ieško nekvalifikuoto ar mažai kvalifikuoto darbo, kurį atliekant nebūtina žinoti užsienio kalbą arba užsienio kalbos(ų) mokėjimas nėra vertinamas kaip privalumas.

Klausimų blokas „Darbo vietos išlaikymas“ skirtas darbo vietos išlaikymo ir bendravimo gebėjimų santykio tyrimui. Į klausimą (4.1.) „Ar Jums svarbu išlaikyti darbo vietą?“ teigiamai atsakė 84,1 proc. (N = 594) respondentai, neigiamai – 15,9 proc. (N = 112). Atsakymų anali-zė rodo, kad tiek bendravimo gimtąja kalba gebėjimai, tiek ir bendravimo užsienio kalbomis gebėjimai yra svarbi parama, išlaikant darbo vietą: gimtosios kalbos gebėjimai labai padeda (58,4 proc.) arba daugiau padeda nei nepadeda (34,6 proc.), užsienio kalbos gebėjimai labai padeda (39,1 proc.) daugiau padeda nei nepadeda (46,0 proc.) išlaikyti darbo vietą. Šių respon-dentų buvo klausiama, kaip/ar bendravimo gimtąja kalba gebėjimai ir bendravimo užsienio/kitomis kalbomis gebėjimai (4.2. klausimas) padeda: i) sutaupyti laiko ir jėgų, ii) bendrauti ir bendradarbiauti su kolegomis, iii) bendrauti su klientais, iv) laikytis kokybės reikalavimų, vi) kurti naujus sprendimus ir idėjas, vii) tobulėti, viii) kelti kvalifikaciją, ix) ginti savo teises. Akivaizdu, kad gimtosios kalbos gebėjimai yra pripažįstami, kaip padedantys siekti geresnių rezultatų. Taip mano tyrimo imties dauguma (70,7 proc.). Bendraujant ir bendradarbiaujant su kolegomis šie gebėjimai taip pat yra svarbūs (59,3 proc.), kitose srityse jų svarba – apylygė. Užsienio kalbų gebėjimai, respondentų teigimu, mažiau padeda darbo vietai išlaikyti. Paste-bėta, kad jie yra reikšmingi tobulėjant (51,3 proc.) ir siekiant geresnių rezultatų (47,9 proc.),

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tačiau reikšmingi kur kas mažesniam apklaustųjų skaičiui, kuriant naujus sprendimus ir idėjas (21,9 proc.), ar laikantis kokybės (21,8 proc.). Visai nedaug respondentų sutinka, kad užsienio kalbų gebėjimai padeda ginti savo teises (17,6 proc.) (žr. 1 lentelę).

1 lentelė Bendravimo gimtąją ir užsienio kalbomis gebėjimų svarba, išlaikant darbo vietą (%)

Pasiekti geresnių rezultatų

Sutau-pyti laiko

ir jėgų

Bendrauti ir bendra-darbiauti su kole-gomis

Ben-drauti

su klientais

Laikytis kokybės reikala-

vimų

Kurti naujus

sprendi-mus

ir idėjas

Tobu-lėti

Kelti kvalifi-kaciją

Ginti savo

teises

Bendravimo gimtąja kalba gebėjimai

70,7 43,4 59,3 53,4 38,9 40,9 43,7 42,7 46,4

Bendravimo kitomis/užsienio kalbomis gebėjimai

47,9 27,8 32,5 44,7 21,8 21,9 51,3 35,2 17,6

Remdamiesi gautais duomenimis, teigiame, kad apklaustų respondentų nuomone gimto-sios kalbos gebėjimai yra svarbesni, siekiant išlaikyti esamą darbo vietą, o tai veda prie prie-laidos, kad tyrimo dalyviai dirba Lietuvoje arba sieja darbinę veiklą su Lietuva.

Klausimų blokas „Profesinės karjeros siekimas“ buvo sutelktas į bendravimo gebėjimų svarbą profesinei karjerai. Į klausimą (5.1.) „Ar Jums svarbu profesinės karjeros siekimas?“ gauti atsakymai rodo, jog karjera yra svarbi tyrimo dalyviams – 73,4 proc. apklaustųjų at-sakė teigiamai. Tolesniu klausimu (5.2.) buvo siekta nustatyti, ar/kaip bendravimo gimtąja kalba gebėjimai ir bendravimo kitomis/užsienio kalbomis gebėjimai yra aktualūs septyniose kategorijose: i) padeda savarankiškai planuoti karjerą, ii) padeda ieškoti informacijos apie karjeros galimybes, iii) padeda bendrauti su žmonių išteklių specialistais karjeros klausimais, iv) padeda vertinti pasiūlymus eiti aukštesnes pareigas; v) padeda pateikti darbdaviams savo privalumus, vi) padeda kurti ir plėtoti savarankišką verslą, vii) padeda tobulėti profesinė-je srityje. Bendravimo gimtąja kalba gebėjimai labiausiai padeda: i) savarankiškai planuoti karjerą (63,7 proc.), ii) ieškoti informacijos apie karjeros galimybes (65,5 proc.), iii) tobulėti profesinėje srityje (58,7 proc.), iv) pateikti darbdaviams savo privalumus (56,4 proc.). Kitose kategorijose šie gebėjimai vaidina menkesnį vaidmenį. Užsienio kalbų gebėjimai labiausiai padeda: i) tobulėti profesinėje srityje (51,6 proc.), ii) ieškoti informacijos apie karjeros gali-mybes (48,8 proc.). Kitose kategorijose, tokiose kaip bendrauti su žmonių išteklių specialistais karjeros klausimais, vertinti pasiūlymus eiti aukštesnes pareigas, pateikti darbdaviams savo privalumus, kurti ir plėtoti savarankišką verslą, respondentų nuomone, šie gebėjimai nėra to-kie reikšmingi. Apibendrintai duomenys pateikiami 2 lentelėje. Lyginant bendravimo gimtąja kalba ir bendravimo užsienio kalbomis gebėjimų vaidmenį, išryškėjo didesnė gimtosios kal-bos gebėjimų svarba siekiant karjeros. Todėl galima išvada, kad karjerą respondentai planuoja ir jos siekia Lietuvoje.

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2 lentelė Bendravimo gimtąją ir užsienio kalbomis gebėjimų svarba siekiant karjeros (%)

Padeda savaran-

kiškai planuoti karjerą

Padeda ieškoti

informa-cijos apie karjeros

galimybes

Padeda bendrauti su žmonių

išteklių specia-listais

karjeros klausimais

Padeda vertinti pasiūly-mus eiti

aukštesnes pareigas

Padeda pateikti darbda-

viams savo privalu-

mus

Padeda kurti ir

plėtoti sa-varankišką

verslą

Padeda tobulėti

profesinė-je srityje

Bendravimo gimtąja kalba gebė-jimai

63,7 65,5 47,8 46,3 56,4 30,5 58,7

Bendravimo kitomis /užsienio kalbomis gebėjimai

33,8 48,8 27,4 30,3 30,3 20,2 51,6

koreliaCinis Tyrimas

Šiuo tyrimu siekėme nustatyti priežastingumo ryšį tarp „Bendravimo gimtąja ir užsienio kal-bomis kompetencijų“ anketos klausimų blokų viduje arba tarp blokų. Statistiškai nustatant ryšius ar jų nebuvimą, galima projektuoti ar tobulinti aplinkos struktūrą ir reiškinių funkcio-navimą. Todėl buvo svarbu nustatyti kaip vienų kalbų mokėjimas veikia kitų kalbų įvaldymo lygmenį ir kokį poveikį gali turėti vienos kalbos mokėjimas kitai kalbai / kalboms. Analizuo-jant duomenis tikrinta tarp kurių atsakymų ir atsakymų blokų yra statistiškai reikšmingų ryšių. Koreliacijoms nustatyti tarp ranginių kintamųjų taikytas Kendall (Kendall τ-b) korelia-cijos koeficientas. „Kendall koeficientas, kaip ir Spirmeno, naudojamas ranginių kintamųjų ryšio stiprumui įvertinti“ (Čekanavičius ir Murauskas, II t. 2002, p. 37). Koreliacijos stipru-mas vertinamas skalėje nuo 0 iki 1 arba nuo 0 iki –1. Teigiamas koeficientas žymi tiesioginę kintamųjų priklausomybę, neigiamas – atvirkštinę. Gautų duomenų analizė atlikta naudojant duomenų apdorojimo ir analizės programos SPSS 16.0 ir 22.0 versijas.

Darbo vietos paieškoje koreliaciniai ryšiai tarp gimtosios kalbos gebėjimų ir užsienio kalbų gebėjimų yra gana silpni. Tačiau gimtosios kalbos gebėjimų reikšmė informacijos apie dar-bo vietas paieškai stipriai koreliuoja tarpusavyje su tokiomis veiklomis kaip i) įsidarbinimo dokumentų parengimas (τ-b = 0,78, p < 0,01), ii) bendravimas su darbdaviais (τ-b = 0,77, p < 0,01), iii) prisistatymas per atranką (τ-b = 0,72, p < 0,01). Taip pat stiprus koreliacinis ry-šys pastebėtas tarp teiginių, kad gimtoji kalba padeda parengti įsidarbinimui reikalingus do-kumentus ir padeda ieškoti informacijos apie darbo vietas (τ-b = 0, 78, p < 0,01) padeda ben-drauti su darbdaviais (τ-b = 0,82, p < 0,01) bei padeda prisistatyti atrankos metu (τ-b = 0,83, p < 0,01). Taigi, šie koreliaciniai ryšiai rodo minėtų veiklų glaudžias sąsajas su gimtosios kal-bos gebėjimų vaidmeniu.

33


Profesinės karjeros siekimo srityje ryškiausios koreliacijos nustatytos tarp bendravimo gim-tąja kalba gebėjimai padeda bendrauti su žmonių išteklių specialistais ir bendravimo gimtąja kalba gebėjimai padeda vertinti pasiūlymus eiti aukštesnes pareigas (τ-b = 0,65, p < 0,01). Taip pat bendravimo gimtąja kalba gebėjimai padeda vertinti pasiūlymus eiti aukštesnes pareigas ir bendrauti su žmonių išteklių specialistais (τ-b = 0,65, p < 0,01). Koreliacijos užsienio kalbų gebėjimų paramos įvairiose veiklose, siekiant profesinės karjeros, yra gerokai silpnesnės. Sti-priausia koreliacija pastebėta tarp teiginių, kad bendravimo kitomis užsienio kalbomis gebėji-mai padeda kurti ir plėtoti savarankišką verslą ir bendravimo gimtąja kalba gebėjimai padeda kurti ir plėtoti savarankišką verslą (τ-b = 0,62, p < 0,01). Ši koreliacija parodo, kad tiek gimtoji, tiek užsienio kalbos yra svarbios versle ir verslui.

Paskutinio bloko „Bendravimo gimtąja ir užsienio kalbomis kompetencijų tobulinimas“ sta-tistinių ryšių analizė rodo teigiamą koreliaciją tarp visų kalbų gebėjimų ir žinių, kurias norėtų tobulinti respondentai. Tiriant poreikio lavinti bendravimo gimtąja kalba gebėjimų ryšius, stipriausia koreliacija aptikta tarp pageidavimo lavinti bendravimą raštu įvairiose situacijose ir gebėjimo bendrauti žodžiu įvairiose situacijose (τ-b = 0,78, p < 0,01). Tarp kalbų, kurias tyrimo dalyviai pageidautų mokytis, statistinio ryšio neaptikta. Tiriant ryšius tarp užsienio kalbų gebėjimų, kuriuos respondentai pageidautų tobulinti, nustatyta, kad visos koreliaci-jos yra teigiamos. Stipriausia koreliacija nustatyta tarp noro lavinti bendravimo žodžiu kitų ar užsienio kalbų gebėjimus įvairiose situacijose ir pageidavimo lavinti žodyną (τ-b = 0,68, p < 0,01) bei pageidavimo lavinti užsienio kalbos rašymo įgūdžius ir žodyno plėtojimo įgū-džius (τ-b = 0,67, p < 0,01). Derėtų pastebėti, kad aptiktas stiprus ryšys tarp noro bendrauti su kitų kultūrų/tautų žmonėmis ir žodyno plėtojimo (τ-b = 0,61, p < 0,01). Koreliacinė analizė pagrindžia teigiamą respondentų požiūrį tiek į gimtąją, tiek į užsienio kalbas, jų reikšmę ir siekį tobulinti jau išmoktas kalbas ir mokytis naujų.

Tiriant respondentų prioritetinius kalbų mokymosi būdus, nustatytas stiprus ryšys tarp mokymosi savarankiškai, naudojantis internetu ir mokymosi individualiai (τ-b = 0,52, p < 0,01). Kiti būdai ir mokymasis individualiai taip pat stipriai koreliuoja (τ-b = 0,62, p < 0,01). Priimtini tokie bendravimo gimtąja kalba ir užsienio kalbomis gebėjimų lavinimo būdai kaip mokymasis kalbų kursuose, kuris teigiamai koreliuoja su pageidavimu mokytis grupėje (darbo vietoje, aukštojoje mokykloje ir t. t.) (τ-b = 0,52, p < 0,01).

Atliktas koreliacinis tyrimas pagal respondentų užimtumo kriterijų. Kiekybinių kintamų-jų tarpusavio koreliacijos buvo tiriamos naudojant Pearson koreliacijos koeficientą (r). Buvo tirta kaip bendravimo gimtąja kalba kompetencija padeda darbo paieškos procese. Beveik visi dirbantys tyrimo dalyviai mano, jog ši kompetencija labai padeda (68,1 proc.) arba padeda (24,8 proc.) ieškant darbo, tam pritaria didžioji dauguma nedirbančių respondentų, o ketvir-tadalis senjorų (25,0 proc.) mano, kad ši kompetencija daugiau nepadeda nei padeda ieškant darbo. Manytina, kad dabartinėje darbo rinkoje lietuvių kalbos mokėjimas darbdavių yra ver-tinamas kur kas labiau, nei tai buvo anksčiau. Rastas reikšmingas skirtumas implikuoja skirtin-gą tikslinių grupių darbo patirtį ir ankstesnę socioekonominę situaciją. Darbo vietos išlaikymo kategorijoje gauti rezultatai apie gimtosios kalbos kompetencijos svarbą liudija, kad senjorų požiūris yra kitoks – trečdalis jų (35,7 proc.) mano, kad gimtosios kalbos vaidmuo nėra toks svarbus, siekiant išlaikyti darbo vietą. Dirbančių respondentų ir bedarbių supratimu gimtoji kalba labai padeda arba daugiau padeda nei nepadeda išlaikyti darbo vietą. Siekiant profesi-nės karjeros tikslinių grupių požiūris taip pat išsiskyrė (labai padeda: dirbantieji – 61,4 proc., bedarbiai – 62,0 proc., senjorai – 41,7 proc.). Požiūris į gimtosios kalbos kompetencijos svarbą

34


dalyvaujant pilietinėje ir visuomeninėje veikloje tarp tikslinių grupių labai nesiskiria, todėl šioje kategorijoje statistinio reikšmingumo nebuvo aptikta (r = 0,580). Šis rezultatas rodo panašų visų respondentų požiūrį vertinant gimtosios kalbos kompetenciją visuomeninėse ir pilietinėse veiklose, tokiose kaip parama savivaldybėms ir bendruomenės, renginių ir projektų organiza-vimas, aktyvus dalyvavimas.

Karjeros siekimo dalyje buvo išskirtos septynios kategorijos: i) planuoti karjerą; ii) ieš-koti informacijos apie karjeros galimybes, iii) bendrauti su žmonių išteklių specialistais, iv) vertinti pasiūlymus užimti aukštesnes pareigas, v) pateikti darbdaviams savo privalumus, vi) kurti ir plėtoti savarankišką verslą, vii) tobulėti profesinėje srityje. Analizė atlikta siekiant nustatyti, kaip padeda bendravimo gimtąja kalba ir užsienio kalbomis kompetencijos, sie-kiant profesinės karjeros. Nustatyta, kad siekiant karjeros tikslinių grupių nuomonės buvo gana panašios, todėl statistiškai reikšmingo skirtumo nerasta. Derėtų pastebėti, kad dirban-čiųjų ir nedirbančių respondentų nuomonės yra labai panašios, skiriasi tik senjorų požiūris. Bendravimo gimtąja kalba kompetencija padeda kurti ir plėtoti verslą, tobulėti profesinėje srityje. Didžiausi skirtumai aptikti kategorijose ieškoti informacijos apie karjeros galimybes (r = 0,84) ir kurti ir plėtoti savarankišką verslą (r = 0,57). Pastaroje kategorijoje visi senjorai vertino neigiamai šios kompetencijos paramą verslo plėtojimo srityje.

išVados

Kalbos ir jų mokėjimas yra asmens ir šalies turtas. Bendrųjų kompetencijų, kurioms priklauso bendravimo gimtąja ir užsienio kalbomis kompetencijos, ugdymas yra aktualus klausimas modernioje visuomenėje, pasižyminčioje nuolatine kaita visose srityse, piliečių judumu, išau-gusia migracija, kintančia demografine situacija, nedarbo augimu.

Pagal dimensijas, kuriose vertintos bendravimo gimtąja ir užsienio kalba kompetencijos, išryškėjo didesnė gimtosios kalbos gebėjimų svarba. Todėl daroma išvada, kad respondentai darbo paiešką, savo karjeros planavimą ar jos siekimą sieja su Lietuva. Didžioji respondentų dauguma pasisakė, kad gimtosios kalbos gebėjimai labai padeda arba padeda ieškant darbo vietos. Užsienio kalbų gebėjimai respondentų nuomone yra ne tokie reikšmingi.

Gimtosios kalbos gebėjimai padeda: ieškoti informacijos apie darbo vietas, parengti įsi-darbinti reikalingus dokumentus, bendrauti su darbdaviais ieškant darbo ir prisistatyti per darbo atranką. Nustatyta, kad užsienio kalbų gebėjimai yra vertinami kur kas prasčiau tose pačiose kategorijose. Tačiau tai proporcingai siejasi su rezultatais, gautais apie darbo paieš-kos geografiją (dauguma darbo ieško Lietuvoje). Tyrimo rezultatai atskleidė, kad gimtosios kalbos gebėjimai taip pat yra svarbesni, siekiant išlaikyti esamą darbo vietą, o tai veda prie prielaidos, kad tyrimo dalyviai dirba Lietuvoje arba sieja darbinę veiklą su Lietuva. Lyginant respondentų požiūrį į bendravimo gimtąja kalba ir užsienio kalbomis gebėjimų vaidmenį sie-kiant karjeros, išryškėjo didesnė gimtosios kalbos gebėjimų svarba. Todėl daroma išvada, kad respondentai planuoja karjerą ar jos siekia Lietuvoje.

Gana nemažai respondentų sakė norintys tobulinti gimtąją kalbą. Senjorai kur kas mažiau vertina bendravimo kompetencijų svarbą darbui, jo paieškai, karjerai. Aptiktas reikšmingas skirtumas implikuoja skirtingą tikslinių grupių darbo patirtį ir pakitusią socioekonominę si-tuaciją. Daroma išvada, kad dabar darbdaviai labiau vertina lietuvių kalbos mokėjimą, kuris yra svarbu darbo vietai išlaikyti ir profesinei karjerai.

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liTeraTūros sąrašas

Bendrieji Europos kalbų mokymosi, mokymo ir vertinimo metmenys. (2008). Versta iš: Com-mon European Framework of Reference for Lan-guages: Learning, Teaching, Assessment. Council of Europe, Cambridge University Press, 2002. Vilnius.

Britų Taryba (2012). Europos kalbų lobynas: Daugia-kalbystės politikos ir praktikos tendencijos Euro-poje. Guus Extra ir Kutlay Yağmur (red.). Cam-bridge University Press.

Byram M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, Multilin-gual Matters.

Chomsky N. (1965). Aspects of the Theory of Syntax. MIT Press.

Communication of 2008 on Multilingualism: an asset for Europe and a shared commitment,

COM (2008) 566. Prieiga internetu: http://ec.europa.eu/education/languages/pdf/com/2008_0566_en.pdf . Peržiūrėta: 2015 02 10.

Concept Document of the Commission Expert Group on “Key Competencies’’. (2002).

Čekanavičius V., Murauskas G. (2002). Statistika ir jos taikymai II. Vilnius, TEV.

Dublin descriptors for Short Cycle, First Cycle, Sec-ond Cycle and Third Cycle Awards. (2004).

TUNING. Europos švietimo struktūrų suderinamu-mas. Prieiga internetu: http://www.slideshare.net/smpf/tuning-europos-vietimo-struktr-derm-europoje1672356 Peržiūrėta: 2014 12 20.

Europos Komisija (2007). Bendrieji visą gyvenimą trunkančio mokymosi gebėjimai Europos ori-entaciniai metmenys. Liuksemburgas: Europos Bendrijų oficialiųjų leidinių biuras.

Garrido C., Alvarez I. (2006). Language teacher edu-cation for intercultural understanding. European Journal of Teacher Education. Vol. 29, No. 2, May 2006, 163–179. Routledge Taylor and Francis.

Hymes D. H. (1971). On Communicative Compe-tence. J. B. Pride and J. Holmes (Eds.). Sociolin-guistics. London: Penguin Books Inc.

Nazari A. (2007). EFL Teachers’ Perception of the Concept of Communicative Competence. ELT Journal. Vol. 61/3 July 2007. Oxford University Press.

Paulston Ch. B. (1992). Linguistic and Communi-cative Competence: Topics in ESL Multilingual Matters. Bristol: Longdunn Press.

Strohner H., Rickheit G. (2008). Handbook of Com-munication Competence. Ebsco publishing: eBook Collection.

The Key Competences for Lifelong Learning (2007).

Kalbos redaktorė: Dr. Ilona Čiužauskaitė

Vilhelmina Vaičiūnienė – socialinių mokslų daktarė, Mykolo Romerio universiteto docentė.

Mokslinių interesų sritys: inovatyvūs užsienio kalbų mokymo metodai, informacinis raštingumas, suaugusiųjų mokymasis, bendrosios kompetencijos,

vertimo teorija ir praktika pedagogų pliuralingvizmo kompetencijų plėtojimas.

Adresas: Mykolo Romerio universitetas, Užsienio kalbų katedra,

Ateities g. 20, LT-2000, Vilnius. El. paštas: [email protected]

Vilhelmina Vaičiūnienė – Doctor of Social Sciences, Associate Professor at the Mykolas Romeris University. Research interests: innovative teaching methods in foreign language, information literacy, adult learning, key competences, the theory and practice of translation, teacher multi-linguistic competence development.

Adress: Mykolas Romeris University, Department of Foreign Languages, Ateities g. 20, LT-2000, Vilnius. E-mail: [email protected]

36


EXPRESSION OF ADULT INFORMATION SOCIETY TECHNOLOGY COMPETENCE IN LIFELONG LEARNING CONTEXT

SUAUGUSIŲJŲ INFORMACINĖS VISUOMENĖS TECHNOLOGIJŲ TAIKYMO KOMPETENCIJOS RAIŠKA MOKYMOSI VISĄ GYVENIMĄ KONTEKSTE

Vita KriVicKienė, Kaunas University of Applied Engineerig Sciences | Kauno technikos kolegija

Summary. The European Commission emphasizes the importance of lifelong learning for competitiveness and employability, as well as for social inclusion, active citizenship and personal development. In the information and lifelong learning society information technology is becoming a driving force as it is applied not only for everyday activities but also for world economy. Information society technologies provide new possibilities for science and education. It is especially important to understand their significance and apply them in learning process.

The paper analyses the relevance of adult information society technology competence, its need and application in professional and social activities and personal life.

keywords: lifelong learning, information society technology, abilities, non-formal adult education, adult learners.

Santrauka. Europos Komisija pabrėžia mokymosi visą gyvenimą svarbą tiek konkurencingumo ir gebėji-mo įsidarbinti, tiek socialinės integracijos, aktyvaus pilietiškumo ir asmeninio tobulėjimo atžvilgiu. Informacinėje mokymusi visą gyvenimą grindžiamoje visuomenėje informacinės technologijos, jas taikant ne tik kasdieninėje veikloje, bet ir ekonomikos pasaulyje, tampa varomąja jėga. Informacinės visuomenės technologijos suteikia naujas galimybes mokslui ir švietimui. Ypatingai svarbu suvokti jų reikšmę ir pritaikyti mokymosi procese.

Straipsnyje analizuojami suaugusiųjų informacinės visuomenės technologijų gebėjimų aktualumas, reikalingumas ir taikymo poreikiai darbinėje, visuomeninėje veikloje ir asmeniniame gyvenime.

Raktiniai žodžiai: mokymasis visą gyvenimą, informacinės visuomenės technologijos, gebėjimai, neformalu-sis suaugusiųjų mokymasis, besimokantieji suaugusieji.

inTroduCTion

The importance of lifelong learning for the European future is now approved at the highest level and is the key element in seeking for public spirit, strengthening social cohesion and increasing employment. One of the state strategies is to help the individual to acquire a

38

Vita Krivickienė

professional qualification, in line with modern technological, cultural and personal skills, and facilitate lifelong learning – continually meet the knowledge needs of new qualifications ne-cessary for the professional career and meaningful life. Lifelong learning competences are essential because of the need to achieve the necessary information and the necessary skills to judge the quality of the information received. Therefore, in recent decades, much attention is paid to the adoption of new technologies and the development of initiative, computer and information literacy, communication (Rutkienė, Trepulė, 2009).

Ability to use the information society technologies (IST), as one of the social actions is a part of the society, whose main feature is the European integration, development, lifelong learning, development of knowledge-based economy. Lifelong Learning Programme’s special aim is to create innovative IST solutions to promote better education and science throughout a citizen’s life.

IST competence is closely related to professional competence. Therefore IST competence is significant and its development is an important factor that provides opportunities in the labour market, to be an active citizen.

Seeking to ensure the lifelong learning possibilities, qualitative education and training ser-vices have to be provided that stimulate personal development of people of different age and interests. Non-formal adult education is the most convenient and easily accessible form of education which can help people to acquire new competences or refresh the existing ones. In the educational process IST displaces conventional techniques, traditional methods of teaching and becomes an important instrument for lifelong learning, innovation and lear-ner-centred learning.

One of the Lifelong Learning Strategy (2008) aims is to improve people’s computer usage competence in order to reduce social differentiation in the area of information society techno-logies. Even though people claim they are able, know how to use and want to use information technologies, not all the population understand the significance and use of IST competence.

The aim of the paper is to review and analyse the IST competence’s significance and adult IST competence expedience for personal, professional and social activities.

