| Abstract [eng] |
The following problem of Lithuanian education system policy is enunciated in the master thesis: although the quality of education is referred as one of the most important priorities in the education policy, there is no unanimous agreement about the quality of education itself and the criteria to measure it. The acts of Lithuanian Republic defining the priorities of education system were analyzed. On purpose to specify the conception of quality at secondary school education, the analysis of works by Lithuanian and foreign authors was performed. The hypothesis stated by the author in the study is confirmed. According to the author, the system of education monitoring indicators developed by the state to measure the quality of education is insufficient as far as the subjects at secondary school are concerned. Moreover, the school is analyzed as a separate unit of the education system while the internal and external audit is being accomplished there. Besides, the results of both the internal and external audit are not reflected in the state’s system of education monitoring indicators. According to objects the author proposed to herself, the inferences of the study are drawn. The quality of education is the whole of features, characterizing educational institution as the multiple unit of the education system which existence of quality is referred to teaching and learning environment, instructional aids, qualified educators, school and extra-curricular activities, the achievements of schoolchildren, the relationship among the members of school community (parents, schoolchildren, teachers and society). These features are assessed using inner estimation (self-questioning) and outer (expert) evaluation. Whereas the quality of training is considered as the constituent of education’s quality, ensuring the formation and development of human being’s interaction with the environment under processes of educating, teaching and learning; including the cultivation of skills, abilities and value system. The results of internal audit at secondary school involve all the subjects, all the categories of forms and every schoolchild. The internal audit might be considered as the self-questioning of particular school. However, the data obtained should be estimated taking into consideration the human factor, as some members of the school community are tended to overestimate their work. Meanwhile, only the foreign languages are assessed using the state’s education monitoring indicators but not the teaching and learning of all the subjects at secondary school. Although the schoolchildren of eighth form and the students aged fifteen are assessed, it should be admitted that the indicators of learning results include almost all the subjects. Furthermore, it is necessary to originate universally applicable instrument in order to assess the quality of particular subject. The teacher of particular subject and every schoolchild would be able to assess the quality of teaching and learning then. It is recommended to emphasize the assessment of subjects in the planning of education. The instrument of subject’s assessment is also proposed to schoolchildren and teachers in the master thesis. |
