Development of educational system in Lithuania after 1990: relevant issues and ways of solving them

Per 22 atgautos nepriklausomybės metus visiškai pasikeitus politinei ir ekonominei situacijai turėjo radikaliai keistis ir Lietuvos ugdymo sistema, reaguodama į šiuos minėtus pokyčius. Autorius, dalyvaudamas Lietuvos švietimo sistemos raidos scenarijų konkurse, išanalizavo, kas teigiamo pasiekta, o ką reikėtų keisti Lietuvos ugdymo sistemoje. Pirmiausia apžvelgtos problemos, egzistuojančios bendrojo lavinimo sektoriuje. Daug dėmesio skirta profesiniam rengimui (vidurinėje profesinėje ir aukštojoje mokykloje). Pareikšta nuomonė ir apie edukologijos mokslą. Nurodyti konkretūs visų problemų sprendimo būdai. Scenarijaus pagrindu ir parengtas šis straipsnis.During the last 22 years of independence, political and economic situation in Lithuania has changed. These changes faced the transformation of educational system in Lithuania. The author, famous Lithuanian pedagogue and scientist, participated in the competition for the best screen of the future Lithuanian education by analyzing positive and negative aspects and providing further prospects. This article is a résumé of that important work. First of all, A. P. Ažubalis overviewed the situation in the general education sector. In his opinion, education has to be compulsory till children finish progymnasium (i.e. till 14-15 years of age). During the next 1 or 2 years, part of children would be able to continue learning in professional schools by getting practical professional knowledge and skills. As the result, students in upper classes of a gymnasium would be able to achieve more theoretical knowledge and better results in learning for future studies at the higher education institutions. The main issues of professional education at professional schools and higher education schools in Lithuania were reviewed in this article too. The author is concerned that doubling the same specialties (especially the intellectual ones, such as management, law and educology) is not rational for the Lithuanian educational system. The issues of teachers’ professional qualification and theoretical issues of educology are addressed in this article. The author is very proud of the achievements of educology as a science and regrets over low application of theoretical knowledge in practical educational activities in Lithuania