The object of the paper is IST competences of adults. The tool of the research was a structured questionnaire. Digital and information socie-

ty technology competence questionnaire was constituted of 18 questions. Some respondents were given paper questionnaires, others filled the questionnaires electronically. Quantitative data analysis was performed applying data processing and analysis program SPSS, versions 16.0 and 20. Descriptive statistics methods were applied for analysis, correlations were cal-culated, statistical significances of gender, employment (employed, unemployed and seniors) and demographic (city, town, small town and village) variables were set.

The ConCePT of informaTion soCieTy TeChnology ComPeTenCe

The definition of information technologies has been formed in 1980s. Information technolo-gies (IT) can be defined as a set of tools and techniques for information processing. The concept includes different methods and tools (hardware and software) used for data processing: to col-lect, sort, store, send or otherwise manage with computer. In 1990s, with the widespread use of Internet technologies, the definition “information and communication technologies” ap-pears. In the Encyclopaedic dictionary of computer science (Dagienė et al., 2008) information

39

EXPRESSION OF ADULT INFORMATION SOCIETY TECHNOLOGY COMPETENCE IN LIFELONG LEARNING CONTEXTSUAUGUSIŲJŲ INFORMACINĖS VISUOMENĖS TECHNOLOGIJŲ TAIKYMO KOMPETENCIJOS RAIŠKA MOKYMOSI VISĄ GYVENIMĄ KONTEKSTE

and communication technologies (ICT) are defi ned as information technologies complemen-ted with tools of communication, with the emphasis on computer networks and information transmission methods. ICT is in permanent transformation, it is constantly evolving, and it changes nature of work and naturally requires new knowledge and skills. Information society technologies (IST) are defi ned as information and communication technologies, complemen-ted with communication and social media tools (Kankeviciene, 2011).

Information society technology progress is changing societies’ way of life in all areas: em-ployment, business, education, research, entertainment, etc. Lifelong learning strategy (2008) emphasizes the development of adult basic skills. Mathematical competence in science and technology fi eld and digital competence that are related to technologies acquire particular si-gnifi cance (European Commission, 2006). In the document prepared by the European Com-mission (2007) digital competence is defi ned as a competence related to a reliable and critical use of information technologies. According to Ilomäki et al. (2011) digital competence is still a forming concept associated with technological development, as well as political objectives and expectations with respect to citizenship in the knowledge society.

Information society technology competence is perceived as an ability to develop and ap-ply mathematical thinking solving diff erent problems; to use information society technology reliably, critically, creatively at home and at work, in leisure time and communication: search, collect, process, present and understand complex information using the basic soft ware and the Internet, using electronic information and communications tools: e-mail, social websites, etc. (Fig. 1).

Th e aim of the information society technology competence development is the formation of independent and self-governing, responsible and continuously developing personality, the integration into the world of information society technology.

Th e progress of information society technologies changes the society lifestyle in all fi elds: employment, business, education, research, entertainment, etc. Th ey include information

Know the basic computer programs

Under-stand the Internet

and com-munica-tion via

electronic media

possibili-ties

Know legal and

ethical stand-

ards, and hygiene

rules

Under-stand the threats of informa-tion shar-ing and network coopera-

tion

Search, select,

process, and sys-tematize informa-

tion

Prepare, present

informa-tion using computer programs

Par-ticipate in commu-nity and network activities

Critical approach to the in-formation available, respon-sible use

of the interac-

tive media tools

iST coMPeTence

knoWledge SkillS PRoViSionS

Fig 1. IST competence structure

40

Vita Krivickienė

development, installation, dissemination and control functions, influence public administra-tion and all the political, legal, economic, social and cultural processes.

Lifelong learning is the best way to face all the changes, to integrate all the members of the society into social life and active citizenship, to help them create a productive and satisfying way of life.

isT ComPeTenCe deVeloPmenT TendenCies

At the beginning of 2004 more than a quarter of population – 27 percent used a computer regularly (at least once a week) (in 2003 – about 20 percent, 2002 – about 11 percent). The number of the Internet users increased almost twice – from 11 percent to 21 percent. Home consumer market increased by nearly one and a half times in comparison to 2001 (Barcevi-čius, 2012).

Computer and Internet use (Information technologies in Lithuania, 2012) gradually in-creased from 50 percent in 2007 to 67.5 percent in 2012. In 2012 65 percent of Internet users aged 16–74 used Internet banking services. 92 percent read or sent news, newspapers and ma-gazines; 86 percent looked for information about goods and services; 81 percent of Internet users used e–mail. 71 percent of Internet users used the Internet to make a call or participate in chat sites, forums, or wrote blogs. 41 percent used the Internet for e–commerce, 40 per-cent of users bought tickets to cultural events. 12,2 percent of users studied on the Internet, 13,7 percent of users looked for a job.

In 2014 already 72 percent of population aged 16–74 used computers: 97 percent of age 16 – 24, 94 percent of age 35–34, and 22 percent of age 65–74. The majority of people (79 percent) who used computer in 2014 used it every day. In 2014 72 percent of population aged 16–74 used the Internet: 97 percent of age 16–24, 21 percent of age 65–74. 86 percent of working people used the Internet. 78 percent of the Internet users used it every day, 17 per-cent – at least once a week (Information technologies in Lithuania, 2014).

General visiting of public institution websites has increased, the main reason indicated by the population was the wish to use electronic services. In 2014 40 percent of population aged 16–74 in Lithuania visited websites of different public institutions. In comparison to

Fig. 2. Level of IST use and abilities in Lithuania in 2011 (percent)

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2013 research data, a significant increase is observed of population who visited public institu-tions websites in the last 12 months (Electronic services use study, 2014).

The level of information society technologies use and IST skills fall when age increases. Low computer and Internet literacy is up to 20 percent (Fig. 2). (Distant learning: develo-pment of learning possibilities, 2012).

All public websites meet the technical standards on accessibility for disabled. Lithuania is in the top five in the EU according to the population which has the highest level of Internet skills (Eurostat calculation). 100 percent of population aged 16–74 can sign with electronic signature (Barcevicius, 2012).

The EU and national projects are performed in Lithuania with the aim to provide know-ledge about modern information technologies, to train a person to work with personal com-puters and thus increase his/her competitiveness in labour market. Projects are initiated espe-cially in rural areas with the aim of reducing social exclusion. In the period 2007–2013 about 60 thousand people were trained with computer literacy tool.

Computer and information literacy provide additional possibilities for people to improve their qualification, to learn independently, to search and use information needed at home and at work. This is the basis for independent and life-long learning.

adulT aTTiTude ToWards imPorTanCe of isT ComPeTenCe

In the framework of the project “Research and Development Platform for Adult Trai-ning of Key Competences” No. VP1-3.1-SMM-07-K-03-073, funded by the Research Council of Lithuania, the researchers of Vytautas Magnus University Faculty of Social Sciences Department of Education Sciences conducted a research throughout Lithuania which aim was to study the situation of developing adult Key Competences in Lithuania.

Residents from 60 municipalities participated in the survey. There were surveyed 864 res-pondents.

The majority of respondents are women – 60,3 percent, men – 39,7 percent (N = 539, no answer – 325). The age of respondents is from 18 to 83 years, average – 37 years, standard deviation – 13,7. The majority of respondents (44,9 percent) are married, 10,1 percent live in partnership, 27,9 percent are single, 8,9 percent are divorced, 3,5 percent are widows, and 2,8 percent live separately (N = 537, no answer – 327). The majority of respondents live in cities and towns: 33,3 percent – in city; 26,7 percent – in town, 22,6 percent – in small towns, 17,2 percent – in village, 0,2 percent – other. The largest part of respondents is with higher education: 51,1 percent (higher non-university education – 12,1 percent, Bachelor’s Degree – 19,8 percent, Master’s Degree or corresponding to it – 17,5 percent, Doctor’s Degree – 1,7 percent). 10,6 percent have post-secondary education, 13,8 percent – vocational edu-cation, 18,3 percent – secondary education. Lower secondary education: 1,7 percent – in-complete secondary education, 4,5 percent – primary education (N = 536, no answer – 328). According to employment, the majority are looking for job – 44,7 percent. Employed – 33 percent, including “Public servant” – 12,6 percent of respondents, “Hired employee” – 15,0 percent, “Owning a business” – 5,4 percent, seniors – 22,3 percent (N = 530, no ans-wer – 334).

The research participants evaluated their digital and information society technology com-petence very well. The following skills were evaluated as Very well and Well: giving presentations

42

Vita Krivickienė

with text editors; communicating (e-mail, chat programs (Skype, etc.), Facebook and other social sites); searching and selecting information on the Internet; using information services for personal and business purposes (e-banking, online commerce, media, e-government gate-way: assets, income declaration, etc.). These results conform to the data of Eurostat: Lithuania enters the EU top five countries in terms of population share, which has the highest level of Internet skills. The respondents also rated the ability to understand and apply legal and ethical norms related to information technology well enough. The respondents named the following skills as the weakest: calculating and drawing diagrams with spreadsheets; using a database system.

The respondens, answers to the question „Which of these digital and information society technology skills do you lack“ were closely related to answers to the question „Which of digital and information society technology skills would you like to develop“ (Fig. 3).

The results show that 35,5 percent of respondents want to develop information society technology skills Very much or Quite a lot. Respondents identified the following skills that should be developed the most: ability to use IT services for personal and/or business purpo-ses (e-banking, online commerce, media, e-government gateway: assets, income declaration,

Fig. 3. Developing of Information Society Technology skills

43


etc.) – 9,7 percent (Very much) and 28,1 percent (Quite a lot); ability to read and write using text editor – 12,2 percent and 29,2 percent; ability to calculate and draw diagrams using spreadsheets – 15,6 percent and 33,3 percent; ability to use database systems – 16,8 percent and35,6 percent; ability to prepare presentations – 13,6 percent and 33 percent; ability to use digital and GPS navigation tools – 8,3 percent and 28,1 percent; ability to use IT tools for communication: e-mail, chat programs (Skype, etc.), social sites (Facebook, etc.) – 8,8 percent and 26,2 percent; knowledge of and ability to comply with legal and ethical standards related to IT – 10,7 percent and 28,6 percent; knowledge of and ability to comply with hygiene rules – 10,2 percent and 23,4 percent. These results conform to the data published in the website of the Government of the Republic of Lithuania www.ivpk.lt, where positive changes are obser-ved: the number of population that wants to improve computer literacy is increasing.

Statistical analysis reveals a positive correlation between all IST skills that are lacking and that respondents want to improve (p = 0.000). Strong correlations is observed between the related skills: if the ability to use information technology tools for communication is insuffi-cient, then the ability to use information technology services for personal and / or business purposes (r = 0,679) and work with the Internet is insufficient too. Also, there is a correlation between skills used to work on the Internet: insufficient ability to use the Internet for finding and selecting the information is related to insufficient ability to use information technology services for personal and / or business purposes (r = 0,653). Significant relations are establis-hed between the ability to work with computer programs: insufficient ability to read and write with text editors correlates with insufficient ability to calculate and draw diagrams with spre-adsheet (r = 0.675), and ability to calculate and draw diagrams with spreadsheets correlates with ability to prepare presentations (r = 0.679).

The strongest correlations are observed between the wish to improve abilities to use the Internet for finding and selecting necessary information and ability to use IT tools for com-munication (r = 0.718) and the wish to develop competence to use IT services for personal and/or business purposes (r = 0.702). Also the wish to improve the ability to read and write with text editors is related to wish to improve ability to calculate and draw diagrams with spre-adsheets (r = 0.709). Strong relations are observed between wish to improve ability to prepare presentations and ability to calculate and draw diagrams with spreadsheets (r = 0.694).

The research does not reveal any statistically significant differences in the answers women and men to the question: Which of IST skills do you lack and which skills would you like to de-velop the most. Unemployed people lack IST competence more than employed people but less than seniors. There is a significant difference between town and village respondents talking about abilities to use IT services for personal and / or business purposes and abilities to write and read using text editors.

The majority of respondents use computers (including laptops and tablets) at home (63,7 percent and 21 percent) and at work (46,8 percent and 11 percent) every day or every work day or most days a week. Few respondents use computers in other environments: confe-rence, public place, travel, at friends’ house. Only 4,6 percent of respondents do not computer at home.

Researching IST competences and the importance of their use in professional activities, to career, personal growth and development in social life, it revealed that respondents use IST competence mostly for professional activities and personal development. Ability to use the In-ternet for looking and selecting necessary information for professional activity – 48 percent,

44

Vita Krivickienė

for personal development – 38 percent; ability to use the IT services for personal and/or bu-siness purposes (information search, e-banking, online commerce, media, egovernment ga-teway: assets, income declaration, etc.) for professional activities – 35 percent, for personal development – 31 percent; ability to think mathematically and logically performing practical calculations – correspondingly 40 percent and 38 percent, ability to process information ap-plying computer programs – 29 percent and 39 percent. The least IST competence are used for career and social life.

To the question What is the purpose to use a computer, respondents presented a wide range of possibilities to use a computer (Table 1).

Table 1Purposes of computer use (percent)

Every day, every work

day

Most days a week

1–2 days a week, several

times a month

1–2 days a month or even less

frequently

Don‘t use

Work purposes 49,5 15,1 7,8 4,3 23,3

Domestic purposes (cal-culating apartment fees, online banking, etc.)

29,7 20,6 21,9 17,4 10,4

Communication 52,8 24,9 10,5 5,7 6,2

Studies 30,9 24,9 15,7 11,2 17,3

Entertainment, leisure 49,3 22,1 14,0 6,9 7,6

Other (write): 21,5 16,1 15,1 7,5 39,8

The biggest part of respondents use computers every day for communication (52,8 per-cent), work purposes (49,5 percent), entertainment and leisure (49,3 percent). The number of respondents who use a computer for studies (30,9 percent) and domestic purposes (calcu-lating apartment fees, online banking, etc.) is fairly high. A computer use for the above men-tioned purposes is exclusive between employed people and women. The purpose for Studies (χ2 = 0,001, df = 12, N = 519) reveals the differences between cities – 82,7 percent and other regions: town – 75,4 percent, small town – 65,6 percent, village – 60 percent. Also cities are exclusive in computer use for work purposes, domestic purposes, communication and enter-tainment.

The results show that computers firmly established themselves in both personal life and business activities and studies. The data presented by the Public policy and management insti-tute in Lithuania (Barcevičius, 2012) also reflects the increased use of computers for personal and business purposes: 80 percent of population bought (ordered) goods or services on the Internet (as a percentage of total population), the level of using a computer for online banking services increased by 24 percent, 43,1 percent of population use computers at work.

Job searching is important for 73,9 percent of respondents. Looking for job information society technology competence is very important (Fig. 4) in searching information about vacancies (89 percent), preparing necessary documents for employment (70 percent). Less

45


important it is for cooperation with employers and their representatives looking for job (58 percent) and presenting themselves for employers during the interview (44 percent). According to the presentation of Ministry of Transport and Communications of the Republic of Lithuania Information Society Politics Department “Information Society: Present and Fu-ture Prospects” (Liaugminas, 2011) 56,7 percent of population use the Internet for looking for job. Th e signifi cance of IST competence is also confi rmed by the Lithuanian Labour Exchange and association “Window to Future” research results, which indicate that the unemployed, who acquire computer skills, become active in looking for job.

Looking for job is more important to men than to women (χ2 = 0,045, df = 1, N = 541) – 77,6 percent and 69,7 percent. It conforms to the offi cial statistical data from the Statistics Lithuania (2014), which shows that men unemployment rate is 13,9 percent, and women –10,9 percent. Job search importance is statistically signifi cantly diff erent for the analysed group (χ2 = 0,000, df = 2, N = 530): for unemployed – 94,5 percent, for employed – 61,7 percent,for seniors – 44,1 percent. Th is is natural that looking for job is the most important for unem-ployed. It can be assumed that employed people are looking for a better job, and non-working seniors – their number is lower – diff er from other groups the most, but they still want to work.

Sustainability of employment is important to 83,9 percent of respondents, and information society technology competence in many cases helps to sustain the workplace for the largest per-centage of respondents – through saving time and eff ort (71,8 percent), solving work-relatedissues and problems (62 percent), achieving greater results over work day (65,7 percent), improving communication and collaboration with colleagues (53,2 percent). Sustaining the workplace is equally important for men and women. However, IST competence contributes to sustain workplace more for women than men. Th e diff erences were found that women in comparison to men are better to use a computer for communication, use text editors, prepare presentations; it suggests that these skills are more helpful to women looking for informa-tion, preparing documents, and cooperating. Th e importance of sustaining the workplace is

Fig. 4. Importance of Information Society Technology competence looking for job (percent.)

Vita Krivickienė46

statistically signifi cantly diff erent for the analysed group (χ2 = 0,025, df = 2, N = 530): une-mployed – 86,9 percent, employed – 81,7 percent, seniors – 75,4 percent. Th ere are no statis-tically signifi cant diff erences of looking for job and sustaining the workplace geographically.

77,1 percent of respondents achieve career goals. IST competence helps to look for in-formation about career possibilities for 74,1 percent, helps to plan career individually for 59,4 percent, helps to present personal advantages to employers for 56,2 percent, helps to evaluate proposals to take senior positions for 43,9 percent, helps to start and develop perso-nal business for 35,2 percent of respondents. It is obvious that IST competence is important in achieving career goals (Fig. 5). According to the Lithuanian Statistics Department data of 2012, 43,1 percent of employers use computers.

Researching the cases in which digital and information society technology competence helps achieving career goals, the statistically signifi cant diff erences in gender, research group and demographic context are determined for individual statements: helps to plan career (χ2 = 0,023, df = 1, N = 414) – IST competence helps more to women than men – 63,8 per-cent and 52,5 percent; helps to search for information about career possibilities (χ2 = 0,001, df = 2, N = 403): for unemployed – 82,1 percent, employed – 77,9 percent, seniors – 60,3 percent; helps to plan career (χ2 = 0,009, df = 3, N = 409): in city – 69,4 percent, in village – 62 percent. Th e importance of IST competence is higher in comparison to town – 49 percent,and small town – 55,2 percent. Starting and developing own business (χ2 = 0,000, df = 3, N = 409) the results in cities are signifi cantly higher (46,9 percent) in comparison to other ~ 27 percent – it can be assumed that there are more possibilities to start own business in cities.

Less than a half (41,8 percent) of research participants participate or plan to participa-te in social activities. Mostly the information society technology competence helps them to participate in the following social activities: events and initiatives organized by municipality

Fig. 5. Importance of Information Society Technology competence to career

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(50,1 percent), establish and maintain contacts with the local community or communities (65,1 percent), collect and spread information about local community (-ies) and its activities (50,4 percent), find activity in the local community (52,6 percent).

Participation or planning to participate in social activities is statistically significantly diffe-rent between women and men (χ2 = 0,004, df = 1, N = 541), where women are more active – 47,4 percent and 35 percent. IST competence helps women more than men – 56,8 percent and 38,7 percent – to participate in events and initiatives organized by municipality (χ2 = 0,010, df = 1, N = 230). A statistically significant difference (χ2 = 0,000, df = 2, N = 530) is between the activity of unemployed – 32,1 percent, employed – 50,3 percent, seniors – 51,7 percent. This suggests that seniors want to be active and seek to realize their potential in society. In small town the IST competence to participate in social activities is less important in compa-rison to other regions.

Respondents evaluate their information society technology competence as Very well (15 percent) and Well (44 percent). Only 6,7 percent of respondents evaluate it as Poor or Very poor.

ConClusion

IST competence and its development is a decisive factor in the lifelong learning process, pro-viding possibilities to get employed in the labour market, to get integrated into the social life and active citizenship.

IST competence is mostly used for professional activity and personal development. More than a half of respondents evaluate their information society technology compe-

tence well and almost half of them would like to acquire or develop IST competence. IST competence is mostly encouraged to be developed by the fact that these skills are required to direct work, personal development, studying.

The ability to use database systems, spreadsheets, knowledge of legal and ethical standards and rules of hygiene is evaluated worse.

Almost a hundred percent use of a computer at home for the purpose of communication, entertainment and leisure, household purposes encourages to gain more skills in working with e-services, communicating in social networks, knowing the legal and ethical standards.

General trends in the country and the performed research revealed that IST competence is very important to adults’ personal, social and professional activities. The results showed that IST competence is more important achieving career goals and at work, and less important for social activities. Correlation shows the close links between these activities and an important role of information society technology competence in these activities.

Men and women evaluate their information society technology competence equally, but women are more active in all activities, they use computers more versatile and for different purposes.

Comparing employed, unemployed and seniors – seniors have poorer information society technology competence. Seniors are also less active in participation in different activities. But seniors want to stay in labour market, to participate in both professional and social activities.

It can be stated that information society technology competence and its development is an important factor which provides possibilities to study, enter the labour market, be an active citizen.

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referenCesBarcevičius E. (2012). Lietuvos informacinės visuome-

nės plėtros tendencijų ir prioritetų 2014–2020 me-tais vertinimas. Available at: http://www.ivpk.lt/uploads/Tendencijos proc.20ir proc.20prioritetai/Rekomendacijos proc.202002-04-16 proc.20FIN.pdf accessed: 10 12 2014.

Dagienė V., Grigas G., Jevsikova T. (2008). Enciklo-pedinis kompiuterijos žodynas. Matematikos ir informatikos institutas. 2-as papildytas leidimas. Vilnius: TEV.

Elektroninių paslaugų naudojimo tyrimas (2014). Informacinės visuomenės plėtros komitetas prie LR susisiekimo ministerijos. Available at: http://www.ivpk.lt/uploads/Leidiniai/SIC_IVPK_gyventoju proc.20naudojimasis proc.20e-paslau-gomis_ATASKAITA_2014 proc.2007.pdf. ac-cessed: 12 04 2015.

Bendrieji visą gyvenimą trunkančio mokymosi gebėjimai. Europos orientaciniai metmenys. Euro-pos Komisija. Liuksemburgas: Europos Bendrijų oficialiųjų leidinių biuras, 2007.

Europos Parlamento ir Tarybos rekomendaci-ja 2006 m. gruodžio 18 d. dėl bendrųjų visą gyvenimą trunkančio mokymosi gebėjimų. Eu-ropos Sąjungos oficialusis leidinys L394. http://eur-lex.europa.eu/LexUriServ/site/lt/oj/2006/l_394/l_39420061230lt00100018.pdf accessed: 12 04 2015.

Ilomäki L., Kantosalo A., Lakkala M. (2012). Skaitmeninė kompetencija, kas tai? Available at: http://linked.eun.org/c/document_library/get_

file?p_l_id=22957&folderId=22067&name=DLFE-807.pdf. accessed: 10 05 2014.

Informacinės technologijos Lietuvoje (2012). Lietuvos statistikos departamentas. Available at http://www.ivpk.lt/uploads/Statistika/Informacines_technologijos_Lietuvoje__2012_m._2159.pdf ac-cessed: 12 04 2015.

Informacinės technologijos Lietuvoje (2014). Lietuvos statistikos departamentas. Available at http://www.ivpk.lt/uploads/Informacinės proc.20technologijos proc.20Lietuvoje proc.202014.pdf ac-cessed: 12 04 2015.

Kankevičienė L. (2011). Informacinės visuomenės technologijų integravimas modernizuojant ko-legines studijas. Daktaro disertacija. Kaunas: VDU.

Mokymosi visą gyvenimą užtikrinimo strategija (2008). Žin., 2008-10-23, Nr. 122-4647.

Nuotolinis mokymasis: mokymosi galimybių išplėtimas. Švietimo problemos analizė (2012). Nr. 9, ISSN 1822-4156. Švietimo ir mokslo ministerija. Vil-nius.

Rutkienė A., Trepulė E. (2009). Nuotolinis suaugu-siųjų mokymasis mokymosi visą gyvenimą kon-tekste. Acta pedagogika Vilensia. ISSN 1392-5016, 2009, 29–42.

Vertimas:Judita Štreimikienė (Kauno technikos kolegija)

(Kaunas University of Applied Engineerig Sciences, Lithuania)

Language editor: Doc. dr. Elena Trepulė

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Vita krivickienė – socialinių mokslų daktarė, Kauno technikos kolegijos docentė.

Mokslinių interesų sritys: informacinės ir komunikacinės technologijos, suaugusiųjų

mokymasis, bendrosios kompetencijos, neformalusis suaugusiųjų švietimas.

Adresas: Kauno technikos kolegija, Tvirtovės al. 35, LT-50155, Kaunas.


Vita krivickienė – Doctor of Social Sciences, Associate Professor in Kaunas Technical College. Research interests: information and communication technology, adult learning, key competences, non-formal adult education.

Adress: Kaunas Technical College, Tvirtovės al. 35, LT-50155, Kaunas. E-mail: [email protected]


FACTOR ANALYSIS OF MATHEMATICAL AND DIGITAL ABILITIES AND THEIR CORRELATIONS wITH OTHER KEY COMPETENCIES

SKAIčIAVIMO IR SKAITMENINIŲ GEBĖJIMŲ FAKTORINĖ ANALIzĖ IR JŲ RYŠIAI SU KITOMIS BENDROSIOMIS KOMPETENCIJOMIS

raimundas VaitKeVičius, Vytautas Magnus University | Vytauto Didžiojo universitetas

Summary. The purpose of the study is to examine relationships between various mathematical and digital competence skills and abilities and their correlations with other key competencies (native and foreign languages, entrepreneurship, learning to learn, cultural awareness) using data of a nationwide research project conducted in Lithuania in 2014. The main sample consists of 864 adult respondents. Data were gathered through an online survey. Principal Factor Analysis produced five factors: general mathe-matical and digital ability, general computer using ability, frequency of using computers in different places, frequency of using computers for different purposes, frequency of using smartphones. Better mathematical and digital abilities were found to be associated with younger age and better education, to a lesser extent with living in bigger cities. No significant differences between men and women, also between employed and unemployed were found. Statistically significant correlations of mathematical and digital abilities with other key competencies were found, especially with entrepreneurship and foreign language (English), but also with all the others. Further research is needed to develop statisti-cally sound mathematical and digital competence measurement tools suitable in large scale statistical research.

keywords: mathematical and digital competence, native and foreign languages competencies, entrepreneurs-hip, learning to learn, cultural awareness, principal factor analysis, correlations, ordinal regression.

