Lithuanian education transformations and their relation to the conceptual guidelines of its reform

Straipsnyje bendrais bruožais apžvelgiamas Lietuvos švietimo pertvarkos per pastaruosius dvidešimt metų vyksmas, daugiausia dėmesio skiriant kai kuriems abejotiniems jos žingsniams: atsisakymas rengti egzaminus baigiant pagrindinę mokyklą ir "interpretacinė" kalbos bei literatūros mokymo kryptis; dėmesio stoka humanitariniam ir demokratiniam ugdymo metmeniui; instrumentinis, adaptyvus požiūrio apraiškų išplitimas šiuolaikiniame Europos Sąjungos ir Lietuvos švietimo politikos diskurse; testų vaidmuo ir reikšmė Lietuvos švietimo praktikoje ir kt . Pastebima, kad minėti žingsniai nebuvo numatyti konceptualiuose švietimo reformos dokumentuose - jie atsirado vykstant švietimo pertvarkai.A general account of the development of education in Lithuania during the last twenty years is provided in the article. A particular attention is paid to some doubtful initiatives in the process of this development: a refusal to organize exams at the end of compulsory school; a so-called "interpretative" method of education applied in the sphere of teaching literature; a lack of attention to the principles of humaneness and democracy; an instrumental, adaptive approach to education prevailing in contemporary discourse about education policy in European Union and Lithuania; a role and significance of tests in the educational practice; etc. It is indicated that the above-mentioned initiatives were not foreseen in the conceptual documents of Lithuanian educational reform