Santrauka. Tyrimo tikslas yra ištirti ryšius tarp įvairių skaičiavimo ir skaitmeninių technologijų kompeten-cijos gebėjimų ir jų koreliacijas su kitomis bendrosiomis kompetencijomis: gimtąja ir užsienio kal-bomis, verslumu, mokymusi mokytis, kultūriniu sąmoningumu. Naudojami duomenys nacionalinio mokslinio tyrimo, atlikto Lietuvoje 2014 metais. Pagrindinė imtis susideda iš 864 suaugusių respon-dentų. Duomenys surinkti naudojant apklausą per internetą. Pagrindinių faktorių analizė išskyrė penkis faktorius: bendrieji skaičiavimo ir skaitmeninių technologijų gebėjimai, bendras gebėjimas naudotis kompiuteriais, kompiuterio naudojimo įvairiose vietose dažnumas, kompiuterio naudojimo įvairiais tikslais dažnumas, išmaniųjų telefonų naudojimo dažnumas. Geresni skaičiavimo ir skaitme-ninių technologijų gebėjimai susiję su jaunesniu amžiumi ir geresniu išsilavinimu, šiek tiek susiję su gyvenimu didesniuose miestuose. Nerasta statistiškai reikšmingų vyrų ir moterų skirtumų, taip pat nėra tokių skirtumų tarp dirbančių ir bedarbių. Rastos statistiškai reikšmingos koreliacijos su kitomis pagrindinėmis kompetencijomis, ypač su verslumu ir užsienio kalbos (anglų) kompetencija, tačiau

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taip pat ir su visomis kitomis. Reikia tęsti mokslinius tyrimus siekiant sukurti statistiškai pagrįstus skaičiavimo ir skaitmeninių technologijų kompetencijos matavimo įrankius, tinkamus didelės apim-ties statistiniams tyrimams.

Raktažodžiai: skaičiavimo ir skaitmeninių technologijų kompetencija, gimtosios ir užsienio kalbos kompe-tencijos, verslumas, mokymasis mokytis, kultūrinis sąmoningumas, pagrindinių faktorių analizė, ko-reliacijos, ranginė regresinė.

inTroduCTion

Mathematical and digital competencies are two of the eight key competencies which form the framework of key competencies presented in the Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006). The-se two competences were included into the nationwide survey which was conducted in the year 2014 as part of a research project funded by the European Social Fund under the Global Grant measure (Suaugusiųjų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma (2015), in English: “Adults’ general competences’ research and development platform“). The other main competences analyzed in the project were: communication in the mother ton-gue, communication in foreign languages, learning to learn, entrepreneurship, and cultural awareness and expression. Mathematical and digital competence was defined in the survey questionnaire as ability to develop and apply mathematical reasoning in solving different problems; ability reliably, critically and creatively use information society‘s technologies at house and at work, search, collect and process information using computer programs, inter-net, social e-communication means: e-mail, e-chat (“Skype“, et al.), social communication sites (“Facebook“, et al.). As the definition shows, mathematical and digital competence was presented in the survey as one competence, not as two separate ones. Only simple, essentially needed for everyone, mathematical abilities are included in the competence, such as everyday calculations or calculations by heart.

The article focuses on mathematical and digital competence, as defined in the previous paragraph, on abilities which constitute this competence, their inter-relationships, and the relationships of mathematical and digital competence and its parts with the other key compe-tences of the research. Two main problems are at the center of the article: 1) how to measure and evaluate mathematical and digital competence and corresponding abilities of respon-dents using self-reported questionnaire and advanced measurement scale construction met-hods, especially factor analysis; 2) what are relationships of these measured abilities between themselves and with other key competences analyzed in the project. The aim of the research was to evaluate mathematical and digital competence of the respondents using various in-dicators and summarizing measures (factors), and to establish relationships between these indicators and measures, as well as their correlations with other key competences. The object of the article are mathematical and digital competences of adults.

QuesTionnaire and daTa ColleCTion

Empirical data of the research were collected using structured questionnaire consisting of 112 questions in 13 domains (blocks). Blocks of questions used in the article are presented in the Table 1.

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Factor analysis oF mathematical and digital abilities and their correlations with other key competenciesSkaičiavimo ir Skaitmeninių gebėjimų faktorinė analizė ir jų ryšiai Su kitomiS benDroSiomiS kompetencijomiS

Table 1Domains (blocks) of questionnaire questions used in the article

DomainNumber of questions

Example Scale

General evaluation of mathematical and digital abilities

7

Ability to perform simple calculations by heart (add, subtract, multiply, divide

1 – Very well, 2 – Well, 3 – Average, 4 – Poorly, 5 – Don’t know

Computer literacy related abilities

9

Ability to use information technology for communi-cation: e–mail, chat pro-grams (“Skype“, etc.), social sites (“Facebook“, etc.)

1 – Very well, 2 – Well, 3 – Average, 4 – Poorly, 5 – Don’t know at all

Frequency of using com-puters in different places

4

Where and how often do you use computer at work?

1 – Everyday or every work day, 2 – Most days per week, 3 – 1–2 days per week or several days per month, 4 – 1–2 days per month or even less often, 5 – Don’t use at all

Frequency of different goals of using computer

5How often do you use computer for work?

The same as above

Frequency of different goals of using smartphone 5

How often do you use smartphone for work?

The same as above except one more answer: Don’t have smartphone

Self-evaluation of math-ematical and digital com-petence of a respondent

1How do you estimate your mathematical and digital abilities?

See Figure 1.

All of these questions are of ordinal type. More detailed descriptions of the questions are in the results‘ part of the article, in tables 4–7, 9, 11 and Figure 1.

Statistical data analysis methods. Statistical data of the research were processed using IBM SPSS Statistics software package, version 22.

Correlations between data variables were evaluated using Pearson (for correlation matri-ces used in factor analyses), Spearman (correlations between interval measurement level va-riables) or Kendall‘s tau (correlations between respondents‘ ordinal level responses to ques-tionnaire‘s questions) coefficients.

Factor analysis was performed using Principal Factors (axis) method to extract factors and Direct Oblimin method to rotate them. Number of factors was determined using the “standard” eigenvalues‘ cut-off of 1; however, only clearly interpretable factors were retained. Factor scores were calculated using regression method (DiStefano et al., 2009).

Ordinal regression (proportional odds model) was used to analyze how self-evaluated mathematical and digital competence is related to respondents sex, age, education, habitat and employment status.

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resulTs of The researCh

Respondents. 864 surveys were accepted as valid. 60 percent were women, 40 percent men. Age of respondents was from 18 to 83 years, M = 37,0, SD = 13,7, Md = 33,0. Most respon-dents (62 percent) had at least college education, were married (45 percent) and lived in cities (60 percent; 23 percent in smaller towns, 17 percent in rural area). 25 percent of them were employed or self-employed, 32 percent unemployed, 4 percent pensioners, other 39 percent were of unknown status.

Mathematical and digital competence: self evaluation by respondents. 832 respondents answered the question “Please evaluate your competence in mathematics (calculations) and information society technologies”. As Figure 1 shows, even 94 percent the respondents think that this their competence is very good, good or at least average.

Figure 1. Evaluation by respondents of their competence in simple mathematics and information society technologies.

In order to see how this competence depends on demographical characteristics of the res-pondents, answers “bad” and “very bad” were combined, and ordinal regression was perfor-med using this new variable as dependent. The regression was highly significant (p < 0.001), Cox & Snell coefficient = 0,17, Nagelkerke = 0,19. Statistically significant predictors are pre-sented in Table 2.

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Table 2 Statistically significant demographic predictors of self-evaluated mathematical and digital competence

PredictorRegression coefficient

95 % Confidence interval

Lower Bound Upper Bound

Age .021 .014 .029

Lives in a big city –.54 –.83 –.25

Education less than secondary school 1,16 .71 1.60

Secondary school or higher educa-tion (no college or university)

.60 .38 .82

Note. p < .001 for all predictors in the table.

As expected, mathematical and digital competence is positively influenced (increased) by living in big cities, and negatively influenced by age and lower education. There was no signi-ficant difference between men and women.

Adding employment status (employed vs unemployed) to the predictors doesn‘t change the main results of the regression. Employment status itself is non-significant (p = .21).

inter-correlations between mathematical and digital abilities and their factor analysis. Inside domains, answers to all questions correlate positively and significantly, p < .001, with only one exception: there is no correlation between frequency of using computer at work and frequency of using computer at friends, relatives, acquaintances. The general information about these correlations is presented in Table 3.

Table 3Kendall’s tau-b correlation coefficients between questions inside every domain of the questionnaire.

DomainCorrelation coefficients

Average Minimum Maximum

General evaluation of mathematical and digital skills

.49 .31 .68

Computer literacy related skills .55 .38 .73

Frequency of using computers in different places

.29 .06 .54

Frequency of different goals of using computer .38 .14 .63

Frequency of different goals of using smart-phone

.30 .16 .49

Such patterns of correlations inside domains indicate good possibilities to factorize these correlations in order to find out higher order dimensions explaining the correlations. Such factor analyses were performed as described in “Statistical data analysis methods”. Table 4 summarizes main results of these analyses.

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Table 4Main results of factor analyses of correlations inside questionnaire domains

DomainNum-ber of

factors

Percentage of explained varian-ce after extraction

Meaning(s) of factor(s)

Factor eigen-values after extraction

General evaluation of mathematical and digital skills

1 53.1General mathematical and digital ability 3.7

Computer literacy related skills

1 64.6General ability to use computer

5.8

Frequency of using computers in differ-ent places

2 52.5

1. Frequency of using com-puters not at work.2. Frequency of using computers at work.

2.5a

1.1a

The same outside work and homeb 1 48.0

Frequency of using com-puters outside work and home

2.4

Frequency of differ-ent goals of using computer

1 46.7Frequency of different goals in using computer 2.3

The same without using for workc 1 53.6

Frequency of different goals in using computer not for work

2.1

Frequency of diffe-rent goals of using smartphoned

1 34.8Frequency of different goals in using smartphone 1.7

a. These eigenvalues are after rotation because two factors were extracted and rotated.b. Question about using computer at work was deleted because many respondents are une-

mployed. Question about using computer at home was deleted because of its relatively low discriminative power between respondents: 85 percent of them say that they use computer at home everyday or most days per week. Consequently, this question poorly correlates with the other questions.

c. Question about using computer for work was deleted for the same reason as described in b.

d. Questions were answered by for respondents who said that they had a smartphone.

Factors confirm unidimensionality of domains, with one exception that using computer at work separates from using computer in other places, e.g. at home. This exception can be easily explained: frequency of using computer at work reflects not only the corresponding ability of a respondent but also strongly depends on his or her job and if he or she has job at all. These analyses are useful not because they provide some new insights into the structure of mathe-matical and digital competence but mostly because they summarize questions of the domains and greatly decrease number of variables for the following analysis.

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Next seven tables (Tables 5–11) present factor loadings and communalities for all of the factors.

Table 5.Factor loadings and communalities of the general mathematical and digital ability factor

Ability Loading Communality

To calculate using electronic devices, such as calculators, mobile phones

.82 .67

To use mobile phone for communication and other purposes

.80 .65

To use ATM .76 .58

To perform everyday calculations when buying in shops, paying for communal services, etc.

.71 .50

To use a computer .71 .50

To use GPS when driving, walking, etc. .66 .43

To add, subtract, multiply, divide numbers by heart .62 .38

As Table 5 shows, loadings are not very different. Probably all these abilities are rather equally related to mathematical and digital competence. Factor explains most of these abilities well, at least at the 50 percent level, only ability to use GPS and count by heart are explained worse.

Table 6Factor loadings and communalities of the general computer literacy factor

Ability Loading Communality

To write and read using text processing software (e.g. Micro-soft Word, Open Office, etc.)

.87 .76

To calculate and draw diagrams using spreadsheets (Micro-soft Excel, Open Office, etc.)

.86 .73

To create presentations (Microsoft Power Point, etc.) .86 .73

To use information services for personal and work purposes .83 .69

To find and select the necessary information via the internet .81 .66

To understand and apply juridical and ethical norms related to information technologies

.81 .66

To use in communication (e-mail, chat programs, social sites) .78 .60

To use database systems (Microsoft Access, etc.) .72 .53

To understand and apply computer health and safety rules (work pauses, posture, workplace ergonomics, etc.)

.68 .46

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These abilities are explained by the factor even better than abilities of the previous domain. Most abilities are explained at least by 60 percent (of their variances). The lowest position in the factor of the ability of understanding and applying computer health and safety rules probably indicates some negligence of Lithuania‘s adult population of these rules. Indeed, answers of respondents to this question show that most of them (32 percent) estimate this ability as “average”, and 22 percent estimate it as even worse. On the contrary, ability to use text processing software is mostly estimated as “very good” and “good” (32 percent and 33 percent of respondents), and only 35 percent of them estimate this ability as average or worse.

Table 7 Factor loadings and communalities of the factors representing frequency of using computer in different places

Frequency of using computersLoading

Factor 1 Factor 2

At friends, relatives, acquaintances .86 –.14 .67

In public places (libraries, internet cafés, etc.) .83 .67

In street, voyage, nature, etc. .80 .60

At meetings, conferences, lectures, etc. .50 .28 .43

At home .29 .21 .17

At work .79 .61

Note. Loadings less than .10 are suppressed and not presented in the table.

As was previously mentioned, the first factor was defined as frequency of using compu-ters not at work, and the second factor was defined as frequency of using computers at work. Using computers at home clearly differs from using computers in all other places: this ques-tion essentially is not explained by factors. This is probably because using computer at home is so commonplace nowadays (85 percent of the respondents say that they use computer at home everyday or most days per week) that such a use is little related to the use of computers in all other places; consequently, correlations of this question with others in the same domain are weak, and the question cannot belong to any of the factors. Therefore this question was deleted and the factor analysis was repeated. Question about using computer at work was also deleted because it introduces essential non-homogeneity of factor analysis sample: about half of the respondents are unemployed, they cannot use computer at work. See new results in Table 8.

Table 8

Factor loadings and communalities of the factors representing frequency of using computer outside work and home

Frequency of using computers Loading Communality

In public places (libraries, internet cafés, etc.) .85 .72

At friends, relatives, acquaintances .78 .61

In street, voyage, nature, etc. .77 .60

At meetings, conferences, lectures, etc. .58 .34

Communality

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Similarly problematic was question about using computer for work in factor analysis of questions about frequency of using computer for different goals, see Table 9.

Table 9Factor loadings and communalities of the factor representing frequency of using computer for different goals


For communication .79 .63

For learning .78 .61

For leisure activities .70 .48

For household tasks (communal payments, e-commerce, etc.) .65 .42

For work .45 .20

Frequency of using computers for work has relatively low communality in this factor (Tab-le 9), therefore it was decided to repeat the factor analysis without this question (see Table 10 and also the commentary after Table 7).

Table 10

Factor loadings and communalities of the factor representing frequency of using computer for different goals but not for work.





For household tasks (communal payments, e-commerce, etc.) .60 .36

Now one “clean” factor was obtained.Table 11

Factor loadings and communalities of the factor representing frequency of using smartphone



For household tasks (communal payments: e-commerce, etc.) .68 .47


For work .48 .23


Low communality of the question about using smartphone for communication can be explained by the very high percentage of smartphones’ usage for communication everyday or most days per week: 54 percent of respondents in our sample have smartphones, and 93 per-cent of them use them everyday or most days per week; consequently, answers to this question are too similar and too little related to other answers.

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correlations between mathematical and digital competence factors. We expect these factors to be more or less correlated. In order to test this and to analyze pattern of these corre-lations, they were evaluated using Kendall‘s tau-b coefficient; also respondent‘s self-evaluated mathematical and digital competence was included (see Table 12).

Table 12Correlations between factors of mathematical and digital abilities (Kendall‘s tau-b coefficients)

General mathe-matical

and digi-tal ability

General computer

using ability

Frequency of using

computer outside

work and home

Fre-quency of different

computer using

goals not for work

Fre-quency of using smart-phone

How do you esti-

mate your math-emati-cal and digital

abilities?

General mathemati-cal and digital ability

–

General computer using ability

.51 –

Frequency of using computer outside work and home

.18 .24 –

Frequency of differ-ent computer using goals not for work

.30 .38 .35 –

Frequency of using smartphone

.10 .13 .33 .41 – *

How do you estimate your mathematical and digital abilities?

.42 .54 .19 .31 .09 –

Note. All of the correlations are significant at least at the .01 level, only significance of the correlation between “Frequency of using smartphone” and “How do you estimate your mathematical and digital abilities?” is p = .021.

As expected, the general mathematical and digital ability is rather strongly related to the general computer using ability. Important result is also quite strong correlations between res-pondents’ self-evaluated mathematical and digital competence and the corresponding factor together with general computer using ability.

abilities’ dependence on demographic variables. The obtained factors were used to explore possible differences between sub-populations of the research and relationships with essential demographic variables.

Mann-Whitney test was used to see if the factors differ between men and women. No si-gnificant differences were found. Employed and unemployed also did not differ significantly. It seems that previously often reported gender and unemployment gaps in mathematical and

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digital abilities (e.g. Komisijos komunikatas Europos parlamentui, tarybai, Europos ekonomi-kos ir socialinių reikalų komitetui ir regionų komitetui (2007)) either do not exist any more in Lithuania, or are at least essentially less noticeable than 5–10 years ago. However, such a con-clusion should be approached with caution in the context of the presented research: data were collected mostly via internet, therefore those respondents who are less computer and internet proficient most likely were less inclined to participate in the survey. Respondents’ selection bias seems very probable in such a situation.

Another situation is with age, education and habitat: these variables do influence mathe-matical and digital abilities represented by the factors (Table 13).

Table 13Kendall’s tau-b correlations between age, education, habitat and mathematical and digital abilities

Age Habitat Education

General mathematical and digital ability –.14** .13

General computer using ability –.18** –.10 .21

Frequency of using computer outside work and home –.26* –.10*

Frequency of different computer using goals not for work –.21** –.15* .13*

Frequency of using smartphone

How do you estimate your mathematical and digital abilities? –.11** –.15* .21

Note 1. Only statistically significant correlations are presented in the table.Note 2. Habitat categories are ordered in such a way that increasing values mean moving away from big cities towards rural areas.

As can be seen from Table 13, older people still have worse mathematical and digital competence. Better education, on the contrary, is related to better competence in compu-ters, simple mathematics, and ability to use various information and communication devices. Mathematical and digital competence is less dependent on habitat, however, this competence still statistically significantly worsens with decreasing number of inhabitants in place of res-pondent’s habitat.

Relationships of mathematical and digital competence with the other key competen-ces. There were other key competences which were analyzed in the same project (Suaugusių-jų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma (2015)). Large studies which analyze different key competences in the same research frame are not very often, therefore it seems expedient to use this advantage of the collected data. Unfortunately, sample sizes to estimate correlations of mathematical and digital abilities with other key competences are much less because of the research design: most respondents answered only to one ques-tionnaire about one key competence. However, there are respondents who answered ques-tionnaires about two or even more key competences. These data can be used for prelimina-ry estimation of the relevant correlations. Their sample sizes range from 24 to 100. This is enough to find out correlations of at least average size. These correlations are presented in Table 14.

Raimundas Vaitkevičius60

Table 14 Correlations of mathematical and digital abilities with other key competences via Kendall’s tau-b coefficient

Competence or ability

General mathe-matical

and digi-tal ability

General computer

using ability

Frequency of using

computer outside

work and home

Fre-quency of different

computer using

goals not for work

Frequency of using smart-phone

How do you esti-

mate your math-emati-cal and digital

abilities?

Native language competence (fac-tor)

.17 .21 .19

Can you commu-nicate in English? (question)

.27 .33 .37 .31 .31

How do you esti-mate your entrepre-neurship ability?

.29 .32 .25 .29 .44 .46

How do you esti-mate your ability to learn?

.22

“Popular” culture aspects

.26

Interests related to art

.20 .18 .21 .31 .30

Respect and toler-ance

.23

Note 1. Only statistically significant correlations are shown in the table.Note 2. Native language competence is a factor which was obtained from five questions about native language abilities in a similar way as factors described in the current article.Note 3. English language was chosen to represent foreign languages competence because most respondents (63 percent) say that they can communicate in this language.Note 4. Cultural awareness and cultural literacy was represented by four factors – results of factor analyses similar to those which were described here. These factors were: 1) “Classical” culture aspects (reading books, visiting museums, theaters, listening to clas-sical music, etc.), 2) “Popular” culture aspects (watching movies, listening to pop music, watching TV performances), 3) Art related interests (responses to statements, such as “I am interested in art”, “I understand art pieces”, etc.), 4) Respect and tolerance towards other people, groups, nations. “Classical” culture aspects did not significantly correlate with any of the mathematical and digital abilities’ variables, therefore they are not presented in the table.

discussion. Interpretation and comparison of these correlations is not easy because they were estimated using different sample sizes, in some cases very different, up to four times. However, some of these results seem interesting. E.g., rather surprising (and maybe not very laudable) are relatively high correlations of mathematical and digital abilities with commu-nication skills in English. Note also high correlations with entrepreneurship skills. Cultural awareness and literacy seem less related to mathematical and digital competence, however, quite a few significant correlations can be seen for “Interests related to art”. Ability to learn

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demonstrates only one significant correlation but there are some other of similar size which are not significant probably only because of too small a sample.

After all the results, it seems that of these five factors more important and informative are the general mathematical and digital ability factor together with the general computer using ability factor. Evaluation of the competence by a direct question to respondents also seems practically useful, at least for purposes of statistical research.

The five mathematical and digital abilities’ factors produced in the analysis proved to be useful and preliminary valid in exploring relationships between different abilities including those related to other key competences. Some deficiencies of these factors also emerged which is not surprising because initially the choice of questions of the questionnaire, their formu-lations and the whole research design were not intended to be used for development of new scales with good measurement properties.

ConClusions

Based on correlations between mathematical and digital abilities in the data of the question-naire, two main and three auxiliary factors were established: general mathematical and digital ability and general computer literacy (main factors); frequency of using computer outside work and home; frequency of different computer using goals not for work (but for other pur-poses); frequency of using smartphones (auxiliary factors).

Mathematical and digital competence is positively related to other key competences, espe-cially to entrepreneurship and foreign languages competences, but also to cultural awareness, native language competence and learning to learn.

In Lithuania, older age and lower education are still negatively associated with mathema-tical and digital competence; to a lesser extent this is true also for living in more rural places.

Our data and analysis did not show any significant differences in mathematical and digital competence between men and women, between employed and unemployed.

referenCes

Komisijos komunikatas Europos parlamentui, tarybai, Europos ekonomikos ir socialinių reikalų komite-tui ir regionų komitetui (2007). Europos bendrijų komisija. Briuselis, 8.11.2007 KOM(2007) 694 galutinis. Internet access: http://ec.europa.eu/transparency/regdoc/rep/1/2007/LT/1-2007-694-LT-F1-1.Pdf. Accessed: June 13, 2015.

Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006). Official Journal of the European Union. http://eur-lex.europa.eu/legal-content/EN/

TXT/?uri=celex:32006H0962. Accessed: May 27, 2015.

Suaugusiųjų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma (2015). Projekto portalas. http://sbk.vdu.lt/. Accessed: May 28, 2015.

DiStefano, Ch., Zhu, M., Mīndrilă, D. (2009). Un-derstanding and Using Factor Scores: Consid-erations for the Applied Researcher. Practical Assessment, Research & Evaluation, Vol. 14, No. 20, October 2009, 1–11. Internet access: http://pareonline.net/getvn.asp?v=14&n=20. Ac-cessed: 13 June, 2015.

Language editor: Raimundas Vaitkevičius

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Raimundas Vaitkevičius – Vytauto Didžiojo universiteto Psichologijos katedros statistikos

lektorius. Mokslinių interesų sritys: psichometrika, tiriamoji ir patvirtinamoji faktorinė analizė,

struktūrinis lygčių modeliavimas.

Adresas: Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Teorinės Psichologijos katedra,


Raimundas Vaitkevičius – a lecturer of statistics in Vytautas Magnus University, Department of Psychology. Research interests: psychometrics, exploratory and confirmatory factor analysis and structural equation modeling.

Adress: Vytautas Magnus University, Faculty of Social Sciences, Department of Psychology, Jonavos g. 66-327, LT-44191, Kaunas. E-mail: [email protected]

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DEVELOPMENT OF KEY COMPETENCES AND CONTINUING EDUCATION OF ADULTS IN FRANCE

BENDRŲJŲ KOMPETENCIJŲ LAVINIMAS IR SUAUGUSIŲJŲ TĘSTINIS MOKYMASIS PRANCŪZIJOJE

m’hamed dif, BETA/Céreq Alsace, University of Strasbourg | Strasbūro universitetas

Summary. The article provides overview of the main historical, legislative and institutional developments of key competences and continuing education for adults in France, as well as analyses the main training mechanisms and policy instruments used to facilitate adults’ access to the acquisition and develo-pment of key competences.

key words: key competences, adult education, institutional development, qualifications, legislation of adult education, France

Santrauka. Straipsnyje yra pateikiama bendrųjų kompetencijų lavinimo ir suaugusiųjų tęstinio mokymosi Prancūzijoje istorinės raidos, teisinės bazės ir institucinės plėtros apžvalga bei analizuojami svar-biausi šios šalies suaugusiųjų švietimo ir bendrųjų kompetencijų lavinimo mechanizmai bei politikos instrumentai.

Raktiniai žodžiai: bendrosios kompetencijos, institucijų plėtra, kvalifikacijos, suaugusiųjų švietimo teisinė bazė, Prancūzija

inTroduCTion

This research paper integrates within the framework of the project on the “implementation of a platform for the development of key competences of adults” funded by the Research Council of Lithuania. As an input contribution, it feeds into the comparative study of the current practices of policy measures and institutional frameworks for key competences de-velopment through adult education within the French, German and Lithuanian contexts, leading ultimately to the preparation of policy learning recommendations and guidelines. The adopted research methodology for the French contribution to the project is mainly ba-sed on recent scientific desk research and documentation, completed by a set of interviews conducted with experts and representatives of different stakeholders involved in conti-nuing education and key competences development of adults. The outcome report consis-ts of two main sections. The first section is an overview of the main historical, legislative and institutional developments of key competences and continuing education for adults in a French context. The second section deals with the description and analysis of the main

64

M’Hamed Dif

training mechanisms and policy instruments used to facilitate adults’ access to the acquisition and development of key competences.

oVerVieW of main hisToriCal, legislaTiVe and insTiTuTional deVeloPmenTs of key ComPeTenCes and ConTinuing eduCaTion for adulTs

deVeloPmenT of key ComPeTenCes

Although the debate concerning the notion of competences was launched in the 1970s between social partners (under the pressure of increased need for individualised human re-sources development and performance evaluation), the move towards the use of the con-cept of “competences” started effectively during the 1980s and intensified particularly since the 1990s. The major development of competence-based practice appeared at the beginning of the 1980s when the Ministry of Education introduced, through the process of designing its own awarded vocational qualifications, the certification referential standards (referential de certification) connected with each occupational profile in terms of three sets of descrip-tors of competences and knowledge: (a) capacities (capacités) as a way to qualify in general and transversal know-how, (b) competences (savoir-faire) meaning the individual’s acquired know-how in connection with the actions undertaken in the surrounding technical and social environment, (c) associated knowledge (savoir associés) corresponding the whole body of knowledge and information in the domain held by the individual and relevant related objects and environments (Maillard, 2013; Dif, 2010). The other major development followed in 1984 and was connected with the increased need to develop new competences through the in-volvement of the enterprises (Cannac & CEGOS, 1985). In 1993, the public authorities encou-raged further the development of competence-based practices when the national employment agency called then ANPE (“Agence National Pour l’Emploi” transformed into “Pôle Emploi” since 2006) modified the labour market “Operational Repertory of Trades and Occupations” (ROME – Répertoire Opérationnel des Métiers et des emplois) to be competence-based sys-tem. According to ROME, “the concept of competence is a set of knowledge, know-how and “know-how to be” (social competences) which are connected with the individual’s occupa-tion or job in a given situation of activity. In its 1997 version, ROME distinguishes between three types of competences: technical core competences, specific competences (or capacities) and associated competences (ROME, 1997). In its last version, they are regrouped into two main categories: key and specific competences (ROME, 2015). This development contributed effectively to stimulating academic debates about the notions of competences and encouraged the enterprises to adopt an individualised competence approach in human resource manage-ment and development and abandon relying on the use of the previous non-labour market focussed notion of qualification.

The development of key competences in France for both young and adult people was mainly the result of two basic impulses: (a) the conceptual framework of the programme “DéSéCo” launched by the OECD (Organisation for Economic Cooperation and Deve-lopment) towards the end of 1997 (and published on 04/09/2003), which identified and classified the key competences into three categories (acting autonomously, ability to use tools interactively and interacting in socially heterogeneous groups) where each one of them is composed of three capacities; (b) the EU reference framework defining (eight) key

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DEVELOPMENT OF KEY COMPETENCES AND CONTINUING EDUCATION OF ADULTS IN FRANCEBENDRŲJŲ KOMPETENCIJŲ LAVINIMAS IR SUAUGUSIŲJŲ TĘSTINIS MOKYMASIS PRANCŪZIJOJE

competences for lifelong learning (EU recommendation 2006/962/EC). In this context, the National Agency for Fight Against Illiteracy (ANLCI – Agence Nationale de Lutte Contre l’Illetrisme), established in September 2003 a “national standards framework” defining four degrees of basic (core) competences: Structural benchmark competences (basics in writing, counting and communicating with others), functional competences for everyday life, compe-tences facilitating actions in various situations and competences reinforcing the autonomy of action in the knowledge society (ANLCI, 2003).

Also under the influence of the OECD, the Laboratory CRI (Conesil, Recherche, Innova-tion) connected with the adult education provider GRETA (Groupment d’ETBblissements Publics d’enseignement) developed in 2005 a standards framework of nine practice-based key competences for vocational inclusion of adults, namely: motivation, ability of undertaking executive functions, capacity of developing cognitive functions, self-learning/knowledge, self-confidence (self-esteem), managing own emotions and stress, autonomy of thought and action, managing social relationships (living as a citizen) and communication (DIESE.NET-CRI, 2005).

Under the impulse of the European recommendations and those of the High Council for Education (HCE-Haut Conseil de l’Education) and as an implementation of the orientation and programming law on the future of the school (Act of 23 April 2005), the Ministry of National Education introduced (via the Decree of 11 July 2006) a common ground educatio-nal programme (within initial compulsory education) consisting of the following seven key competences: mastery of French language, practicing of at least one modern foreign language, basic competences in mathematics and in scientific and technological culture, mastering the usual ICT, acquiring humanistic culture, developing social and civic competences, autonomy and sense of initiative.

Also within the framework of the transposition of the recommendations of the European Parliament and Council of 18 December 2006, the Ministry of Labour and employment set out a framework programme for access to key competences for a sustainable integration into the labour market via the Circular of 3 January 2008 issued by its General Delegation for Employment and Vocational Training called the “DGEFP” (now DIRECCTE – Regional Di-rectorate for Enterprises, Competition, Consumptions, Labour and Employment). The focus was only on the following five key competences, considering that the other three can be dealt with transversally: communication in French, mathematical culture and basic competences in sciences and technology, digital culture, learning to learn and communication in a foreign language. Although this programme targets primarily vulnerable people (such as job-seekers, early school leavers without or with insufficient qualifications and beneficiaries of assisted vocational inclusion employment contracts), it is also open to all beneficiary employees of various adult education training instruments and related financing mechanisms, including innovative and experimental specific training programmes such as “planning management of jobs and competences” (GPEC – Gestion prévisionnellles des Emplois et des Compétences), “validation of acquired experience (VAE)”, alternating vocational training contracts, etc.

At the request of the ANLCI, the DGEFP (DIRECCTE) and several professional sectors, a practice-based referential standards framework for professionally situated key competen-ces called the “Référentiel CCSP” (Référentiel des Compétences Clés en Situation Profes-sionnelle) was established in March 2009. As it is constructed on the basis of observed work situations and not on pre-established definitions based on academic knowledge, the CCSP

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adopts resolutely a professional approach in identifying and defining key competences. In fact, it is based on connecting the analysis and description of a work situation in its various dimensions (activities, criteria, professional capacities) with an analytical inventory of general and applied knowledge used in this work situation. The identified professionally situated key competences are organized within this framework according the first three (out of the four) degrees of the “national standards framework” established by the ANLCI in 2003. Additio-nally, by taking into consideration the recommendations of the EU framework in its inven-tory of key competences, the CCSP also adopts an interdisciplinary approach where the key linguistic competences (reading, writing, and speaking) are looked at as a broader package covering other dimensions and constituting in all the key competences. The CCSP targets various users, namely: (a) enterprises and local authorities as employers; (b) private and pu-blic funding organizations and institutions such as the sectoral and inter-professional OPCA (CVT accredited joint funding collectors), the State and local authorities and the national centre for local civil servants (CNFPT-Centre National de la Function Publique Territoriale); (c) training providers; (d) consultants and counselors in VET and vocational inclusion insti-tutional operators such as: the employment poles, local missions and multi-year local plans for integration and employment (PLIE- Plans Locaux pluriannuels pour l’Insertion et l’Em-ploi; (e) different employees, their representatives and job seekers (including beneficiaries of various vocational inclusion programmes and contracts) (ANLCI, 2009).

More recently and as an implementation of the annex of the article 12 of National In-ter-professional Agreement (ANI) of 14 December 2013 and the Act of 5 March 2014 (Art.L6323-6 of Labour code), the “Observatories and Certifications Committee (SOC-Comité Observatoires et Certifications)” of the National Inter-professional Joint Committee on Em-ployment and Training (COPANEF – COmité PAritaire interprofessionnel National pour l’Emploi et la Formation), finalised the preparation of a referential standards framework for the development of knowledge and professional competences called “S3CP (Socle Commun de Connaissances et de Compétences professionnelles) on the 28 May 2014 (FPSPP, 2014). It was formally introduced through the implementation Decree n° 172 of 13 February 2015 and then completed by a set of corresponding referential assessment and validation crite-ria of acquired competences leading to obtaining certification-based qualifications (CNCP, 2015). Like the referential framework “CCSP”, the “S3CP” is characterised by its sufficiently wide scope which allows for undertaking, within each sector or branch of activity, the rele-vant adaptation and contextualisation to each learner’s occupational and professional career development needs. It is composed of seven fields for the development of knowledge and professional competences: communication in French; capacity of using basic calculation rules and mathematical reasoning; use of the usual techniques of information and the digital com-munication; ability to work under defined team-working rules; ability to work independently and achieve an individual goal; ability of learning to learn throughout life; mastering gestures and postures and compliance with the hygiene, safety and basic environmental rules (FPSPP, 2014). The S3CP’s targeted group of users includes professionally active people, job seekers, individuals on vocational inclusion schemes, training providers, social partners and regions (Decree 172, 13 February 2015).

Relevant information and guidance concerning the implementation of these framework programmes for the development of key competences to the end-users are provided through the following nationwide networks: (a) the regional “network for the guidance and follow-up

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of the access to key competences and employment” (ROSACE – Réseau pour l’Orientation et le Suivi de l’Accès aux Compétences Clés et à l’Emploi) notably in cooperation with accre-dited counselors, the employment poles, the local missions and DIRECCTE (the Regional Directorate for Enterprises, Competition, Consumptions, Labour and Employment); (b) the network of regional centres for the organisation and coordination of information concerning VET (CARIF – Centres d’Animation et de Ressources de l’Information sur la Formation) or that of the regional observatory for employment and training (OREF – Observatoire Régio-nal Emploi Formation; (c) Regional centres for resources information concerning Illiteracy (CRI – Centres ressources Illetrisme) which take in charge the fight against illiteracy (via the provision of relevant information and technical support and sharing educational resour-ces and teaching tools and pedagogies) (DGEFP’s Instruction of 18/01/2010 and Circular of 03/01/2008).

adulT eduCaTion deVeloPmenT

Definition and main general objectivesIn France, adult education refers to all other aspects of learning undertaken (formally and informally) by individual learners outside the formal initial general and vocational educatio-nal system in its three basic components: compulsory schooling from 5 up to 16 years old (at primary and lower secondary levels), upper secondary cycle (16–18 years old) and higher education (18–24/30 years old). Although adult education can have several forms and dimen-sions, it is at present composed of two basic types: (a) a continuing adult education (usually referred as continuing vocational training or “formation professionnelle continue”) which is dominantly characterised by its professional character and provided basically for individuals who are already part of the workforce or are embarking into working life (including unem-ployed job seekers and early school leavers); (b) other types of adults education, such as so-cio-cultural promotion education, folk/popular education (education populaire), senior edu-cation diffused through public libraries, special colleges, free-time universities (universités du temps libre), literacy promotion education, etc. (European InfoNet, 2013; Eurydice, 2010).

The French adult education objectives are, in practice, more connected with the specific nature and targets of any of the undertaken related policy measures and actions within the system. However, the basic objectives of the dominant and most representative component of adult education “CVT (continuing vocational training)” since its introduction at beginning of the 1970s can be grouped into the following overarching basic objectives (ANI, 1970; 1971 Act n°71-575 and the 2004 Act n° 2004-391): (a) Promoting the development of competences (key and specific); (b) Facilitating access to different and higher levels of vocational qualifica-tions; (c) Promoting professional inclusion, employability and adaptation to the requirements of change in technology, working techniques, conditions and transitions.

Additionally, the main objectives and actions of other types of adult education include basically the fight against illiteracy, facilitating access to self-learning, personnel development and socio-cultural promotion in general.

Main historical, legislative and institutional developmentsAdult education is far older notion than that of competences in its most recent understa-

ting as key competences. Historically, the founding text of the notion of adult education goes back to Condorcet’s “report and Decree project on the general organisation of public

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instruction”, presented at the National Assembly on 20-21 April 1792. Then different forms of adult education courses were developed in the 19th century in conjunction with the indus-trialisation process (Laof, 2013). Between the Two World Wars, encouraging laws were pas-sed especially in connection with the development of technical education. After the Second World War and until the 1970s, adult education was mainly concentrated on social promotion due to the encouraging subsidies from the local authorities and the State. The development of adult education took an important turning point at the beginning of the 1970’s, through the first National Inter-professional Agreement (ANI – Accord National Inter-professionnel) concluded on the 9th of July 1970 between social partners, with three important consequence: (a) introducing continuing vocational training within the framework of adult education and its compulsory financing by private enterprises with more than 10 employee (0.80 percent of the total gross wage bill), (b) creating the individual training leave for employee-self initiated and directed training (CIF-Congé Individuel de Formation), and (c) establishing for the first time the legitimacy of the role of social partners in continuing vocational training gover-nance. This agreement was confirmed by law through the Act n°71-575 of the 16th july 1971 called Delors’s Act and put into practice starting from the 1st January 1972. Since then, the created continuing vocational training (CVT) system within adult education has undergone important extensions and enrichments concerning related legislations and institutions, ins-truments, functioning and active role of social partners and other involved stakeholders on the enterprise’s level as well as on national, regional and sectoral levels. It has gone through the following main development stages (Eurydice, 2010, Lombardi, 2010; Terrot, 1997).

The 1970s stage was mainly dedicated to an effective implementation of the foundations of the current CVT system. This concerned basically: (a) the implementation of the compul-sory contribution of the private companies with over 10 employees to accredited vocational training funds collectors and mangers (acting on branch/sectoral and regional levels), run by social partners, called “OPCA (Organismes Paritaires collecteurs Agréés)”; (b) the launch of the paid individual training leave “CIF (Congé Individuel de Formation)” for both employees and even job seekers; (c) The creation of the first Groupings of public schools (GRoupements d’ETAblissements publics d’enseignement) for formal CVT provision in 1974.

The 1980s were marked by the diversification of CVT related responsibilities and contents mainly through: (a) the launch of the decentralisation process via transferring to regions the CVT financing and the responsibility of managing and implementing continuing vocational training (including apprenticeship) in order to allow for taking into account local territori-al requirements and realities (Decentralaisation Laws of March 1982 and 6 January 1986); (b) Extending CIF financing at 0.10 percent of the gross wage bill to enterprises with less than 10 employees, enlarging social partners’ negotiating competences concerning CVT to take place at the levels of the enterprises’ committees and the professional sectors, including the reinforcement of CVT providers transparency (Rigout’s Act n°84-180 of 24 February 1984, re-forming 1971 Act); (c) tax exemption on companies’ contributions to CVT development (Act n° 88-1149 of 13 December 1988 for 1989 financing budget); (d)-Promoting access of employ-ees and skilled workers to higher education programmes at EQF levels 5 and 6 by introducing (via the Decree n° 85-906 of 23 August 1995) the regime of the Validation of Acquired Per-sonal and Professional (informal and non-formal) learning (VAPP – Validation des Acquis Personnels et Professionnels).

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During the 1990s, important efforts were put forward with the aim of improving CVT performance in terms of promoting accessibility to employment and labour market basically through: (a) the introduction of the training providers’ right for quality control and accredita-tion via the Professional Office for Quality Accreditation of Training Providers (OPQF –Of-fice Professionnel de Qualification des Organismes de Formation), which was effectively cre-ated in 1994 to deliver quality assurance certification (Act n°90-579 of 4 July 1990 on training financing, quality and control of CVT); (b) Formal introduction of Competence Audit regime (BC – Bilan de Comptences) which allows its individual beneficiaries to have their profes-sional and personal competences to be assessed for mobility, guidance and/or redefinition of clear career/learning projects through the Act of the 31st December 1991, following the Inter-professional Agreement (ANI) of the 3rd July 1991; (c) Facilitating access of professionally experienced individuals to formal certification-based qualifications via the implementation of the regime of the Validation of Acquired Professional learning (VAP – validations des Acquis Professionnels) introduced through the Act n° 92-678 of 20th July 1992.

The 2000s were characterized by a profound overhaul of the CVT system mainly through the following important developments such as: (a) the extension of the 1992 regime for the validation of prior work-based learning (VAP) to include all types of prior experiential learn-ing with access to all types of vocational certifications under the new acronym VAE (Valida-tion des Acquis de l’Experience) introduced through the “Social Modernisation Act n° 202-73 of 17 January 2002; (b) the creation of both the National Repertory of Vocational Qualifi-cations (RNCP – Repertoire National des Certifications professionnelles) and its managing National Commission for Vocational Qualifications (CNCP – Commission Nationale de la Certification Professionnelle) through the same “Social Modernization” Act of 17/01/2002; (c) The creation of three CVT important instruments through the Act n° 2004-391 of 4/5/2004 on “Long-life Vocational Training and Social Dialogue”, following the National Inter-profes-sional Agreement (ANI) of 20/9/2003 on “the Organisation of Labour Market”), namely: (a) the Individual Right to Training (DIF-Droit Individuel à la Formation), (b) the Profes-sionalisation Contract (CP- Contract de Professionalisation) replacing the three previous vocational contracts (vocational qualification contract, vocational guidance contract and vo-cational adaptation contract), and (c) the Professionalisation Training Periods (PP- Périodes de Professionalisation); (d) Extending, with some adaptations, the CVT instruments to the public sector (civil servants) through the Act n° 2007-148 of 2/2/2007 concerning the “mo-dernisation of the public sector services”; (e) Renovating the CVT system and extending the role of the related accredited joint funds collectors and managers (OPCA – Organismes Pari-taires Collecteurs Agrées) through the Act n° 2009-1437 of 24 November 2009 on “guidance and long-life training”, following the Inter-professional Agreement (ANI) of 5 October 2009 on the “development of long-life training and career security”.

Finally, the first half of the 2010s was marked, especially towards its end, by undertaking a major reform of continuing vocational training introduced through the Act n° 2014-2018 of 5 March 2014 on “vocational training, employment and democracy” following the Inter-professional Agreement (ANI) of 14 December 2013 on “vocational training”. This consists basically of the following: (a) Creation of the “Personal Training Account” regime which sub-stitutes the “Individual Right for Training (DIF- Droit Individual à la Formation)” starting from the 1st January 2015, (b) Reinforcing further the role of regions as key players in life-long learning and career guidance; (c) Redefining and extending the role of the accredited

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joint-funds collectors and mangers (OPCA) in connection with the provision of informa-tion on access to training and career guidance, including the responsibility of securing the quality of their funded training in cooperation with regional authorities and job-centres; (d) Revising the previous employers’ mandatory contribution to CVT funding to a unique contribution (as a percentage of the total wage bill) of 1 percent for companies with at least 10 employees and 0.55 percent for those with less; (e) Entitlement of all employees to a “ca-reer interview” at least every two years for career assessment, guidance and development; (f) Revising and reinforcing the guidance and governance mechanism of CVT provision through the creation of the following bodies: (a) the national and regional councils for employ-ment, training and vocational guidance (CNEFOP and CREFOP), (b) the national and region-al inter-professional committees for employment and training (COPANEF and COPAREF), (c) Guidance operators of the council for professional development (CEP).

main Training meChanisms and PoliCy insTrumenTs faCiliTaTing adulTs’ aCCess To The aCQuisiTion and deVeloPmenT of key ComPeTenCes

The current policy measures and actions undertaken to achieve the objectives of adult edu-cation in its basic CVT component and to facilitate access to the acquisition and development of key competences, can be grouped into three main categories: employer-directed training (ED-CVT), employee self- directed training (SD-CVT) and employee-employer directed trai-ning (EED-CVT).

Employer-Directed training (ED-CVT)Employer-initiated and Directed CVT (ED-CVT) constitutes the dominantly used instru-ment within the French continuing vocational training system. It is generally carried out within the framework of the vocational training plan of the organisation (private or public). It includes all kinds of short term and medium term vocational training decided and implemen-ted by the organisation in favour of its employees. It is the result of a concerted action within the enterprise between the management and the employees’ representatives, aiming basically at: (a) the development of the employees’ competences and qualifications; (b) ensuring the employees’ adaptation to their ongoing job requirements, and (c) the promotion of the em-ployees’ job retention, functional and promotional mobility. For the enterprise, the training plan is usually financed through the firm’s overall mandatory contribution (representing now an overall minimum contribution of 1% of its total wage bill for companies with at least 10 employees and 0.55 percent for those with less) to accredited vocational training funds collectors and mangers (acting on sectoral and regional levels) called “OPCA (Organismes Paritaires collecteurs Agréés)” (Act of 4 May 2004; Act of 5 March 2014).

Employee- Self directed training (SD-CVT)Considered as the employee’s choice and preference guided form of training, self-directed continuing vocational training (SD-CVT) is usually carried out via the the group of formally institutionalised main vocational training regimes for key competence development of adults.

Individual Training Leave (CIF – Congé Individuel d Formation)Officially introduced in 1971, “CIF” regime (Congé Individuel de formation) was designed to allow any worker in the private sector to take (over his/her working life) a paid leave (under minimum requirements adapted to the nature of work contract) to undertake self initiated

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and directed training programmes independent of the organisation’s training scheme with the guarantee of maintaining the work contracts during the period of training. It was created to promote free choice and equal access to training by introducing three interdependent gua-rantees (MTEFP, 2014a; Dif, 2008; Gahéry, 1996; Guilloux, 1996):

Free-choice guarantee. It guarantees that the employee is free to choose any type of training programme outside the organisation’s usual training scheme. The undertaken training can be vocational with a variety of ultimate aims such as acquisition of key competences and higher qualifications for promotions and professional advancements/transitions, enhancing emplo-yability, job conversion and mobility, as well as for adaptation to changes in technology and labour market structures. The training programme can also be non-vocational with the aim of allowing the trainee to acquire general qualifications and/or to get more involved in the social and cultural life. The CIF duration is one year maximum, if the training is undertaken on a full-time basis, and 1200 hours in the case of part-time training. This duration limit can be exceeded via collective bargaining agreement (within the sector or the enterprise).

Equal chance guarantee for access to training. Accordingly, all workers with different ty-pes of work contracts can benefit from it. Initially, “CIF” was designed and implemented exclusively in favour of workers recruited according to non-limited duration work contract. It took twenty years for this regime (after its introduction) to adapt to the situation of pre-carious employment. In December 1991, it was formally extended to include employees on fixed duration contracts and temporary workers. In the case of a full/part-time open-ended contract, the candidate to CIF has to justify accumulating (continuously or discontinuously) a prior working experience of two (full-time or equivalent) years of which 12 months within the last company. For a fixed-term contract, the candidate has also to justify 2 years of pri-or experience accumulated over 5 years of which 4 months at least during the last year. As for employees working through temporary employment agencies, they need to justify only accumulating (continuously/discontinuously) a working experience of 560 hours of which 360 hours through the last temporary employment agency.

Autonomous funding and management guarantee. Since 1984, “CIF” has been financed through a special fund held and managed by an independent parity organism called OPCA (FONGECIF/OPACIF). This fund is fed by a mandatory contribution (specific to this regime) from the employers representing 0.20 proc. of the total amount of wages paid to their employees. During the training leave, the beneficiary employee receives his/her full salary as long as the letter is lower than the double of SMIC (the minimum guaranteed wage), otherwise the recei-ved salary will be within the range of 80 percent to 90 percent of the original salary. The other costs such as training cost, transport and accommodation can also be taken in charge partially or fully by the OPCA (FONGECIF/OPACIF). Although in some cases, the State/local autho-rities can take in charge part of the training costs, their contribution remains however variable over time and generally limited to financing special cases of vocational training leave such as long term training leaves and the training leaves within small companies.

Professional Training Leave (CFP- Congé de Formation Professionnelle) The CFP is equivalent to CIF scheme (used by the employees of the private sector). It is ac-cessible by any employee within the public sector after accumulating three years of full-time working experience (or equivalent). Its maximum duration is 12 months (and three years maximum accumulated leaves over the whole career of the beneficiary). During the train-ing leave the employer takes in charge the payment of 85 percent of the salary, including

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all training related costs. After the completion of training leave, the beneficiary has to work for the same institution for duration equal to three times the training leave period. In this sense, the CFP is more or less similar to Payback Clause training leave instrument (MDFP, 2012).

Validation of Acquired Experience (VAE- Valdication des Acquis de l’Expereince) The Validation of prior experiential informal and non-formal learning is not a new notion to the French adult education system. Its development has been a gradual process in scope and contents under different acronyms: Validation for obtaining the grade of “Engineer” in 1934 (Act of the 10th July 1934), VAPP (“Validations des Acquis Personnels et Professionnels) in 1985 with the aim of facilitating access to formal higher education, VAP (“Validation des Acquis Professionnels”) in 1992 to cover all levels of professional qualifications and finally the VAE (Validation of Acquired Experience – “Validation des Acquis de l’expérience) in-troduced through the ”Social Modernisation Act” (17 January 2002) to include, in addition to prior work-based learning, learning and key competences acquired through social and cultural activities. As “formative and “summative” instrument, the VAE establishes the indi-vidual’s right who has already accumulated (continuously and/or discontinuously) over three years (on full-time basis or equivalent) of any remunerated and non-remunerated working experience, in at least one activity related to the contents of the targeted type of qualification/certification to apply for an exemption in the required exam-units or modules. The required prior experience does not include the periods of initial and continuing vocational education and training, traineeships/internships and any training periods connected with obtaining a qualification or a title. Thus the VAE allow its beneficiary (meeting this requirement) to get his/her prior experiential informal and non-formal learning assessed and validated (within a validation and certification awarding institution) through a process leading to obtaining a vocational certification (qualification) or a title (at any level) referenced and regitered within the NQF Repertory (RNCP-Répertoire Nationale des Certifications Professionnelles). The qualifications obtained through the VAE are the same as those obtained through the formal track (IVET system). The procedure which guarantees a real access to VAE regime, in its last generalised version, is functioning through a succession of basic stages (Dif, Heraud and Nkeng, 2009; MTEFP, 2014b)):

Information and guidance. Any individual interested in VAE has a direct access to many sources of information provision, guidance and even supervision on national and regional levels. In addition to documentation standpoints, repertories and websites connected with national government ministries and sector bodies, each academy, local authority and univer-sity on regional level is equipped, at least, with one VAE information and guidance provision department/centre and related website

Feasibility of the candidature. This stage consists of preparing and submitting an access feasibility administrative application to the selected institution for the targeted certification. It is a three step process: pre-admissibility application preparation, pre-admissibility reviewing and justified feasibility decision.

Candidate’s portfolio preparation and accompaniment. This stage allows effectively the pre-admitted candidate to explicit and analyse his or her prior experiences in a more formalised and structured way by preparing the VAE folder of the “portfolio of acquired experiences and competences”. Starting from this stage, a coaching tutor is appointed by the validation institution.

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Assessment, interviewing and validation. The assessment and validation process takes place at an accredited institution for this purpose, which is usually the certification delivery insti-tution. The assessment and validation are taken in charge by a jury which must be appointed and chaired in accordance with VAE related general regulations and with those specific to each type of qualification. The jury’s role in this stage can be divided into three key steps: (a) analysis and assessment of all the information contained in the application file to identify the applicant’s prior experiential knowledge and competences which comply with the require-ments of the candidate’s targeted certification; (b) interview: this allows for obtaining comple-mentary information and clarifications from the candidate concerning his or her submitted portfolio of acquired experiences and competences; (c) deliberation and final decision making: the VAE jury then proceeds to deliberation and takes one of the following final decisions: a full validation (and awarding of related certification), a partial validation (some exemption units) or refusing to award the targeted qualification/certification. In this last case the vali-dation process for the targeted certification stops, and the candidate might be re-directed to other educational or guidance instruments such as “bilan de compétences”.

The obtained VAE financing is dependent on the trainee’s employment status in the labour market:

For employed individuals, there are three open possibilities:• Within the framework of employer-directed training (usually through the training plan)

via undertaking for instance a “Professional Training Leave (CFP)” for the employees of the public sector;

• Within the framework of “DIF” (Individual Right for Training) scheme, replaced since January 2015 by “CPF” (Personal Training Account);

• Within the framework of the employee self-directed CVT for the private sector employe-es, usually through an “Individual Training Leave (CIF)” or a VAE leave scheme (Congé VAE), which are financed through a funding collector and manager called OPCA (OPA-CIF/FONGECIF).Concerning unemployed/job-seekers there are two possibilities:

• Employment pole (pole emploi) which manages unemployment insurance funds• Regional authority (Regional council)

As for self-employed individuals, VAE is financed by a Training Insurance Fund collector and manager called FAF (Fonds d’Asurance Formation des non-salariés).

Competence Audit (BC- Bilan de Compétences)After a period of experimentation during the second half of the 1980s, the non-formal com-petence audit regime (“Bilan de Compétences: BC”), was formally generalised to all remuner-ated and non-non remunerated individuals (including job-seekers) at beginning of the 90s. BC established the individual’s right to have a voluntary access to personnel and professional assessment and guidance with aim of coping with work/learning transitions and defining a clear professional or training project for future developments. As a “formative” and “guid-ance” instrument, the competence audit does not lead to any formal recognition or certifica-tion but it might lead to undertaking a “VAE”. To have access to the “BC”, the candidate has to justify a prior salaried regular activity of 5 years, of which one year within the last organisa-tion. The individuals employed according to a fixed-term work contract, have to justify only 2 years of work experience within this period of 5 years (of which 4 months on the basis of

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fixed duration work contract). As for temporary employees, they need to justify 5 years within the profession of temporary work (of which 1600 hours within the last organisation). The ef-fective organisation of access to BC and its funding is dependent on the trainee’s employment status in the labour market (Dif, 2008; MTEFP, 2010):

For employed individuals, there are three open possibilities:• Within the framework of employee-self directed learning by taking a “Leave for Compe-

tence Audit (Congé de Bilan de compétences: CBC). It is financed through a parity fund collector called OPCA (FONGECIF/OPACIF) for beneficiaries on open-ended or fixed term work contracts and by FAF-TT for employees recruited through temporary employ-ment agencies.

• Within the framework of DIF instrument (financed by the employer) which has been re-placed, since January 2015, by the personal training account (CPF- Compte Personnel de Formation);

• Within the employer-directed training scheme/plan.As for the unemployed individuals, the BC is accessed through employment centres of

“pôle emploi” and financed partially or fully by the State or local authoritiesThe competence audit takes place within one of more than 921 institutions accredited as

“BC-Centres” (including “Centres Interinstitutionnel de Bilans de Compétences: CIBC”). The assessment process is formally established by the 1992 implementing Degree. It goes through a succession of three individualised stages (Dif, 2001; Dif, 2008; MTEFP, 2010):• Preliminary information and guidance stage which allows the CIBC to: (a) collect and

analyse the necessary information about the candidate’s needs and commitment in the process, (b) Inform rigorously the beneficiary about the BC process, its stages and the assessment methods and techniques used.

• Assessment stage, which allows the beneficiary to: (a) analyse his or her motivations, per-sonal and professional interests, (b) identify his or her personal and professional compe-tencies (including general knowledge), (c) construct his or her project for professional development.

• Concluding guidance stage, which allows the beneficiary through an interview to: (a) have access to detailed results of the assessment stage, (b) identify the favourable and non-fa-vourable factors for the construction of a professional or a training project, and plan the principal steps of its implementation.

Employee-employer directed training (EED-CVT)The EED-CVT is usually carried out through the following formally institutionalised main vocational training instruments for key competence development of adults:

Personal Training Account (CFP –Compte Personnel de Formation) Introduced within the framework of the recent reform of vocational training system via the Act of 5 March 2014, following the National Inter-professional Agreement (ANI) of 14 De-cember 2013, the CPF (personal training account), replacing effectively since January 2015 the previous “individual right for training DIF” (“Droit Individual à la Formation”) which was created ten years ago via the Act n° 2004-391 of 4/5/2004. The DIF was created to allow any employee (within the private and public sector), under certain conditions, to have access to training through the use of training credits in terms of acquired 20 hours per year cumulative

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within the limit of 120 hours maximum over 6 years. However, the performance of DIF during the last 10 years of its implementation was relatively low, as its usage rate was about 4.9 percent representing only 66,000 beneficiaries in 2012 with an average duration of training of 22.5 hours (Galtier, 2015; Gérard, 2015; MTEFP, 2014c). Thus, the CFP was introduced to take over and cope with some of DIF’s observed problems of accessibility and performance as it has the following basic characteristic: (a) It is personally attached to the individual through his/her working life starting from the age of 16 up the retirement (including apprentices, beneficiaries of professionalisation periods/contracts, unemployed job-seekers and young school leavers without qualifications; (b) It is credited for any individual who is working on a full-time basis by 24 training hours per year over 5 years up-to 120 hours, then by 12 hours per year for further two years and half up to a total of 150 training hours maximum (without taking into consideration specific cases of extensions). As for those working on a part-time basis, these credits are calculated in proportion to the hours worked; (c) The accumulated credit hours already acquired through DIF, can be used within the framework of CPF over a period of 6 years until 2020. (d) Accessible types of training are basically for the development of competences, skills and access to further qualifications (including accompaniment through the VAE process); (e) The funding of the accumulated credit hours is taken in charge by the employers or the OPCA/OPACIF (for the employees), the regional authorities or the employ-ment centers (for job-seekers) according to their specific listing of eligible types of training. As the CPF’s use is, at present, limited the private sector, the DIF continues to be used within the public sector.

Alternating vocational trainingAlternating training (“formation en alternance”) is a “dual system” based on alternating pe-riods of work and training within a private or a public organisation and a CVT provider. It composed at present of two instruments: the “Professionalisation Contract (CP- Contrat de is professionalisation) and the “Professionalisation Period”, both created through the Act n° 2004-391 of 4/5/2004 on “Long-life Vocational Training and Social Dialogue”, following the National Inter-professional Agreement (ANI) of 20/9/2003 on “the Organisation of La-bour Market”:

The “Professionalisation Contract (Contrat de professionalisation: CP)” is a dual system based on alternation between on-the-job training (from 75 percent to 85 percent of the dura-tion of the contract) and in-house training (15 percent to 25 percent of the contractual time) within a training provider such as CFA. Following the National Inter-professional Agreement of the 5th December 2003, the CP was introduced through the 2004 Act (of the 4th of May) on “lifelong vocational training and social dialogue” as a substitute to the previous three vocatio-nal inclusion contracts (vocational qualification contract, vocational guidance contract and the vocational adaptation contract). It targets the professional integration or reintegration within the labour market of both young and old people, including those (mainly job-seekers) who are already living on the minimum social allowances (such as ‘ASS’ and ‘RSA’) provided by the public authorities. Its duration goes from 6 to 12 months, with a possible extensi-on to 24 months, via sectoral agreement, according to the specific case of the beneficiary and/or the nature of the undertaken training. During this period, the beneficiary is coached by a tutor and receives a salary from the employer representing a percentage of the mini-mum guaranteed wage which goes up from 55 percent up to 85 percent (and even beyond)

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depending on the age and the qualification level and sectoral bargaining agreements. The funding of training actions is provided by an accredited funding collector and manger called OPCA obtained initially through the mandatory contribution of the enterprises (1 percent of the gross wage bill of companies with at least 10 employees and 0.55 percent for those with less). At the end of the professionalisation contract, the successful beneficiary is awarded a “Vocational Qualification Certificate (CQP: Certificat de Qualification professionnelle)”, a title or a qualification referenced by a collective agreement and registered within the NQF Repertory (RNCP) (MTEFP, 2014d; Dif , 2012).

The professionalisation period is the second type of the dual CVT based on an alterna-tion between on-the-job training and in-house training introduced via the Act n° 2004-391 of 4/5/2004 on “Long-life Vocational Training and Social Dialogue”, following the National Inter-professional Agreement (ANI) of 20/9/2003 on “the Organisation of Labour Market”). It concerns primarily permanent employees possessing insufficient or non-adapted qualifi-cations/competences to technological and organizational changes, having 45 years old and more with at least 20 years of professional activity of which one year minimum within an enterprises. It is also extended to other categories of individuals such as workers usually em-ployed on a fixed-term work contract by an employer/or a group of employers involved in promoting vocational inclusion through economic activity, as well as the beneficiaries of the limited duration “unique vocation inclusion contract” CUI (Contrat Unique d’Insertion). The minimum training duration is fixed (through the Decree n° 2014-96 of 22 August 2014) at 70 hours distributed over 12 calendar months maximum, during which the trainee maintains his or her salary if the training is undertaken during the working hours. But, if the training ta-kes place outside working hours, the trainee benefits of 50 percent of the usually received net salary. Its basic aims consist of allowing its beneficiaries: (a)- to develop their knowledge and competences; (b) access to a vocational qualification validated and registered within the NQF repertory (RNCP-Répertoire National des Certifications Professionnelles) by the “National Commission for Vocational Qualifications (CNCP-Commission Nationale de la Certification Professionnelle). A tutor may be appointed to inform and guide the beneficiary trainee. As for the costs of undertaken actions of training, coaching and assessments actions during the professionalisation period are financed by an accredited joint funds collector and manger called “OPCA” on the basis of a flat rate not exceeding the real cost of €12 per training hour (M.T.E.F.D., 2015b)

All type of vocational qualifications and titles accessible via these CVT instruments (in-cluding thes VAE) are the same as those awardable within the whole French Education and Training system. They are all referenced and registered (according to the-five-level-classifica-tion grid of 1969) within the NQF Repertory (RNCP- Répertoire National des Certifications Professionnelles) held, updated and managed by the National Commission for Vocational Qualifications (CNCP-Commission Nationale de la Certification Professionnelle). 15 percent of CVT provision market is focussed on obtaining a certification. The obtained certifications are classified into three basic categories according to their delivering bodies (Dif, 2010; Eu-rydice, 2010):

National vocational certifications and titles awarded under the name of the State (by dif-ferent ministries) and created on the basis of the decision undertaken by the advisory bodies (such as the professional consultative commissions). They are automatically incorporated in the NQF repertory (RNCP).

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Vocational Qualification Certificates (CQF-Certificats de Qualification Professionnelle): They are sectoral or inter-sectoral certifications created and developed by the sectors under the responsibility of social partners. Their registration (for 5 years) within the NQF repertory (RNCP) is requested by the concerned sector bodies and approved by the National Commis-sion for Vocational Qualifications (CNCP).

Certificates and titles delivered by the Chambers, public or private institutions under their own names: They are registered within NQF repertory (“RNCP”) at request and after the ap-proval of the “CNCP”.

ConClusion

In the light of the above analysis, it can be concluded that the effective introduction and use of the notion of “competences” in France has gone through the following practice-based de-velopment stages starting from the early 1980s:

The first pioneering use was connected with the process of designing the vocational qua-lification standards within the Ministry of National Education based on three sets of descrip-tors of competences and knowledge: capacities as general and transversal now-how, know-how competences and associated knowledge. As these descriptors are directly connected with related occupational standards, they are derived from their relevant job/activity analysis and serve as a basis for both curricular development and assessment within the whole educational and training system, including the validation of prior experiential informal and non-formal learning.

The second main use of the notion of “competences” was mainly connected with the crea-tion in 1993 of the labour market Operational Repertory of Trades and Occupations “ROME” which distinguished, in its 1997 version, between three interrelated types of competences: technical core competences, specific competences and associated competences. In ROME’s most recent version, these competences were regrouped into key and specific competences.

Mainly under the influence of the outcomes of the framework programme “DéSéCo” launched in 1997 by the OECD, the National Agency for Fight Against Illiteracy “ANLCI” established, in 2003, a “national standards framework” defining four degrees of key compe-tences: structural benchmark competences (basics in writing, counting and communication with the others), functional daily life competences, competences facilitating action in various situations, and competences reinforcing the individual’s autonomy in the knowledge society.

Within the framework of transposing some of the recommendations of the European Par-liament and Council of 18 December 2006, the ministry of labour and employment set out and implemented in 2008 a “framework programme” for promoting sustainable integration within the labour market of mainly vulnerable people (such as job-seekers, early school lea-vers without or with insufficient qualifications and beneficiaries of assisted vocational inclu-sion contracts) to have access to the following five key competences: communication in Fren-ch, mathematical culture and basic competences in sciences and technology, digital culture, learning to learn, and communication in a foreign language.

In order to meet the needs of professional sectors and other users, a “referential standards framework for professionally situated competences” called CCSP (référentiel des Compéten-ces Clés en Situation Professionnelle) was established in 2009 on the basis of connecting the analysis and description of observed work situations (not pre-established definitions based

M’Hamed Dif78

on academic knowledge) in its various dimensions (criteria, activities, professional capacities) with an analytical inventory of general and applied knowledge used in these work situations. As a result, the identified professionally situated key competences are classified within this referential framework according to the first three classification degrees of key competences of the previous “ANLCI’s National Standards Framework” of 2003.

More recently, the aim of meeting the needs of professional sectors and other end-users is further reinforced via the finalisation on the 28 May 2014 by the social partners of the refe-rential standards framework for access to a set of “common-base knowledge and professional competences (S3CP- Socle Commun de Connaissances et de Compétences professionnelles)” and related certifications. This new referential standards framework includes seven fields for the development of knowledge and professional competences: communication in French; use of basic calculation rules and mathematical reasoning; capacity of using usual techniques of information and the digital communication; ability to work under defined team-working rules; ability to work independently and achieve individual goal; ability of learning to learn throughout life; mastering gestures and postures and compliance with the hygiene, safety and basic environmental rules (FPSPP, 2014). It was formally introduced via the implementation Decree n° 172 of 13 February 2015 and completed by a set corresponding referential assess-ment and validation criteria of acquired competences allowing for access to the certification (CNCP, 2015).

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Language editor: Dr. M’Hamed Dif

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M’Hamed dif – ekonomikos mokslų daktaras, Prancūzijos Strasbourgo universiteto profesorius.

Mokslinių interesų sritys: tęstinis profesinis mokymas, švietimo finansavimas.

Adresas: Strasbūro universitetas. El. paštas: [email protected]; [email protected]

M’Hamed dif – Doctor of Economics, professor at the University of Strasbourg, France. Research interests: continuous vocational training, education funding.

Adress: BETA/Céreq Alsace, University of Strasbourg, France. E-mail: [email protected]; [email protected]


THE IMPORTANCE OF ENTREPRENEURIAL COMPETENCE IN ACTIVITIES

VERSLUMO KOMPETENCIJOS SVARBA VEIKLOJE

VirGinija BortKeVičienė, Vytautas Magnus University | Vytauto Didžiojo universitetas

Summary. Nowadays, globalization deeply touches personal people’s lives. The European Parliament and the EU Council Recommendation on lifelong learning define lifelong learning as the knowledge, skills and attitudes necessary for personal fulfilment, successful integration into society and a com-bination of productive work. One of the priority competences highlighted in the Lifelong Learning Programme and also in the goals of European and Lithuanian education is entrepreneurial competen-ce that has been gaining increasingly stronger educational positions is consolidating different areas. Entrepreneurial competence is one of the success factors in this digital and globalizing world. This competence is applied in different ways and in this paper the importance of entrepreneurial com-petence is analyzed in four dimensions: job search, keeping the workplace, professional career and participation in community activities.

key words: entrepreneurial competence, entrepreneurship, lifelong learning, job search, workplace, professio-nal career, participation in community activities.

Santrauka. Globalizacija vis giliau ir labiau paliečia asmeninį žmonių gyvenimą. Europos Parlamento ir Europos Sąjungos Tarybos rekomendacija dėl bendrojo visą gyvenimą trunkančio mokymosi teigia, kad Mokymasis visą gyvenimą yra žinių, įgūdžių ir požiūrių, būtinų asmeniniam pasitenkinimui, sė-kmingai integracijai į visuomenę ir produktyvaus darbo derinys. Viena iš prioritetinių kompetencijų, akcentuojamų Europos ir Lietuvos švietimo tiksluose, – verslumo kompetencija (toliau-VK), kurios ugdymo pozicijos vis tvirtėja. Šio straipsnio tikslas – ištirti verslumo kompetencijos svarbą veikloje, kuri šiame straipsnyje analizuojama keturiose srityse: darbo paieškoje, darbo vietos išlaikyme, profe-sinės karjeros siekime, dalyvavime visuomeninėje veikloje.

Raktiniai žodžiai: verslumo kompetencija, verslumas, mokymasis visą gyvenimą, darbo paieška, darbo vietos išlaikymas, profesinė karjera, dalyvavimas visuomeninėje veikloje.

inTroduCTion

The National Education Strategy 2013–2022 states that education must respond promptly to the changes in the labour market, to help people orient themselves quickly, to identify their strengths and use them finding workplace, to be able individually manage their career or to choose promising career direction.

Education has to open up and offer various learning opportunities that will help to im-prove skills on the basis of qualifications and self-improvement; acquiring self-confidence; re-sponsibility for oneself, the community, the state and the environment. The state must give the person another chance in their own country, to help finding a new place in society, to learn

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Virginija Bortkevičienė

new roles and acquire new skills. Education should become for adults a way to community, to social, civic, cultural and economic life (National Education Strategy 2013–2022).

In this context, an entrepreneurial competence is becoming an important tool for creation of adult welfare: a job search process, job retention and creation of a successful career. Entrepre-neurship competence is one of the important components of lifelong learning, which will help to orientate in knowledge-based society. Adult training and education, in order to develop entrepreneurial competence, is becoming more and more emphasized: “Entrepreneurship more frequently should be applicable for job creation, development of sucesfull career, as well as a tool in the fight against social exclusion” (Key competence for lifelong learning, 2010).

European Entrepreneurship Green Paper on Entrepreneurship in Europe (2002) empha-sized the following strengths of entrepreneurial concept, which emphasize the importance of the concept and the need of entrepreneurial competence for socioeconomic context:• Entrepreneurship contributes to job creation and economic growth;• Entrepreneurship is essential for competitiveness;• Entrepreneurship opens up individual personal opportunities;• Entrepreneurship and public-social interests (The Commission’s Green Paper, 2002).

The European Commissioner Androulla Vassiliou, who is responsible for Education, Cul-ture, Multilingualism and Youth, said that “Entrepreneurship education is the future driver of economic growth. It is very important for the development of future entrepreneurs. In order to remain competitive, Europe must invest in people, their skills, their ability to adapt and create innovation.” (European Commission press release). Therefore, it it is very important to analyze the importance of entrepreneurial competence; consequently, the purpose of the paper is to explore the importance of entrepreneurial competence in activities: job search, keeping the workplace, professional career, participation in community’s activities.

The object of the paper is the importance of entrepreneurial competence in activities.The methods applied for the research: analytic literature review, research sources and doc-

ument analysis and synthesis; the method of data collection is the survey and the methods of statistical data analysis.

The ConCePT of enTrePreneurial ComPeTenCe and The exPression

According to Bird (1995), entrepreneurial competences are defined as individual’s traits, such as specific knowledge, motives, features, self-images, social roles and abilities. Some entrepreneurial competences can be learned through formal education, other competences are tacit and depend on the individual characteristics and are developed through a person’s life, experience, and career (Brownell, 2006). Laguador (2013) proposes to measure entre-preneurial competence highlighting these characteristics: opportunity seeking, commitment to work contract, demand for quality and efficiency, risk taking, goal setting, information seeking, systematic planning and monitoring, persuasion and networking, self–confidence. McBer’s and his company’s (1989) entrepreneurial competence definition focuses on com-mitment to work, concern for high quality of work, new opportunities, efficiency orientation, persistence, initiative, systematic planning, information seeking, use of influence strategies, self-confidence, assertiveness, persuasion, problem solving (see Figure 1).

83THE IMPORTANCE OF ENTREPRENEURIAL COMPETENCE IN ACTIVITIESVERSLUMO KOMPETENCIJOS SVARBA VEIKLOJE

Figure 1. Entrepreneurial competence concept

Entrepreneurship today is one of the most significant and most highlighted human char-acteristics and skills areas. Green (2013) analysing the abilities and skills between the three essential elements of their characteristics (acquirement, learning, social nature) also indicates the application of the skills and abilities to value-added activities. Exactly the creation of eco-nomic value is an essential element of entrepreneurial abilities and skills.

Entrepreneurship is seen as a certain way of behaviour (Drucker, 1985). Entrepreneur recognizes new (market) opportunities, using the intuition, creativity and analytical skills. Dreissena and Zwart (2010) subdivide entrepreneurial competence into four elements in-teracting with each other – knowledge, internal and external business motivation, skills and personal qualities.

Knowledge is the rational entrepreneurial competence, comprising knowledge of market-ing principles, business rules, the management, understanding of the laws of the country, etc. A particularly important element of entrepreneurial competence is the so-called “tacit” knowledge, which is acquired through experience. Motivation depends on ambition, personal values, and other subjective factors. If a person has a lot of knowledge about a particular task and opportunities for the task, he may not necessarily use his knowledge and capabilities, if he lacks motivation to do so. Personal qualities are also a significant component of entrepre-neurial competence.

The most common are the focus on results, the self-control, and the tendency to take risks. Skills are dynamic and they can be a trained component of entrepreneurial competence, in contrast to personal qualities, which in many cases are stable and difficult to change. These entrepreneurial competence elements, according to Dreissen and Zwart (2010), are expressed and applied in various areas of life; they cannot simply be moved to the business, its organiza-tion and management. Susceptibility to innovations, vision for the future, the ability to bring people together for common activities, quick decision making, the ability to sell and ability to take a risks, the ability to communicate, attitude, logical thinking, self-realization, active operation are important in many areas of person’s life.

Therefore, entrepreneurship and entrepreneurial competence are expressed in various spheres of human life: professional, social and personal life.

Commitment to Work Contract

Sees and Acts on opportunities

Initiative

Persistence

PersuasionProblem Solving

Efficiency Orientation

Systematic Planning

Self-confidenceInformation seeking

Use of influence StrategiesAssertiveness

Concern for high Quality of work

entrepreneurial competence

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enTrePreneurial ComPeTenCe researCh meThodology

samPle and ProCedure

During 2014 a quantitative research was conducted. The data for this research was gathered from the 29 th of April till the 6th of November. The research involved the survey of 857 respondents in employment and unemployment area in Lithuania: 34.6 percent employed, 40.5 percent unemployed, and 24.9 percent of unknown or other status (e.g., pensioners).

The instrument of quantitative research was a questionnaire on entrepreneurial compe-tence.

Statistical analysis methods. The main statistical data processing program used in the anal-ysis was IBM SPSS Statistics, 16 and 22 versions. Mplus program, version 7.3, was used for confirmatory and exploratory factor analyses. Other important statistical methods used were cluster analysis and logistic regression analysis.

Developing entrepreneurship scales. One of the goals of this research was to find out how the research participants evaluate their entrepreneurial competence and to find out what is the role of the development of entrepreneurial competence in striving for employability. The right instrument to measure the entrepreneurial competence of the participants was needed. We decided to choose the “Test for personal entrepreneurial competence” (McBer and Com-pany, 1986), because the instrument was exhaustive, understandable and not too long. The test was developed in 1986, by UP Institute of Small-Scale Industries (UP-ISSI).The author of this test is McBer and his company. The instrument consists of 70 statements that assess a person’s entrepreneurial competence by certain characteristics. On the basis of this instru-ment personal entrepreneurial characteristics are described and identified, i.e., a respondent has to assess how well a particular statement corresponds to his or her own characteristics. Subjects have to evaluate the statements by a 5-point Likert scale, where 5 means “very suit-able”, 1 – “completely not suitable”. For example: “I’ve been looking for, what I can do”; “I like challenges and new opportunities”.

Exploratory and confirmatory factor analyses were used in order to develop entrepre-neurship scales from the initial pool of the 681 entrepreneurship questionnaire’s items. The number of factors was determined using Mplus program and parallel analysis method (Tabachnik, Fidell, 2007, p. 645). Only factors with eigenvalues not less than 95-th percentile of the random eigenvalues obtained from 200 bootstrapped random samples with the same number of variables and the same sample size as original data were retained. Factor model parameters were estimated using robust maximum likelihood method (MLR). Extracted fac-tors were rotated using Direct Oblimin method. Scales were based on the obtained factors. All items with statistically significant loadings in the factor were included into the scale. Scale scores were calculated as averages of the scale items. When calculating scores for cases with some missing values of the items of the scale, these missing values were replaced by averages of items without missing values of the scale, however, only if proportion of missing values in the score did not exceed 25 percent of the number of items in the scale. Reliability of the developed entrepreneurship scales was also tested using Cronbach alpha reliability coefficients, average, minimal and maximal correlations between items of the scale. Our data

1 Two questionnaire items were rejected because of their dubiuous face validity in Lithuanian version.


rejected the original factor model (as by McBer and Company, 1986) by chi-square test of model fit: c2 (1885) = 4515.5, p < .0001, although values of two other widely used fit mea-sures were good: RMSEA2 = .042,90.

This indicates that many items of the questionnaire do not belong unambiguously to only one factor, instead, they are distributed between two or more factors. Simple factor model does not hold; more complex models are needed in order to describe relationships between the items properly; more and better discriminating different aspects of the entrepreneurship concept items are probably needed. However, the available data of the current research did not allow using more items, therefore it was decided to construct and use entrepreneurship scales based on the current data. Exploratory factor analysis was performed, six factors were extracted, rotated and had sufficiently clear interpretation. Six entrepreneurship scales were developed based on these factors.

Characteristic of respondents. The average age of respondents was 37.8 years, from 18 to 74. 54.9 percent of the respondents were women and 45.3 percent were men. Most respon-dents had higher education (41 percent); were married (51.7 percent) and lived in cities (41.1 percent).

The structure of the questionnaire: Entrepreneurial competence questionnaire was made up of five blocks, which consisted of 13 questions (see Table 2) and 168 variables: 1) Assess-ment of the relevance of Entrepreneurial competence (94 variables); 2) Entrepreneurial com-petence expression in job search and keeping the workplace (17 variables); 3) Entrepreneurial competence expression in professional career (9 variables); 4) Entrepreneurial competence expression in participation in social activities (10 variables); 5) Entrepreneurial competence educational evaluation (38 variables). The respondents were asked to evaluate personal en-trepreneurial competence or how successful they are in specific activities; entrepreneurial competence and the relevance, success in different activities; needs to develop different entre-preneurial competence skills.

Table 1 Instrument blocks and their questions (created by author)

Instrument block Questions Variables

Assessment of the relevance of Entrepreneurial competence 2 questions 94

Entrepreneurial competence expression in job search and keeping the workplace

4 questions 17

Entrepreneurial competence expression in professional career

2 questions 9

Entrepreneurial competence expression in participation in social activities

2 questions 10

Entrepreneurial competence educational evaluation 3 questions 38

Note. The complete questionnaire can be accessed at: http://sbk.vdu.lt/anketos/

2 RMSEA = Root Mean Square Error of Approximation; SRMR = Standardized Root Mean Square Residual; CFI = Comparative Fit Index.

86


emPiriCal researCh and The main resulTs

Entrepreneurial competence self-assessment. During this research it was very important to find out how the research participants evaluate their entrepreneurship. They were asked, “How do you think, how much you are enterprising?” Most of the survey participants evaluated themselves as medium enterprising (43.9 percent). 20.2 percent of the research participants see themselves as enterprising persons. A very similar percentage of survey participants rate themselves as very enterprising (6.0 percent) or completely not enterprising (7.5 percent).

Figure 2. Entrepreneurial competence self-assessment

Analysing the relationship between the study participants’ own assessment of entrepre-neurship (the question “How do you think, how much are you enterprising?”) and the entre-preneurial scales results there was seen a fairly close relationship. These respondents who as-sess themselves as enterprising or very enterprising also confirm in the entrepreneurial scales results that their entrepreneurship is relatively high. This trend was observed in all six re-ceived scales, the difference was only found in connectivity strength. The strongest correlation with their entrepreneurship has been observed with assessment scales for new opportunities, relationship in activities and the planning and organization factors (see Table 2). The weakest correlation emerged with the Initiative and activity factor. These results might have occurred because of this factor Cronbach alpha.

Table 2Factor correlations with the entrepreneurship assessment

Spearman’s rho

New Opportuni-

ties

Persua-sion

The pursuit of

quality

The initia-tive and activity

Relations (in

activities)

Planning and orga-

nizing

How do you think, how much are you enterprising?

–.411** –.399** –.246** –.102** –.444** –.355**

N 663 665 663 666 663 664

Note: All correlations statistically significant at p < .001


The imPorTanCe and exPression of enTrePreneurial ComPeTenCe

The importance of entrepreneurial competence. This research sought to determine the impor-tance of entrepreneurial competence in four areas of adult life: 1. professional activities and work challenges; 2. career aspirations; 3. performation of public duties; 4. personal development.

The survey results show that mostly participants of the study evaluated entrepreneurial competence as very important (35.5 percent) or important (43.6 percent) in the following areas of life. Only a very small part of the survey participants said that entrepreneurial com-petence is not important (17.4 percent) or not relevant (3.5 percent) at work, seeking career, in social and in personal activities.

The importance and expression of entrepreneurial competence in four adult’s life dimensions. In the research the respondents were also asked to evaluate the importance of entrepreneurial competence in four adults‘ life dimensions: job search, keeping the workplace, professional career, participation in communities activities. The results show that entrepreneurial com-petence is important in various dimensions: job search, keeping the workplace, professional career, participation in community’s activities.

Figure 2. Percentages of respondents who think that entrepreneurial competence is important in these activities

The results showed that 88.5 percent of the study participants stressed the importance of job search. Most respondents of the study say that keeping the workplace is very important for them (87.8 percent). Importance of professional career is also acknowledged by the vast majority of respondents (89.8 percent). The results show that 91.2 percent of the study re-spondents say that entrepreneurial competence helps them and could be useful in participa-tion in community’s activities (See Fig 2).

88,5 %

87,8 %

89,8 %

91,2 %

Job search Keeping the workplace

Profesional career

Participation in community’s

activities

88


Another way to compare the importance of entrepreneurial competence in different di-mensions is to ask how much predictive power the entrepreneurship scales add when added to other variables, first of all demographic, in predicting the importance of some activity dimension to the respondents.

The relaTionshiP of enTrePreneurial ComPeTenCe To The imPorTanCe for The resPondenTs in JoB searCh, keePing The WorkPlaCe, Professional Career and ParTiCiPaTion in CommuniTy’s aCTiViTies

In this section of the study we aimed to determine how demographic variables (age, gender, education, place of residence), employment status (unemployed (1) vs. employed (0)) and entrepreneurial competence aspects (the six developed scales) are related to the four activity dimensions: a) job search; b) keeping the workplace; c) professional career, d) participation in communities activities. Four logistic regressions were made with dependent variables indicat-ing the importance of each dimension for the respondent: important (1) vs. unimportant (0). The results showed the importance of entrepreneurial competence of these four dimensions.

Job search. Only for this dimension all entrepreneurial scales were found statistically non-significant.

Keeping the workplace. The results showed that increasing scores of pursuit of quality (odds ratio, abbr. or = .940), initiative and activity (or = .909), and planning and organiza-tion skills (or = .925) mean increasing of the probability that keeping workplace is important (See Table 3). Increasing scores of seeing new opportunities (or = 1.07) and entrepreneurship relations (or = 1.11) reduce the probability that keeping workplace is important. p < .01 in all these cases (See Table 3).

Table 3 Keeping the workplace

The variableRegression

coefficient (B)p – value

Odds ratio

95% CI(Confidence interval)

Lower Upper

New Opportunities .063 .001** 1.07 1.026 1.106

Persuasion –.036 .065 .964 .928 1.002

The pursuit of quality –.062 .002** .940 .904 .977

The initiative and activity –.095 .000** .909 .879 .941

Relations (in activities) .106 .000** 1.11 1.063 1.163

Planning and organizing –.078 .000** .925 .888 .963

**Note: All correlations statistically significant at p < .001

Professional Career. Statistically significant regression coefficients were found for age, edu-cation, planning and organizing scale. Higher educational level (or = .821, p < .001) increases the probability of importance of the professional career. With increase of age (odds ratio = .97, p = .013) the probability that professional career is important decreases (See Table 4).


Table 4 Professional career


coefficient (B)p – value Odds ratio


Lower Upper

Age .027 .013** 0.97 1.006 1.050

Gender –.072 .780 .930 .561 1.544

Residence place .058 .638 1.060 .832 1.352

Education –.197 .007** .821 .712 .946

New Opportunities –.021 .939 .979 .562 1.704

Persuasion –.005 .697 .995 .971 1.020

The pursuit of quality –.020 .120 .980 .956 1.005

The initiative and activity .000 .980 1.000 .974 1.028

Relations (in activities) –.008 .512 .992 .970 1.015

Planning and organizing –.002 .915 .998 .971 1.027

**Note: All correlations statistically significant at p <.001

Participation in community‘s activities. The results demonstrate that the unemployed are substantially less inclined to participate in community activities (or = .66, p < .05). As for entrepreneurship scales, the only significant scale was entrepreneurship relations: improving them increases the probability of participation in community’s activities (or = 1.03, p < .01) (See Table 5).

Table 5 Participation in community‘s activities


coefficient (B)p – value Odds ratio


Lower Upper

Age –.011 .189 .989 .972 1.006

Gender –.280 .151 .756 .515 1.108

Residence place .097 .313 .907 .751 1.096

Education .075 .175 .928 .833 1.034

Unemployed/ Employed .421 .044** 0.66 1.011 2.297

New Opportunities .015 .141 .985 .966 1.005

Persuasion .019 .052 .981 .962 1.000

The pursuit of quality .018 .103 1.019 .996 1.041

The initiative and activity –.004 .656 .996 .981 1.012

Relations (in activities) –.030 .008** 1.03 .950 .992

Planning and organizing –.002 .815 .998 .977 1.018

**Note: All correlations statistically significant at p <.001

90


An interesting question is how importance of entrepreneurial competence differs in vari-ous domains of work and life, e.g., in these four areas of activity which were analysed in our study. It is not possible to observe these differences directly because there were no such questions in the questionnaire used in the study. However, some attempts to highlight these possible differences are possible using the answers of the respondents to questions about spe-cific activities related to these domains (how entrepreneurial competence helps them in these activities) and using the results of logistic regression.

ConClusions

Entrepreneurship competence is the combination of knowledge, skills and values that is appli-cable purposefully for the added value creation in the context of Economic activities. Entre-preneurial competence content and structure integrate the knowledge and skills that enable to act effectively, to take the initiative, to take responsibility for one’s own and other activities and for the results. Entrepreneurship enables self-employment, creating the new jobs, profes-sional and personal development.

Entrepreneurial competence in professional activities, career aspirations, performation of public duties or personal development in most cases was rated as important or very impor-tant. This indicates that respondents consider that entrepreneurial competence could help them to be more active, more creative, to better perform their work tasks or activities and achieve professional and personal development.

The majority of the study respondents agree that entrepreneurial competence is important in job search, keeping the workplace, professional career and participation in community’s activities: from 87.8 percent (keeping the workplace) to 91.2 percent (participation in com-munity’s activities).

Using logistic regression analysis, we found that the probability of importance of keeping the workplace increases with increasing pursuit for quality, initiative and activity, planning and organization abilities; this probability decreases with increasing ability to see the oppor-tunities and with improving relations with other people necessary for entrepreneurship. As to the probability of importance of professional career, we found that it increases with increas-ing ability of planning and organization. As to the probability of importance of professional career, we found that it increases with increasing of education, but this probability decreases with the increasing age. Analysing the participation in community’s activities it was found that the probability of importance of participation in community’s activities, we found that it increases with increasing ability of relations (in activities). Also the results showed that the unemployed are substantially less inclined to participate in community activities.

When added to demographic variables, entrepreneurial competency abilities (in total) improved prediction of importance of professional career most; to a lesser extent, they also improve prediction of importance of keeping the workplace.


referenCesBird B. (1995). Towards a theory of entrepreneurial

competency. In Advances on Entrepreneurship, Firm Emergence and Growth. Eds. J. A. Katz, and R. H. Blockhouse. Greenwich (p. 51–72). Conn: JAI Press.

Brownell J. (2006). Meeting the competency needs of global leaders: A partnership

Approach. Human Resource Management. Vol. 45, No. 3, p. 309–336.

Driessen M. P., Zwart P. S. (2010). The entrepreneur-ial Scan Measuring Characteristics and Traits of Entrepreneurs. Available at: http://www.entrepre-neurscan.com/wp-content/uploads/2010/10/E-Scan-MAB-Article-UK.pdf.

Drucker P. F. (1985). Innovation and Entrepreneur-ship: Practice and Principles. New York, USA: HarperBusiness.

European Commission – Press release. Entrepre-neurship education on the increase. Available at: http://europa.eu/rapid/press-release_IP-12-365_en.htm.

Green F. (2013). Skills and Skilled Work. An Economic and Social Analysis. Oxford: Oxford University Press.

Key competence for lifelong learning (2010). Euro-pean Reference framework. Available at:

http://www.britishcouncil.org/sites/britishcouncil.uk2/files/youth-in-action-keycomp-en.pdf.

Laguador J. M. (2013). A correlation study of personal entrepreneurial competency and the academic performance in operations management of busi-ness administration students. International Jour-nal of Academic Research in Business and Social Sciences. May 2013, Vol. 3, No. 5, p. 61.

Lithuanian progress strategy, Lithuania 2030. Available at: http://www.lrv.lt/bylos/veikla/2030.pdf.

McBer and Company (1986). Entrepreneurship and small-enterprise development. Submitted to The United States Agency for International Develop-ment. Washington, D.C.20523. Boston, Massachu-setts.

Tabachnik B. G., Fidell L.S. (2007). Using Multivari-ate Statistics (5th ed.). Pearson Education, Inc., p. 607–675.

The commission’s green paper: entrepreneurship in europesession, 2002–03 34th Report. Available at: http://www.publications.parliament.uk/pa/ld200203/ldselect/ldeucom/142/142.pdf.

The questionnaire on entrepreneurial competence. Available at: http://sbk.vdu.lt/anketos/.

Test for personal entrepreneurial competence. Avail-able at: http://www.scribd.com/doc/39034324/Test-for-Personal-Entrepreneurial-Competencies.

The National Education Strategy 2013-2022. Available at: http://www.smm.lt/web/lt/strategija.

Language editor: Prof. dr. Nemira Mačianskienė

Virginija Bortkevičienė – Vytauto Didžiojo universiteto Socialinių mokslų fakulteto

Edukologijos katedros doktorantė. Mokslinių interesų sritys: suaugusiųjų bendrosios

kompetencijos, verslumas švietime ir verslumo kompetencija, žmogiškieji ištekliai ir jų plėtojimas.



Virginija Bortkevičienė – Vytautas Magnus University, PhD student in the faculty of Social Sciences, Department of Education. Research interests: adult key competences, entrepreneurship education and entrepreneurial competence, human resources and their development.

Adress: Vytautas Magnus University, Faculty of Social Sciences, Department of Education Sciences, Jonavos g. 66-312, LT-44191, Kaunas. E-mail: [email protected]

92


SUAUGUSIŲJŲ KULTŪRINIO SĄMONINGUMO KOMPETENCIJOS LAVINIMAS

DEVELOPMENT OF CULTURAL CONSCIOUSNESS COMPETENCE OF ADULTS

eGidijus stanciKas, Vytauto Didžiojo universitetas | Vytautas Magnus University iVeta GadeiKytė, Vytauto Didžiojo universitetas | Vytautas Magnus University

Santrauka. Straipsnyje pristatomas kultūrinio sąmoningumo kompetencijos tyrimas, atliktas projekto „Suaugusiųjų bendrųjų kompetencijų lavinimo tyrimų ir plėtros platforma“ (Nr. VP1-3.1-ŠMM-07-K-03-073) įgyvendinimo metu, apklausus respondentus iš 60 Lietuvos savivaldybių. Tyrimo rezul-tatai pagrindžia šių kompetencijų svarbą suaugusiųjų gyvenime: profesinės ir visuomeninės veiklos bei asmeninio tobulėjimo srityse ir daugumos respondentų siekį šią kompetenciją tobulinti.

Raktiniai žodžiai: kultūra, kultūrinis sąmoningumas, kultūrinio sąmoningumo kompetencija.

Summary. The paper presents the research study on cultural awareness competence during the implementa-tion of the project Research and Development Platform for Adult Training of Generic Competences (No. VP1-3.1-ŠMM-07-K-03-073), based on the survey in 60 municipalities of Lithuania. The research findings validated the importance of the competences in adult life in the areas of professional, societal activity and personal development including respondents’ wish to improve these competences.

key words: culture, cultural awareness, cultural awareness competence.

ĮVadas

Kultūra ir švietimas – neabejotinai vieni iš svarbiausių veiksnių, lemiančių tiek visuomenės išsivystymo lygį, tiek paties žmogaus visavertiškumą socialiniame gyvenime šiuolaikinėje vi-suomenėje. Paprastai net visuomenės išsivystymo lygis matuojamas, atsižvelgiant į šių veiklos sričių rezultatus. Kultūra ir švietimas tarnauja įvairių veiklos formų reprodukcijai, akumu-liuoja ir transformuoja įvairias kultūros formas, sudaro iš esmės naują subjekto potencialą, kurio uždavinys – pereiti į aukštesnį visuomenės kultūros ir socialinio gyvenimo lygį. Vi-suomenės gerovės augimas priklauso nuo kultūros ir švietimo kokybės, o individo gyvenimo perspektyva – nuo dalyvavimo kultūriniame gyvenime ir švietimo sistemoje galimybių.

Straipsnyje analizuojama žiūrovo sąmoningumo saviugda dramos teatro menu. Meninė veikla visada tenkino ir nuolat tenkina žmogaus socialinius, pramoginius, žaidimų poreikius. Menas, kaip kultūros dalis, buvo svarbus visuomeniniame gyvenime. Įvairiais istoriniais lai-kotarpiais tai buvo viena geriausių ideologijos perdavimo ir skleidimo priemonių, padėjusių

94Egidijus Stancikas

Iveta Gadeikytė

ugdyti žiūrovo sąmoningumą, patriotiškumą, lojalumą ir kitas reikalingas savybes. Idealus meno pasaulis yra savotiškas bandymų poligonas žmonių siekiams, norams, aistroms ir pan., kur galimi įvairiausi „eksperimentai“. Eksperimentuoti su gyvais žmonėmis draudžia teisinės ir moralinės normos, bet su meniniais vaizdais, simboliais tai galima daryti daugybę kartų. Meninės priemonės sudaro galimybę suvaidinti bet kokią gyvenimišką situaciją, nepaken-kiant žmogui: galima paaštrinti konfliktą, pagreitinti įvykius, bandyti spręsti visuomenei ak-tualias problemas ir t. t. Vadinasi, menas pasitarnauja žmonėms, siekiantiems geriau pažinti save net esant ekstremalioms sąlygoms.

Straipsnyje pristatoma kultūrinio sąmoningumo samprata ir turinys bei teatro meno raiš-kos vertybinių nuostatų suaugusiųjų sąmoningumo saviugdoje ypatumų mokslinė analizė ir empirinio tyrimo rezultatai, kurie atskleidžia kultūrinio sąmoningumo kompetencijos vysty-mo prielaidas, problemas ir galimybes.

Kiekybinis kultūrinio sąmoningumo kompetencijos tyrimas atliktas 2014 m. rugsėjo– gruodžio mėnesiais. Tiriamaisiais pasirinkti Lietuvos gyventojai. Šio tyrimo objektas – kultū-rinio sąmoningumo saviugda. Straipsnyje pristatomu tyrimu siekta atskleisti suaugusiųjų kul-tūrinio sąmoningumo kompetencijos būklę Lietuvoje, kuri suvokiama kaip gebėjimas suvokti meno kūrinį, kūrybiškai mąstyti ir savitai atsiskleisti profesinėje ir visuomeninėje veikloje bei kultūriniame gyvenime, mokantis pripažinti, gerbti ir saugoti kultūrinę įvairovę. Tyrimo im-tis – 811 respondentų iš 60 Lietuvos savivaldybių. Skiriamos trys tikslinės grupės: dirbantys asmenys, nedirbantys ir senjorai (vyrai – 63+, moterys – 61+). Tyrimo instrumentas – struk-tūruota anketinė apklausa. Duomenų rinkimui ir apdorojimui taikyti aprašomosios statisti-kos metodai, grupėms palyginti buvo naudotos kryžminės (dviejų kintamųjų) dažnių lentelės, tirtos kiekybinių kintamųjų tarpusavio koreliacijos.

kulTūrinio sąmoningumo samPraTa ir Turinys

Mokslinėje literatūroje (Kolbergytė, Indrašienė, 2012; Gailienė ir kt., 2004; Ozmon, Craver, 1996 ir kt.) pasitaiko įvairių atitikmenų sąmoningumui apibrėžti: sąmonė, sąmonėjimas, įsi-sąmoninimas, kritinis sąmoningumas, kritinė sąmonė, kritinis reflektavimas, kritinis mąs-tymas ir kt. (critical thinking, consciousness-rising (CR), critical consciousness (angl.)). Dažniausiai vartojamos dvi sąvokos: siauresne prasme – self-awareness (angl.) (supratimas, įsisąmoninimas, informuotumas) – labiau įprasmina žinias apie aplinką, domėjimąsi kažkuo. Platesniu požiūriu sąmoningumas dažniau atskleidžiamas terminu self-consciousness (angl.) (sąmonė, sąmoningumas, supratimas, suvokimas, pajautimas, savimonė) – labiau susijęs su kritiniu mąstymu bei savęs ir aplinkos įprasminimu (Kolbergytė, Indrašienė, 2012). Filoso-fas R. Descartes (1978) „žmogų apibūdino kaip mąstančią esybę, kuri abejoja, supranta, tei-gia, prieštarauja, jaučia. Kalbėdamas apie išorinio pasaulio pažinimą bei suvokimą, filosofas samprotavo, kad pažįstamas ne pats pasaulis, o mūsų pačių psichinės būsenos ir intelektiniai aktai“ (Sikora, 2004). R. Descartes garsėjo posakiais „mąstau, vadinasi, esu“, „abejoju, vadi-nasi, mąstau“, iliustruojančiais žmogaus mąstymą bei kritinį sąmoningumą kaip egzistencijos pagrindą. Sąmoningumo faktai, anot analitinės filosofijos mokslininkų A. Newen ir Eike von Savigny (1999), susiję su žmogaus elgsena: t. y. žmogaus pojūčiais, jausmais, nuostatomis, požiūriais, pomėgiais, norais, įsitikinimais, prisiminimais, motyvais, ketinimais, sprendimais, mintimis, suvokimais, vaizdiniais, svajonėmis ir t. t.

95SUAUGUSIŲJŲ KULTŪRINIO SĄMONINGUMO KOMPETENCIJOS LAVINIMASDEVELOPMENT OF CULTURAL CONSCIOUSNESS COMPETENCE OF ADULTS

Sąmoningumas siejamas su visomis žmogaus gyvenimo sritimis (pradedant saviugda, sa-vęs realizavimu profesinėje veikloje, pereinant prie santykių su šeima, draugais ir apskritai visuomene). Be to, matyti, kad sąmoningumas susijęs su asmenybės efektyvumo skatinimu (kitaip – savikūra) bei savęs valdymu (kitaip – savivalda, savikontrolė), t. y. gebėjimu pritapti visuomenėje, atsakingai elgiantis (siekti savų tikslų, nepažeidžiant kitų žmonių teisių) (Kol-bergytė, Indrašienė, 2012).

Sąmoningumas glaudžiai susijęs su savęs pažinimu ir asmens egzistencijos, t. y. gyvenimo prasmių, suvokimu. H. A. Ozmon ir S. M. Craver (1996) pažymi, kad sąmoningumas neišven-giamai susijęs su suvoktų bei kryptingų tikslų siekimu visose gyvenimo srityse bei efektyvia asmens savirealizacija.

Pažymėtina, kad sąmoningumas formuojamas pasikliaujant protu bei patirtimi. Galima teigti, kad kritinės sąmonės formavimas prasideda nuo pasirengimo atsiriboti nuo esamo žinojimo, neprisirišti prie anksčiau susikurtų pasaulio suvokimo prasmių, būti pasirengusiam atviram ir laisvam pasikeitimui bei asmenybės transformacijai.

Išanalizavus mokslinės literatūros šaltinius (Kolbergytė, Indrašienė, 2012; Bulajava, 2007 ir kt.) galima skirti keletą pagrindinių sąmoningumo ugdymo veiksnių: tinkama aplinka ir situacija, poreikis įgyti ar gausinti žinias, galimybių įvardinti patirtis ir pajautas sudarymas. Taigi, sąmoningumo formavimosi procesas priklauso nuo žmogaus patirties bei mąstymo procesų, kuriuos skatina pačio žmogaus asmeninė domėjimosi, kas vyksta pasaulyje, motyva-cija, taip pat tam įtakos turi visuomenės struktūrų poveikis bei švietimo sistema.

Kultūrinį sąmoningumą galime apibūdinti kaip įvairių kūrybinių idėjų, patirties ir emoci-jų išraiškų įvairioje terpėje, įskaitant muziką, scenos meną, literatūrą ir vizualinį meną, svar-bos suvokimą. (Bendrieji visą gyvenimą trunkančio mokymosi gebėjimai Europos orientaci-niai metmenys, 2007).

Kultūrinio sąmoningumo ugdymas prilygsta kūrybiškumui, kuris yra visas gyvenimo sritis persmelkianti, viską apimanti žmogaus veikos ypatybė, nepaprastas sugebėjimas, pri-skirtinas konkrečioms grupėms, individams ar konkrečios veiklos sritims, o ypač meninei. Neįmanoma išugdyti kultūrinio sąmoningumo, neugdant savo kūrybiškumo.

Remdamiesi daugeliu apibrėžimų galime teigti, kad kūrybiškumas yra naujų idėjų sukūri-mas, sprendimų radimas arba esminis problemų performulavimas (Vilkelienė, 2005).

Kūrybiškas mąstymas yra horizontalus, nukrypstantis nuo normų, susijęs su vaizduote ir naujų idėjų kūrimu. Kūrybinio mąstymo tikslas yra mąstyti peržengiant egzistuojančias normas, pažadinti smalsumą, išsilaisvinti nuo racionalumo, įprastų idėjų ir formalizuotų procedūrų, pasikliauti vaizduote, įvairove, atsitiktinumu ir apsvarstyti daugelį sprendimų bei alternatyvų (Seferatzi, 2000).

Kūrybiškas mąstymas ir meninis lavinimas žmogaus kultūrinei brandai turi labai didelės reikšmės. „Menas, kaip vienas tautos dvasinės kultūros rodiklių, yra ne tik vaizduotės kū-rinių išraiška, bet ir fizinės bei dvasinės tikrovės pažinimo šaltinis“ (Jovaiša, 2002, p. 137), todėl svarbu mokyti ir mokytis ne tik tam, kad taptume profesionalūs atlikėjai, kūrėjai, bet svarbiausia – išlavintume estetinį skonį, mokėtume vertinti grožį, kad jį galėtume taurinti ir įprasminti savo vidiniame gyvenime, taip pat gebėtume kurti grožį (Jovaiša, 2002).

Kultūrinis ugdymas susijęs su meno kultūros vertybėmis, kitaip tariant, požiūrio ir nuos-tatų apie meną formavimu, žinių perteikimu. Kultūrinio ugdymo procese yra pabrėžiama kultūros tradicijų svarba, lavinama individo kūrybinė saviraiška, atskleidžiami užslėpti jaus-mai, pasaulėžiūra, skatinamas supratimas ir pagarba kitokiam žmogui. „Menas, kaip simbolių


Iveta Gadeikytė

sistema, atspindi realybę ir žmogaus santykį su ja“ (Vilkelienė, 2005, p. 159), „Tik suvokdamas meną bei turėdamas meninę patirtį individas gali iš esmės perimti tautoje puoselėjamus vi-suomenės bei žmogaus idealus“ (Matonis, 2000, p. 9).

Kultūrinis sąmoningumas yra asmens kompetencija. Tai yra mokėjimas pripažinti, gerbti, saugoti kultūrinę įvairovę ir dalyvauti socialiai vertingoje kultūrinės raiškos veikloje (1 pav.). Menai ilgą laiką buvo siejami su kūrybiškumu, vaizduote, naujove, išradimu ir neatitikimu. Meno raiškos formos plačiai naudojamos daugelyje veiklos sričių ir disciplinų, kurioms svar-bios naujos mintys ir naujos perspektyvos.

Dramos teatro raiškos esmė reikalauja remtis savo patirtimi – asmeniniais išgyvenimais ir pojūčiais. Teatro tikslas – atskleisti ir ugdyti kūrybinius gebėjimus, puoselėti teatrinius intere-sus ir polinkius, dvasinę, meninę bei estetinę kultūrą. Tyrėjai V. Kazragytė (2008), R. Melni-kova (2007), L. Tupikienė (1988) ir kt. kalbėjo apie ugdymo teatru svarbą asmenybės brandai, gebėjimams ir įgūdžiams tobulinti. „Teatras – tarsi žmogaus gyvenimas, kurio negalima pa-kartoti, o lieka tik prisiminimai“ (Savickaitė, 1990, p. 5). Teatras sudaro galimybes atsiriboti „nuo realybės“, suprasti save, išgirsti norus ir geidžiamus pasiekti tikslus, nes „teatras suge-ba perteikti pneaprėpiamą daugybę nuomonių, skatina vaizduotės vyksmą, tobulina žmogų, perteikia išmintį, supratimą“ (Melnikova, 2007, p. 1).

Edukacinės veiklos pagrįstos teatro menu idėja – ugdyti visapusiškai išsilavinusią, kūry-bingą asmenybę betarpiškoje kultūros erdvėje (dramos teatre). Kūrybinis procesas, edukacija, ugdytinių savijauta reikšmingesni negu rezultatas. Teatro meno priemonėmis siekiama at-skleisti pasaulio harmoniją, suvokti aplinką visais jutimais, tapti jautriam, pastabiam, dėme-singam, smalsiam, gailestingam, harmoningam bei kuriančiam.

Geras savo kultūros išmanymas ir tapatumo jausmas gali būti atviro požiūrio į kultūrinės raiškos įvairovę bei pagarbos jai pagrindas. Teigiamas požiūris taip pat reiškia kūrybiškumą ir norą lavinti estetinį gebėjimą, pasitelkiant meninę saviraišką ir dalyvaujant kultūriniame gyvenime (Europos komisija 2007).

1 pav. Kultūrinio sąmoningumo kompetencijos samprata

Meno kūrinių analizavimas ir interpretavimas

Kultūrinio akiračio plėtojimas

Domėjimasis menu

Bendravimas kultūros ir meno klausimais

Meninės kūrybos elementų panaudojimas

kultūrinio sąmoningumo kompetencija


kulTūrinio sąmoningumo komPeTenCiJos Tyrimo meTodologiJa ir organizaVimas

Tyrimo instrumentas. Kultūrinio sąmoningumo kompetencijos vertinimo anketoje pateikia-mi demografinių duomenų klausimai (respondentų amžius; lytis; šeiminė padėtis; gyvena-moji vieta; išsilavinimas; užimtumo statusas); asmenybės kultūrinio sąmoningumo kompe-tencijos aktualumo įvertinimo klausimynas sudarytas iš 13 klausimų. Penkių punktų Likert tipo (ranginės) skalės 2 klausimai (iš jų svarbių pomėgių vertinimo klausimas sudarytas iš 13 dalių; teiginių apie meną ir jo pritaikymą vertinimo klausimas sudarytas iš 11 dalių). Klau-simas apie kultūrinio išprusimo lavinimo būdus ir vietą sudarytas iš 13 dalių; kultūrinio iš-prusimo lavinimo trukdžių įvertinimo klausimas sudarytas iš 8 dalių. Gebėjimų klausimynas sudarytas iš 14 dalių vertinant atsakymus: „gerai“, „daugiau gerai nei blogai“, „vidutiniškai“, „daugiau blogai nei gerai“, „blogai“, „nežinau“, „aš to nedarau“. Klausimai apie darbo paieškos, darbo vietos išlaikymo, profesinės karjeros siekimo aktualumą respondentams bei dalyva-vimą visuomeninėje veikloje sudaryti iš taip-ne klausimų. Keturi klausimai apie kultūrinio išprusimo kompetencijos reikšmę veiklos srityse pateikiami 1 lentelėje.

1 lentelė Kultūrinio išprusimo kompetencijos reikšmė srityse

Kultūrinis išprusimas padeda Klausimų skaičius

Darbo vietos paieška 4

Darbo vietos išlaikymas 7

Profesinės karjeros siekimas 6

Dalyvavimas visuomeninėje, pilietinėje veikloje 7

Lankymosi dramos teatre klausimyno dalis sudaryta iš uždaro tipo klausimų, lankymosi spektakliuose dažnumo tyrimas (6 dalys), lankymosi dramos teatro spektakliuose priežastys (8 dalys); dramos teatros spektaklių nelankymo priežastys (9 dalys).

Tyrimo dalyviai. Anketinėje apklausoje dalyvavo 811 įvairaus amžiaus suaugusiųjų iš įvai-rių Lietuvos savivaldybių. Tyrime dalyvavo 24,8 proc. vyrų ir 75,2 proc. moterų. Respondentų amžiaus vidurkis – 38 metai. Vyriausias dalyvis – 83 metų, jauniausias – 18 metų. Tyrimo da-lyvių šeiminė padėtis įvairi: dominuoja vedę/ ištekėjusios 36,7 proc., tačiau net 29,4 proc. Yra viengungių/ netekėjusių. Kitų grupių dalyvių yra mažiau. Didžioji dalis respondentų gyvena didmiestyje (41,2 proc.) ar kituose šalies miestuose (29,1 proc.). Beveik visi tyrime dalyva-vę respondentai yra suaugę išsilavinę žmonės: aukštąjį išsilavinimą turi 48,8 proc., vidurinį, profesinį, aukštesnįjį išsilavinimą – 44,6 proc. ir tik nedidelė dalis (6,6 proc.) buvo neturintys vidurinio išsilavinimo.

Duomenų rinkimo ir apdorojimo metodai. Anketinė apklausa buvo atliekama elektro-niniu ir popieriniu būdu. Atsakymams taikytos ranginės ir nominalinės skalės. Kiekybinė duomenų analizė atlikta naudojant duomenų apdorojimo ir analizės programos SPSS 16.0 ir 22.0 versijas. Taikyti aprašomosios statistikos metodai: skaičiuoti dažniai, procentai, vidur-kiai. Grupėms palyginti buvo naudotos kryžminės (dviejų kintamųjų) dažnių lentelės ir


Iveta Gadeikytė

Chi kvadrato kriterijus. Kendall tau koreliacijos koeficientas skirtas asimetriškiems ryšiams nustatyti, o klausimų ranginėms koreliacijoms tirti buvo naudojamas Kendall tau-b koefici-entas, kiekybinių kintamųjų tarpusavio koreliacijos buvo tiriamos naudojant Pearson arba Kendall tau koreliacijos koeficientus.

kulTūrinio sąmoningumo komPeTenCiJos kiekyBinio Tyrimo rezulTaTai

Atlikti keli tyrimai: 1) aprašomoji gautų duomenų analizė; 2) koreliacinis tyrimas. Jų metu taikyti skirtingi metodai.

aPrašomoJi analizė

Šiuo tyrimu siekta atskleisti kultūrinio sąmoningumo ir raiškos svarbą suaugusio respon-dento pomėgiams, lavinimosi būdams pasirinkti ir trukdžiams bei kompetencijai atskleisti (darbo vietos paieškos ir išlaikymas, profesinės karjeros siekimas, dalyvavimas visuomeninės veiklos procesuose), patikrinti, ar svarbi kultūrinio sąmoningumo kompetencija suaugusiųjų atsivėrimo saviugdai.

Respondentų paprašyta rangavimo principu įvertinti savo asmenybės kultūrinio sąmo-ningumo kompetenciją. Gebėjimą pritaikyti meninės kūrybos elementus profesinėje veikloje ir kasdieniame gyvenime atsakymą „labai gerai“ pažymėjo net 51 proc. tyrimo dalyvių. Kiek mažiau, tačiau labai gerai vertino gebėjimus bendrauti kultūros ir meno klausimais su kitais asmenimis (45 proc.) ir plėtoti bei turtinti savo kultūrinį akiratį (42 proc.).

Rango „vidutiniškai“ gebėjimų rezultatai paskirstyti panašiai, išskyrus gebėjimą pritaikyti meninės kūrybos elementus profesinėje veikloje ir kasdieniame gyvenime (27 proc.). Rangų „silpnai“ ir „nežinau“ atsakymų buvo mažiausiai.

Į klausimą, kaip mokotės, kokias formas naudojate, siekdami įgyti asmenybės kultūrinio sąmoningumo kompetenciją, rezultatuose išryškėjo respondentų pastangos, dalyvaujant sa-viugdoje. Tyrimu įrodyta, kad 29 proc. respondentų lankosi kultūros renginiuose, o 23 proc. teigė, kad lavinasi kasdieniame darbe. 17 proc. tiriamųjų pasisakė, kad mokosi savarankiškai, studijuodami literatūrą. Tik maža dalis (13 proc.) dalyvių mokosi savarankiškai atlikdami kūrybines užduotis, o 10 proc. respondentų dalyvauja seminaruose ir paskaitose. Mokymasis nuotoliniu būdu, naudojant kompiuterines programas ar internetą, nėra populiarus moky-mosi būdas, tačiau iš visų dalyvavusių tyrime respondentų tik 9 proc. juo nudojasi.

Į klausimą, su kokiomis kliūtimis tiriamieji susiduria lavindami asmenybės kultūri-nio sąmoningumo kompetenciją, paaiškėjo šių kliūčių įvairovė. Didžiausios kliūtys – laiko (4 proc.) ir lėšų trūkumas (19 proc.). Tyrimu atskleistos ir kitas asmenybės kultūrinio są-moningumo kompetencijos lavinimo kliūtys: brangios mokymosi paslaugos (9 proc.), trūks-ta kultūrinių renginių (6 proc.) ir mokymosi priemonių (3 proc.), vidinės drąsos (8 proc.), aplinkos pritarimo ir palaikymo (8 proc.), mokymosi metu įgytų žinių, įgūdžių ir gebėjimų pritaikymo (3 proc.) ir kt. Išsamiau pažvelgus į gautus rezultatus prieita prie išvados, kad suaugusiesiems dažniausiai trūksta vidinės paskatos arba aiškių motyvų nuolat mokytis ir to-bulėti. Poreikį mokytis suaugusiajam lemia tam tikrų tikslų turėjimas. Tokiu būdu motyvacija gali gerokai sustiprėti ir kliūtys tapti įveikiamos.

Respondentų buvo klausiama, kas juos skatina lavintis asmenybės kultūrinio sąmoningu-mo kompetenciją? Paaiškėjo, kad labiausiai skatina noras tobulėti (27 proc.), realizuoti save


(21 proc.), užpildyti laisvalaikį (18 proc.) ir kažkiek yra svarbu dėl darbo (14 proc.). Kiek mažiau svarbios karjeros galimybės (10 proc.) ir šeimos narių parama (7 proc.).

Tyrime nagrinėjama bendrųjų kompetencijų svarba keturiose pagrindinėse srityse, akcen-tuojant profesinę veiklą, darbo uždavinių sprendimą, profesinės karjeros siekimą, visuomeni-nės, kultūrinės veiklos, piliečių pareigų vykdymą bei asmeninį tobulėjimą.

Tyrimo rezultatai rodo, kad asmenybės kultūrinio sąmoningumo kompetencijos gebėji-mai, sprendžiant darbo vietos išlaikymo klausimą padeda pasiekti geresnių darbo rezultatų. Respondentai nurodė, kad darbo vietą išlaikyti ir geresnių darbo rezultatų pasiekti pade-da domėjimasis menu (40 proc.), meninės kūrybos elementų taikymas profesinėje veiklo-je ir kasdieniame gyvenime (40 proc.) bei savo kultūrinio akiračio plėtojimas ir turtinimas (38 proc.). Kas trečias respondentas pasisako, kad, siekiant išlaikyti darbo vietą, domėjimasis menu (34 proc.) ir kultūrinio akiračio plėtojimas (31 proc.) labiau padeda kurti naujus spren-dimus ir idėjas.

Respondentų nuomone, kai kurie kultūrinio sąmoningumo gebėjimai sėkmingiau padeda bendrauti ir bendradarbiauti su kolegomis kultūros ir meno klausimais, plečiant ir turtinant savo akiratį (36 proc.) bei gebant analizuoti meno kūrinius ir juos interpretuoti (23 proc.).

Profesinės karjeros planavimas siejamas su noru išlikti konkurencingam darbo rinkoje. Tai dinamiškas procesas, pagrįstas racionaliomis asmens įžvalgomis. Profesinės karjeros pla-navimas įmanomas tik gerai pažinus save bei tinkamai išanalizavus darbo rinkos tendencijas.

Siekiant profesinės karjeros, respondentų pasisakymų skalė ir procentinė išraiška labai įvairi. Tiriamųjų nuomone, visi asmens kultūrinio sąmoningumo gebėjimai padeda savaran-kiškai planuoti karjerą. Tik jų pasiskirstymo lygmuo pastebėtas pagal poreikio svarbumą. Planuojant karjerą labai svarbu gebėti pritaikyti meninės kūrybos elementus profesinėje vei-kloje ir kasdieniame gyvenime (36 proc.), plėtoti savo kultūrinį akiratį ir jį kryptingai turtinti (35 proc.), domėtis ir jausti meno poreikį (29 proc.), analizuoti meno kūrinius, plečiant ir turtinant kultūrinį akiratį (23 proc.). Ne mažiau svarbūs asmens kultūrinio sąmoningumo ge-bėjimai, padeda pateikti darbdaviams savo privalumus ir kurti bei plėtoti savarankišką verslą.

Kiekvieno asmens karjera yra unikali bei susijusi su jo asmeniniu požiūriu į gyvenimą. Tyrimo rezultatuose išryškėjo mintis, kad turimi asmens kultūrinio sąmoningumo gebėjimai labiau padeda ieškoti informacijos apie karjeros galimybes, bendrauti su žmonių išteklių spe-cialistais karjeros klausimais bei vertinti pasiūlymus užimti aukštesnes pareigas.

Iš atlikto tyrimo galima pastebėti, kad asmens kultūrinio sąmoningumo gebėjimai yra aktualūs dalyvavimui visuomeninėje pilietinėje veikloje. Tai patvirtina gauti tyrimo rezultatai. Paaiškėjo, kad ryškiausiai aktualūs gebėjimai yra piliečiams dalyvaujant vietos bendruomenės veikloje (gebėjimas pritaikyti meninės kūrybos elementus profesinėje veikloje ir kasdieniame gyvenime nurodytas 41 proc. respondentų, gebėjimas bendrauti su kitais žmonėmis kultūros ir meno klausimais, plečiant ir turtinant kultūrinį akiratį – 36 proc., gebėjimas analizuoti meno kūrinius ir interpretuoti jų perduodamą žinią, vertinant jos aktualumą – 31 proc. res-pondentų). Kultūrinio sąmoningumo gebėjimai padeda, siekiant skatinti naujas, inovatyvias vietos bendruomenės veiklas. Galima paminėti šiuos gebėjimus domėjimąsi menu ir meno poreikio jautimą (30 proc.) bei gebėjimą plėtoti savo kultūrinį akiratį ir jį kryptingai turtinti (29 proc.). Vertinant respondentų pasisakymus paaiškėjo, kad kultūrinį sąmoningumą ir as-mens pilietiškumą būtina suvokti kaip atsakomybės idėją. Tik asmuo, gebantis kelti sau tikslus ir ieškantis būdų jiems realizuoti gali būti atsakingas už tokio pasirinkimo pasekmes.


Iveta Gadeikytė

Analizuojant suaugusiųjų kultūrinio sąmoningumo ugdymo dramos teatro menu poveikį, tyrimo dalyviai turėjo atsakyti, kaip dažnai jie lankosi teatro spektakliuose. Iš gautų rezultatų matyti, kad nemažai respondentų tai daro kartą ar kelis per metus (49,6 proc.). Rečiau spek-taklius lanko 16,2 proc. apklaustųjų. Dažniausiai respondentų įvardinta spektaklių lankymo priežastis – „mėgstu teatro meną“ (39,3 proc.). Dažniausiai pažymėta teatro spektaklių nelan-kymo priežastis – per brangūs bilietai (13,3 proc.).

koreliaCinis Tyrimas

Šiuo tyrimu siekėme nustatyti priežastingumo ryšį tarp kultūrinio sąmoningumo kompeten-cijos anketos klausimų bloko viduje arba tarp blokų. Statistiškai nustatant ryšius ar jų nebuvi-mą, galima projektuoti ar tobulinti aplinkos struktūrą ir reiškinių funkcionavimą. Duomenų analizės metu tikrinta, tarp kurių atsakymų ir atsakymų blokų yra statistiškai reikšmingi ry-šiai. Koreliacijoms tarp ranginių kintamųjų nustatyti taikytas Kendall (Kendall τ-b) korelia-cijos koeficientas. „Kendall koeficientas, kaip ir Spirmeno, naudojamas ranginių kintamųjų ryšio stiprumui įvertinti“ (Čekanavičius ir Murauskas, 2002, p. 37). Koreliacijos stiprumas vertinamas skalėje nuo 0 iki 1 arba nuo 0 iki –1. Teigiamas koeficientas žymi tiesioginę kin-tamųjų priklausomybę, neigiamas – atvirkštinę. Gautų duomenų analizė atlikta naudojant duomenų apdorojimo ir analizės programos SPSS 16.0 ir 22.0 versijas.

Vertinant pomėgius visais atvejais pastebėta teigiama tarpusavio sąveika ir statistiškai reikšmingos koreliacijos. Stipri ir labai stipri teigiama koreliacija pastebėta tarp lankymo-si meno renginiuose, rodanti, kad tie, kurie lankosi meno parodose, lankosi ir muziejuose (r = ,82**, p = 0,001). Teigiama koreliacija pastebėta tarp žiūrėti spektaklius teatre ir žiūrėti spektaklius kultūros namuose (r = ,65**, p = ,001), tarp lankyti meno parodas ir lankyti klasi-kinės muzikos koncertus ar kitaip jos klausytis (r = ,55**, p = ,001). Statistiniai ryšiai tarp kitų pomėgių nėra tokie stiprūs.

Tyrimo metu taip pat išryškėjo, kad mėgstantys kino filmus žiūrėti per televizorių dažniau lankosi muziejuose (r = ,75**, p = ,001), bet labai retai lankosi liaudies muzikos koncertuose ir nelabai mėgsta jos klausytis (r = ,16**, p = ,001), rečiau žiūri spektaklius kultūros namuose (r = ,17**, p = ,001) ir teatre (r = ,18**, p = ,001). Pastebėtas labai stiprus ryšys tarp kino filmų žiūrėjimo kino salėje ir laisvalaikiu skaitomomų knygų (r = ,97**, p = ,001), bet labai silpnas su laisvalaikiu skaitomais laikraščiais ir žurnalais (r = ,15**, p = ,001), meno parodų lankymu (r = ,20**, p = ,001), klasikinės muzikos koncertų lankymu ir muzikos klausymu (r = ,20**, p = ,001).

Tyrime dalyvavusių respondentų atsakymų duomenų analizė apie gebėjimo suvokti meno kūrinius ir juos pritaikyti savo gyvenime atskleidė teigiamas koreliacijas ir statistiškai reikš-mingus ryšius. Stipriausias ryšys pastebėtas tarp teiginių „dalyvauju profesionalaus meno kūrybinėje veikloje“ ir „dalyvauju meno mėgėjų kūrybinėje veikloje“ (r = ,79**, p = ,001), „jaučiu meno poreikį“ ir „domiuosi menu“ (r = ,79**, p = ,001). Silpniausia koreliacija paste-bėta tarp teiginio „gerbiu kitaip mąstančius“ su „dalyvauju profesionalaus meno kūrybinėje veikloje“ (r = ,13**, p = ,001) ir „dalyvauju meno mėgėjų kūrybinėje veikloje“ (r = ,16**, p = ,001). Galime teigti, kad besidomintys menu stipriau jaučia meno poreikį ir suvokia meno kūrinius, kultūros ir meno klausimais. o geriau suvokiant meno kūrinius lengviau bendrauti su žmonėmis įvairiais


Analizuojant gautus rezultatus ieškota statistiškai reikšmingų ryšių kultūrinio išprusi-mo lavinimo bloko viduje. Iš gautų rezultatai rezultatų išaiškėja glaudžūs ryšiai ir lavinimosi būdų priklausomybė vienas nuo kito. Stiprus koreliacinis ryšys pastebėtas tarp teiginių „lan-kau muziejus ir lankau parodas“ (r = ,54**, p = ,001), „lankau kūrybinius vakarus ir skaitau matytų spektaklių pjeses“ (r = ,38**, p = ,001). Galima teigti, kad kultūrinį išprusimą lavina lankymasis kūrybiniuose vakaruose, matytų spektaklių pjesių ir teoretikų, kritikų straipsnių skaitymas. Skaitantys knygas dažniau savo asmeninį kultūrinį išprusimą lavina lankydamiesi bibliotekose ir knygynuose. Lankantis kultūros renginiuose, muziejuose, parodose, žiūrint spektaklius paparasčiau atlikti savarankiškas kūrybines užduotis ar darbus.

Tyrimu siekta nustatyti koreliacinius ryšius tarp galimų kultūrinio išprusimo lavinimo trukdžių bloko viduje. Matyti, kad labiausiai tarpusavyje koreliuojantys trukdžiai yra tarp „trūksta ryžto“ su „tingiu, neprisiverčiu“ (r = ,38**, p = ,001) ir „trūksta kultūrinių renginių“ su „trūksta meno kolektyvų, būrelių, trupių“ (r = ,24**, p = ,001). Galime daryti prielaidą, kad neryžtingiems respondentams daug sunkiau prisiversti lavinti savo kultūrinį išprusimą. Lavinimuisi trukdo ir tai, kad vyksta mažai renginių, kuriuose dalyvautų meno kolektyvai.

Koreliacinių ryšių struktūros analizė rodo, kad respondentų vertinamų gebėjimų tarpu-savio koreliacijos yra statistiškai reikšmingos ir turi teigiamus tarpusavio ryšius. Stipriausiai tarpusavyje koreliuoja gebėjimas organizuoti savo veiklą pagal savo pomėgius ir gebėjimas įgyvendinti savo tikslus, idėjas (r = ,65**, p = ,001). Respondentai, gebantys organizuoti savo kasdienę veiklą, susijusią su pomėgiais, lengviau pasiekia išsikeltus tikslus, o planuojant len-gviau kūrybiškai atlikti darbus. Gebantys planuoti ir atlikti savo darbus kūrybingai, dažniau linkę originaliai mąstyti (r = ,59**, p = ,001). Stipri tarpusavio koreliacija pastebima tarp ge-bėjimų suformuluoti savo tikslus, idėjas ir spręsti asmenines vidines problemas (r = ,58**, p = ,001), o asmeninių vidinių problemų sprendimai padeda įtikinti kitus, kad galiu būti toks, koks esu (r = ,57**, p = ,001).

Atliekant tyrimą svarbu buvo ištirti, kaip kultūrinio išprusimo gebėjimai koreliuoja su tam tikromis veiklomis, ieškant darbo vietos. Pastebėtas koreliacinis ryšys rodo, kad kultūri-nio išprusimo vaidmuo yra didelis, ieškant informacijos ir rengiant dokumentus (r = ,30**, p = ,001), taip pat bendraujant su darbdaviais ieškant darbo bei pagalbos prisistatant darbda-viams atrankos metu (r = ,43**, p = ,001). Stipri koreliacija pastebėta tarp kultūrinio išprusi-mo gebėjimų ir pagalbos, prisistatant atrankos metu bei parengiant įsidarbinimui reikalingus dokumentus (r = ,41**, p = ,001). Kultūrinio išprusimo gebėjimai padeda prisistatyti atrankos metu ir bendrauti su darbdaviais ieškant darbo (r = ,43**, p = ,001). Gauti Kendall τ-b koe-ficientai rodo stiprų ryšį tarp analizuotų kintamųjų, įrodantį kultūrinio išprusimo gebėjimų svarbą, dalyvaujant darbo rinkos procesuose.

Lyginant kultūrinio išprusimo gebėjimus su tam tikromis veiklomis, atliekamomis ieš-kant darbo, koreliacija yra vidutiniška. Tarpusavyje koreliuoja informacijos apie darbo vietas paieška ir pagalba prisistatant darbdaviams atrankos metu (r = ,12**, p = ,001). Vidutinė koreliacija pastebėta tarp kultūrinio išprusimo gebėjimų svarbos, parengiant įsidarbinimui reikalingus dokumentus ir bendradarbiaujant su darbdaviais ar jų atstovais ieškant darbo (r = ,38**, p = ,001).

Teigiamos koreliacijos pastebėtos tarp darbo vietos išlaikymo bloko klausimų. Gautų duomenų analizė rodo, kad kultūrinis išprusimas padeda darbo vietos išlaikymui ir kore-liuoja su turimais gebėjimais, kurie buvo įvardinti anketoje. Tyrimo rezultatai leidžia neabe-joti, kad kultūrinis išprusimas padeda respondentams išlaikyti darbo vietą bei priimti naujus


Iveta Gadeikytė

sprendimus ir kurti idėjas darbo vietoje, sprendžiant su darbu susijusius klausimus ir proble-mas bei siekiant geresnių rezultatų (žr. 2 lentelę).

2 lentelė

Gebėjimai

Kultūrinio sąmoningumo pagalba

Kurti naujus sprendimus ir idė-jas darbo vietoje

Spręsti su darbu susijusius klausimus

ir problemas

Pasiekti didesnių rezultatų per darbo

dieną

Įtikinti kitus, kad galiu būti toks koks esu

–,16** –,14** –,17**

Priimti iššūkius ir naujas saviraiškos galimybes

–,25** –,18** –,21**

Įgyvendinti savo tikslus ir idėjas

–,19** –,13** –,13**

Planuoti ir atlikti savo darbus kūrybingai

–,12** –,20** –,15**

Bendrauti ir bendradar-biauti su kitų kultūrų žmonėmis

–,20** –,15** –,13**

Originaliai mąstyti –,22** –,20** –,13**

Pastaba. Kuo didesnė koreliacijos koeficiento reikšmė, tuo vertinto gebėjimo nauda pagalbos procese yra svarbesnė.

Profesinės karjeros siekimo srityje ryškiausios koreliacijos nustatytos tarp turimo kultūri-nio išprusimo gebėjimo ir veiklų, pateiktų anketoje, kurios atliekamos, pasikliaujant šiuo ge-bėjimu: „bendrauti su žmonių išteklių specialistais“ ir „vertinti pasiūlymus užimti aukštesnes pareigas“ (r = ,43**, p = ,001) bei „kurti ir plėtoti savarankišką veiklą“ ir „vertinti pasiūlymus užimti aukštesnes pareigas“ (r = ,43**, p = ,001). Koreliacijos kultūrinio išprusimo gebėjimų paramos įvairiose veiklose, siekiant profesinės karjeros, yra daug silpnesnės. Stipri koreliacija pastebėta tarp teiginių, kad turimi kultūrinio išprusimo gebėjimai padeda respondentams „pateikti darbdaviams savo privalumus ir vertinti pasiūlymus užimti aukštesnes pareigas“ (r = ,43**, p = ,001). Silpnesnės koreliacijos pastebėtos tarp „savarankiškai planuoti karjerą“ ir „kurti ir plėtoti savarankišką verslą“ (r = ,35**, p = ,001), taip pat turimi kultūrinio išprusimo gebėjimai padeda ieškoti informacijos apie karjeros galimybes ir vertinti pasiūlymus užimti aukštesnes pareigas (r = ,34**, p = ,001).

Dalyvavimo visuomeninėje veikloje bloke ryškiausia koreliacija pastebėta tarp kultūrinio išprusimo gebėjimai padeda „prisiimti atsakomybę už vietos bendruomenių plėtrą“ ir kul-tūrinio išprusimo gebėjimai padeda „rinkti ir skleisti informaciją apie vietos bendruome-nes“ (r = ,55**, p = 0,001). Respondentų nuomone kultūrinio išprusimo gebėjimai padeda „rinkti ir skleisti informaciją apie vietos bendruomenes“ ir šis teiginys koreliuoja su kultūri-nio išprusimo gebėjimų parama rasti sau veiklą vietos bendruomenėse (r = ,40**, p = ,001) bei kultūrinio išprusimo gebėjimai padeda „skatinti naują vietos bendruomenių veiklą“ (r = ,52**, p = ,001). Analizuojant vertinamų gebėjimų ir turimo kultūrinio išprusimo pagalbą dalyvaujant visuomeninėje veikloje matome, kad tarpusavyje labiausiai siejasi gebėjimas „įgy-vendinti savo tikslus, idėjas“ su „dalyvavimu savivaldybių organizuojamose renginiuose ir


iniciatyvose“ (r = –,16**, p = ,001), visuomeniniais pagrindais teikiama pagalba savival-dybėms įvairiais klausimais (r = –,17**, p = ,001), užmezgant ir palaikant ryšius su vietos bendruomenių plėtra (r = –,20**, p = ,001) bei informacijos apie vietos bendruomenes ir jų veiklas rinkimu ir skleidimu (r = –,16**, p = ,001).

Analizuodamas gautus tyrimo rezultatus, tyrėjas pažvelgė į kultūrinio sąmoningumo kompetencijos darbe, siekiant karjeros, visuomeninėje ir asmeninėje veikloje santykį su teatro lankymo dažnumu, tai leido pamatyti, kiek respondentams yra svarbi ši kultūrinio są-moningumo kompetencija ir jos raiška. Respondentai, kuriems ši kompetencija yra svarbi, dažniau lankosi teatro spektakliuose. Statistiškai reikšmingas ryšys yra tarp teatrą lankančių kartą ar kelis kartus per mėnesį ir manančių, kad kultūrinio sąmoningumo kompetencija ir jos raiška padeda veiklos srityse (11,3 proc.). Žinoma, tie, kurie teatro nelanko, nemato ir kultūrinio sąmoningumo svarbos (28,6 proc.).

Iš tyrimo rezultatų nustatytas ryšys tarp teatro lankymo ir kompetencijos svarbos, pa-bandyta atrasti reikšmingus ryšius bei naudojant crosstab lenteles pažvelgti į kiekvieną teatro lankymo priežastį atskirai. Statistiškai reikšmingus ryšius atskleidžia šios respondentų teatro lankymo priežastys: „ mėgstu teatro meną“, „tai mano laisvalaikio praleidimo forma“; „spektaklis skatina mano mintis ir jausmus artimiausiai aplinkai pažinti“; „spektaklis skati-na mane kūrybinei saviraiškai“; „negaliu atsakyti žmonėms, kurie mane kviečia apsilankyti spektaklyje“.

Tokiu principu įvertintos ir nelankymo priežastys. Gauti rezultatai parodo, kad retesnis respondentų lankymasis teatre yra susijęs su kultūrinio sąmoningumo kompetencijos silpnu vertinimu, nes respondentų atsakymai atskleidžia retas lankymosi teatre priežastis („ma-nęs nedomina teatras“ (= ,14, p = ,008), kylantys fiziniai sunkumai dėl amžiaus ar sveikatos (= ,11; p = ,014).

išVados

Apžvelgus mokslinę literatūrą galima teigti, kad labai dažnai suaugusiųjų mokymasis ir švieti-mas suprantamas kaip procesas, kurio metu besimokantysis įasmenina ar atranda žinias, arba jos yra perduodamos, išgyvenamos sąveikoje su kitais. Ugdant ir šviečiant suaugusiuosius ypač daug dėmesio daugelis mokslininkų kreipia į mokymosi ir ugdymosi aplinką, kuri turi atitikti besimokančiojo poreikius, interesus, patirtį, asmenines savybes, vertybines nuostatas, turimas žinias, gebėjimus. Mokslinėje literatūroje pateiktos įžvalgos leidžia daryti prielaidą, kad suaugusiojo, kaip žiūrovo, dalyvavimas dramos teatro spektaklyje, leidžia jį identifikuoti kaip besimokantį asmenį, nes suaugęs žiūrovas vadovaujasi pagrindiniais principais, kurie būdingi besimokančiam suaugusiajam: motyvacija, laisve, interesu, kultūrine branda, žinių troškimu, autonomiškumu. Visi šie dabar ir anksčiau išvardyti principai laiduoja teiginį, kad dramos teatras prisideda prie suaugusiojo kultūrinio sąmoningumo saviugdos. Teatras, kaip ugdymo metodas, remiasi leidimu veikti, vidinio pasaulio turiniu.

Kultūrinio sąmoningumo saviugdos dramos teatro menu empiriniu tyrimu vertinti po-mėgiai parodo, kad respondentams yra svarbu savo laisvalaikį ar kasdienę veiklą praleisti prasmingai, užsiimti mėgstama veikla ir taip realizuoti save. Pomėgių svarba ir teikiami prio-ritetai paaiškina jų gyvenimo būdą. Nėra nereikšmingų ar mažiau svarbių pomėgių. Respon-dentas pasirenka tą veiklą, kuri jam teikia malonumą ir leidžia tobulėti. Kultūrinio išprusimo


Iveta Gadeikytė

gebėjimo turėjimas ir jo ryšys su pasirinktais pomėgiais nusako respondento santykį su savi-mi bei jo artimiausia aplinka.

Tyrimo dalyviai, besidomintys menu, stipriau jaučia meno poreikį ir suvokia meno kūri-nius. Domėjimasis menu leidžia kultūrinio sąmoningumo kompetenciją pritaikyti profesinėje veikloje ir gyvenime. Nuoseklus kultūrinio išprusimo lavinimas padeda patirtą meno kūrinio poveikį pritaikyti asmeniniame gyvenime. Domėjimas menu, jo poveikio jautimas skatina dalyvauti profesionalaus meno ir mėgėjų kūrybinėje veikloje.

Dauguma tyrimo dalyvių lavina kultūrinio sąmoningumo kompetenciją ir mano, kad ši veikla yra prasminga. Dažniausiai vardinami lavinimo veiksniai buvo kūrybinių vakarų lan-kymas bei matytų spektaklių, pjesių ir teoretikų, kritikų straipsnių skaitymas. Nemažai res-pondentų sutinka ir su tuo, kad kultūrinio sąmoningumo kliūčių jie nemato ir kad lavintis jiems niekas netrukdo.

Kultūrinio sąmoningumo kompetencijų tyrimo metu atskleisti gebėjimai, padedantys ras-ti darbo vietą. Iš tyrimo dalyvių atsakymų pastebėta, kad asmenybės kultūrinio sąmoningu-mo kompetencijos gebėjimai labiausiai padeda bendradarbiauti su darbdaviais ar jų atstovais ieškant darbo. Kiek mažiau, tačiau taip pat padeda prisistatyti darbdaviams atrankos metu. Mažiau nei vidutiniškai padeda ieškoti informacijos apie darbo vietas ir mažiausiai šie gebėji-mai yra svarbūs rengiant įsidarbinimui reikalingus dokumentus.

liTeraTūra Andriekienė R. M., Anužienė B. (2006). Andragogi-

niai kompetencijų tobulinimo aspektai tęstiniame profesiniame mokyme. Monografija. Klaipėda: Klaipėdos universiteto leidykla

Bulajeva T. (2007). Suaugusiųjų ugdymas: kritinio są-moningumo link. Logos. Nr. 50, p. 167–175.

Europos komisija. Bendrieji visą gyvenimą trunkančio mokymosi gebėjimai Europos orientaciniai metme-nys. 2007, p. 12. Liuksemburgas: Europos Bendri-jų oficialiųjų leidinių biuras.

Gailienė D., Bulotaitė L., Sturlienė N. (2004). Asmeny-bės ir bendravimo psichologija. Vilnius: Garnelis.

George J., Schwager S., Caravan F. (2001). Rethink-ing Management Education for the 21st Century. USA: Information Age Publishing

Gyventojų dalyvavimo kultūroje ir pasitenkinimo kul-tūros paslaugomis tyrimo ataskaita. 2014. Lietuvos Respublikos kultūros ministerija. Parengė: UAB „Socialinės informacijos centras“ ir UAB „ESTEP Vilnius“

Jatkauskienė B., Jatkauskas E. (2010). Andragogų pro-fesionalizacija veiklos daugiafunkcionalumo as-pektu. Mokytojų ugdymas, Nr. 14. Šiauliai: Šiaulių universiteto leidykla.

Jovaiša L. (2002). Veikimo įgymių plėtra. Antropologi-jos metmenys. Klaipėda: KU leidykla

Kazragytė V. (2008). Priešmokyklinio amžiaus vaikų vaidybos gebėjimų ugdymas: Mokslinė monogra-fija. Teatro edukologija. Vilnius: Vilniaus pedago-ginio universiteto leidykla.

Kim Y. Y. (2005). Adapting to a New Culture: An In-tegrative Communication Theory. In: Gudykunst W. B. Theorizing about Intercultural Communi-cation. Thousand Oaks, CA: Sage Publications, p. 375–400.

Kolbergytė A., Indrašienė V. (2012). Saviugdos for-mavimosi kontekstas. Socialinis darbas. Nr. 12 (1), p. 137–150.

Martišauskienė E. (2007). Studentų asmenybinio ug-dymo(si) pedagoginių kompetencijų sklaida per pedagoginę praktiką. Pedagogika, T. 86, p. 1–12.

Matonis V. (2000). Meninis ugdymas nūdienėje kul-tūroje. Šiuolaikinės meninio ugdymo koncepcijos meninio nio ugdymo teorija JAV, p. 7–23. Vilnius: Enciklopedija.

Newen A., Savigny E. (1999). Įvadas į analitinę filoso-fiją.Vilnius: Baltos lankos.

Owens A., Barber K. (2006) Proceso drama: dramos darbai. Pirma knyga. Vilnius: Kronta.

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Kalbos redaktorė: Daiva Abromavičienė


egidijus Stancikas – Vytauto Didžiojo universiteto Socialinių mokslų Edukologijos katedros

doktorantas. Mokslinių interesų sritys: menas, teatras, organizavimas, vadyba,

edukacija.



iveta gadeikytė – socialinių mokslų magistrė, Vytauto Didžiojo universiteto tyrėja. Mokslinių

interesų sritis: suaugusiųjų bendrosios ir kultūrinio sąmoningumo kompetencijos.

Adresas: Vytauto Didžiojo universitetas, Donelaičio g. 58, LT-44248, Kaunas.


egidijus Stancikas – Vytautas Magnus University, PhD student in the faculty of Social Sciences, Department of Education. Research interests: art, theater, organization, management, education.

Adress: Vytautas Magnus University, Faculty of Social Sciences, Department of Education Sciences, Jonavos g. 66-313, LT-44191, Kaunas. El. paštas: [email protected]

iveta gadeikytė – Master of Social Sciences. Vytautas Magnus University junior researcher. Research interests: adult key competences, cultural awareness competence.

Adress: Vytautas Magnus University, Donelaičio g. 58, LT-44248, Kaunas. E-mail: [email protected]


STRaiPSniŲ RengiMo gaiRėS

1. Tęstiniame leidinyje publikuojami straips-niai šiomis temomis:

• mokymosi visą gyvenimą metodologija ir metodika;

• mokymosi visą gyvenimą ir suaugusiųjų švietimo turinio projektavimas;

• mokymosi visą gyvenimą ir suaugusių-jų švietimo politikos ir institucinės plėtros klausimai;

• mokymo(si) praktika ir jos kaita;• bendrųjų kompetencijų turinys ir jo kaita;• bendrųjų kompetencijų lavinimo(si) formos

ir metodai; • bendrųjų kompetencijų lavinimo(si) politika

ir institucinė sąranga.

Šis temų sąrašas nėra baigtinis, todėl taip pat laukiame straipsnių kitomis temomis, artimo-mis suaugusiųjų švietimui, mokymuisi visą gy-venimą ir bendrosioms kompetencijoms. Ypač laukiame straipsnių, pagrįstų tarpdisciplininių ir lyginamųjų tyrimų rezultatais.

2. Straipsnio struktūra:• Straipsnio pavadinimas;• Autoriaus (-ių) vardas ir pavardė; • Mokslo ar kitos institucijos, kurią auto-

rius (-iai) atstovauja, pavadinimas;• Straipsnio santrauka lietuvių ir anglų kalbo-

mis;• Reikšminiai žodžiai (3–5 pagrindinės sąvo-

kos) lietuvių ir anglų kalbomis;• Įvadas (jame nurodyti tyrimo objektą, prob-

lemą, tikslus, tyrimo metodus);• Straipsnio pagrindinis tekstas; • Išvados / diskusijos;• Literatūros sąrašas.

3. Straipsnio įvade turi būti suformuluota mokslinio tyrimo ar analizės problema, nu-rodytas tyrimo tikslas ir objektas, pristatyti taikyti tyrimo metodai, mokslinės problemos ištirtumo laipsnis. Kitose straipsnio dalyse turi būti pateikti ir pagrįsti tyrimų rezultatai. Straipsnis baigiamas išvadomis, arba disku-sine dalimi. Straipsnio pabaigoje pateikiamas naudotos literatūros sąrašas. Straipsnio dalys nėra žymimos numeriais.

4. Straipsniai gali būti rengiami lietuvių arba anglų kalba. Pradžioje pateikiama santrauka (iki 350 spaudos ženklų) lietuvių ir anglų kal-bomis ir straipsnio 3–5 reikšminės sąvokos. Straipsnio pavadinimas nurodomas lietuvių ir anglų kalbomis. Straipsnio apimtis – nuo 4000 iki 6000 žodžių.

5. Straipsnio tekstas turi būti parengtas Times New Roman šriftu, eilutės be tarpų (1,0). Šrifto dydžiai:Straipsnio pavadinimas – 16 pt.Autoriaus (-ių) vardas (-i) ir pavardė (-s), atstovaujamų institucijų pavadinimai – 14 pt.Straipsnio dalių pavadinimai – 14 pt.Straipsnio tekstas – 11 pt.

6. Paveikslų, diagramų pavadinimas yra nuro-domas po paveikslu, o lentelių – viršuje virš lentelės. Lentelės numeris pateikiamas deši-nėje lapo pusėje, pavadinimas – centre.

Pavyzdžiai:

1 pav. Prancūzijos Respublikos švietimo sistema.6 lentelė

Besimokančiųjų tęstinio profesinio rengimo institucijose skaičius 2012–2014 m.

7. Straipsnio autorius (-ai) prisiima atsakomy-bę už straipsnio kalbos redagavimą. Kalbos redaktoriaus vardas ir pavardė turi būti nu-rodyti straipsnio pabaigoje, po literatūros są-rašu pateikus nuorodą: „Kalbos redaktorius“ arba „Language editor“.

8. Nuorodos tekste į autorius (šaltinius) turi būti pateiktos tokia tvarka:

a) vieno autoriaus monografija: Autorius A. (metai). Leidinio pavadinimas.

Miestas: leidykla. Reich R. (1991). Supercapitalism. The Trans-

formation of Business, Democracy, and Every-day Life. New York: Random House.

b) kelių autorių monografija: Autorius A., Autorius B., Autorius C. (me-

tai). Leidinio pavadinimas. Miestas: leidykla. Brown P., Lauder H., Green A. (2001). High

Skills: Globalization, Competitiveness and Skill Formation. Oxford: Oxford University Press.

108

c) straipsnis, publikuotas periodiniame leidi-nyje:Autorius A. (metai). Straipsnio pavadinimas. Leidinio pavadinimas. Leidinio numeris (me-tai).

Miestas: leidykla. Puslapiai.

Kehm B. M. (2007). Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes. European Journal of Education: research, development and policy. Vol. 42. No. 3. Avenel: Blackwell Publishing. 307–320.

d) straipsnis, publikuotas straipsnių rinkinyje: Autorius A. (metai). Straipsnio pavadinimas.

Leidinio pavadinimas. Red. Vardas Pavardė. Miestas: leidykla. Puslapiai.

Busemeyer M. R., Thelen K. (2012). Institu-tional Change in German Vocational Train-ing: From Collectivism towards Segmental-ism. The Political Economy of Collective Skill Formation. Busemeyer M. R., Trampush C. Oxford: Oxford University Press. 68–100.

e) dokumentas: Leidinio pavadinimas, leidinio numeris (jei

yra) (metai). Miestas: leidykla Lietuvos darbo biržos 2006–2008 metų stra-

teginis veiklos planas (2005). Vilnius: Lietu-vos darbo birža.

f) internetinis šaltinis: Dokumento pavadinimas (metai). Šaltinio

pavadinimas. Interneto adresas. Peržiūros data.

Atnaujinta Nacionalinė profesinio orientavi-mo švietimo sistemoje programa, patvirtin-ta Lietuvos Respublikos švietimo ir mokslo ministro įsakymu Nr. V-580 (2012). Lietu-vos Respublikos Seimas. Prieiga internetu:

www3.lrs.lt/pls/inter3/dokpaieska.showdoc. Peržiūrėta: 2013 05 10.

g) įstatymai:Nurodomas visas įstatymo pavadinimas (pradedant žodžiais „Lietuvos Respublikos“) be datos ir numerio. Konkretus įstatymo pa-vadinimas (jeigu nerašomas kabutėse arba nepradedamas tikriniu žodžiu) toliau rašo-mas mažąja raide (pvz., Lietuvos Respublikos viešųjų pirkimų įstatymas). Įstatymas gali būti nurodomas ir be žodžių „Lietuvos Res-publikos“, tada jis pradedamas rašyti didžiąja raide. Svarbu, kad pasirinkta sistema būtų vienoda. Toliau rašomas dvigubas pasvirasis brūkšnelis (//) ir nurodomas oficialaus leidi-nio, kuriame skelbiamas įstatymas, pavadini-mas (be kabučių, pvz., Valstybės žinios). Po leidinio pavadinimo dedamas taškas, rašomi metai, po jų dedamas kablelis, toliau nurodo-mas leidinio numeris ir, jei yra, po trumpojo brūkšnelio – publikacijos numeris.

Lietuvos Respublikos aukštojo mokslo įsta-tymas // Valstybės žinios. 2000, Nr. 27-715.

h) Vyriausybės nutarimai, kiti teisės aktai ir kiti dokumentai:Vyriausybės nutarimas ar kitas teisės aktas nu-rodomas taip: pirmiausia nurodomas priėmęs aktą subjektas, data (metai, mėnuo, diena), akto rūšis, jo numeris ir pavadinimas. Toliau nurodomas leidinio, kuriame skelbiamas teisės aktas, pavadinimas (tokia pat tvarka, kaip ir įstatymų). Tokiu būdu nurodytini ir Konstitu-cinio Teismo nutarimai.

Švietimo ir mokslo ministro 2011 02 14 d. įsakymas Nr. V-231 Dėl mokslo krypčių ir šakų patvirtinimo. Lietuvos Respublikos Švietimo ir mokslo ministerija.


aUTHoR gUidelineS

1. Articles should cover, amongst others, the following issues and topics:

• methodology of lifelong learning;• curriculum design in lifelong learning and

adult education;• lifelong learning and adult education policies

and institutional development;• learning practice and its change;• key competences and their development;• policy and institutional frameworks of key

competence development.

Special attention is given to articles based on the interdisciplinary and comparative re-search.

2. Article structure:• Name and surname of the author(s);• An affiliation/institution the author(s) repre-

sents;• Title of the article;• Summary with key words in Lithuanian and

English;• Introduction (research problem, object,

goals, methods should be stated);• Main text of the article. Analysis of research/

scholarly problem;• Discussion and/or conclusions: summaris-

ing research results or theoretical consider-ations;

• References.

3. Introduction of an article must contain the information about a research problem or question, goal and object of research, ap-plied methods and prior coverage of the re-searched issue. Other parts of article must provide and explain research results. The final part of an article should contain discus-sion and conclusions. Following conclusions a list of references should be provided in an alphabetic order. The chapters and sub- chapters of articles are not numbered.

4. Articles can be provided in the Lithuanian or English language. The volume of the man-uscript should be from 4000 to 6000 words. The article must be provided with a short summary (max. 350 characters) and 3–5 key words.

5. Text format: Times New Roman, single space (1,0). Size:Title of paper – 16 pt.Name, surname and affiliation of author – 14 pt.Titles of parts – 14 pt.Main text – 12 pt.

6. The titles of figures , diagrams and tables are indicated in the following way: titles of fig-ures, diagrams are provided at the bottom and titles of tables are placed at the top. The number of a table is indicated on the right side of a page.Examples:

Fig. 1. Education System of Lithuania.Table 6

Number of learners in the continuing vocational training 2012–2014.

7. Language editing is the responsibility of the author. Authors must indicate the name and surname of language editor(-s) of paper be-low the reference list: “Language editor”.

8. References must be provided in the following way:

a) monograph of one author: Surname of author and initial of name. (year

of publication). Title of monograph. Place of publication: Publisher.

Reich R. (1991). Supercapitalism. The Trans-formation of Business, Democracy, and Every-day Life. New York: Random House.

b) monograph of several authors: Surname of author and initial of name, Sur-

name of author and initial of name, Surname of author and initial of name (year of publi-cation). Title of monograph. Place of publica-tion: Publisher.

Brown P., Lauder H., Green A. (2001). High Skills: Globalization, Competitiveness and Skill Formation. Oxford: Oxford University Press.

c) article published in the journal: Surname of author and initial of name (year

of publication). Title of article. Title of jour-nal. Number (year). Place of publication: Publisher. Pages.

110

Kehm B. M. (2007). Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes. European Journal of Education: research, development and policy. Vol. 42. No. 3. Avenel: Blackwell Publishing. 307–320.

d) article from the collection of articles: Surname of author and initial of name (year

of publication). Title of article. Title of col-lection. Surname of editor(s) and initial of name. Place of publication: Publisher. Pages.

Busemeyer M. R., Thelen K. (2012). Institu-tional Change in German Vocational Train-ing: From Collectivism towards Segmen-talism. The Political Economy of Collective Skill Formation. Busemeyer M. R., Tram-push C. Oxford: Oxford University Press. 68–100.

e) official document: Title of document, number of edition (if pro-

vided) (year of publication). Place of publica-tion: Publisher.

Strategic plan of the National Labour Ex-change for the period of 2006–2008 (2005). Vilnius: Labour Exchange of Lithuania.

f) Internet sources: Title of the document (year of publication).

Title of the source. Access in the Internet. Date of access.

National programme of vocational guidance in the system of education approved by the or-der of the Minister of Education and Science Nr. V-580 (2012). Lietuvos Respublikos Sei-mas. Access in the Internet: www3.lrs.lt/pls/inter3/dokpaieska.showdoc. Date of access: 2013 05 10.

112

Holistinis mokymasis / Holistic learning2015 (1)

Viršelio dailininkas Rimantas TumasonisMaketuotoja Almina Zajauskienė

2015 07 07. Tiražas 150 egz. Užsakymo Nr. K15-077

Išleido:Vytauto Didžiojo universitetas, K. Donelaičio g. 58, LT-44248, Kaunas

www.vdu.lt | [email protected]„Versus aureus“ leidykla, Rūdninkų g. 10, LT-01135 Vilnius

www.versus.lt | [email protected]

_____

Cover designer Rimantas TumasonisGraphic designer Almina Zajauskienė

2015 07 07. Print run 150 copies. Order no. K15-077

Published by:Vytautas Magnus University, K. Donelaičio g. 58, LT-44248, Kaunas

www.vdu.lt | [email protected]“Versus aureus” Publishers, Rūdninkų g. 10, LT-01135 Vilnius

www.versus.lt | [email protected]

Holistinis mokymasis / Holistic learning 2015 (1). – Kaunas: Vytautas Magnus University; Vilnius: Versus aureus, 2015. – 112 p.

ISSN 2424-4104 (Print)ISSN 2351-7409 (Online)

Tęstinis leidinys „Holistinis mokymasis“ skirtas mokymosi visą gyvenimą tyrimų plėtrai ir jų rezul-tatų viešinimui. Jame publikuojami straipsniai apie suaugusiųjų švietimą, tęstinį profesinį mokymąsi, kompetencijų tobulinimą ir taikymą, neformaliu, patirtiniu ir savaiminiu būdais įgytų kompetencijų ir mokymosi rezultatų vertinimą ir pripažinimą. Pirmenybė teikiama straipsniams, kuriuose įvairios pristatytos temos yra analizuojamos vientisos švietimo ir mokymosi lauko visumos kontekste, įvertinant metodologinius, socialinius-ekonominius, kultūrinius ir kitus aspektus.

Collection of articles “Holistic learning” is designed for the development of research in lifelong learn-ing and publication of the research results. It publishes the articles about adult education, continuing vocational education and training, competence development, assessment and validation of the informal, non-formal and experiential learning. Priority is given to articles that present and analyse above indi-cated topics in the context of holistic field of education and learning by considering methodological, social-economic, cultural and other aspects.

Documents

Tęstinio leidinio „Holistinis mokymasis“ leidyba