| Abstract [eng] |
Modern school life quality, as an institutionalized system, is based on certain rules and regulations common to the whole school community. Based on the quality processes, states that the task of teachers is to teach the learners to understand contemporary world change regularities, so prevention programs affect the quality of the work, which makes it possible to monitor and implement the pedagogical tasks that do not include basic education challenges. The research object. Quality of juvenile delinquency prevention programs. The research aim - to investigate the quality of juvenile delinquency prevention programs and quality management in the gymnasium. The research methods: 1. Theoretical: scientific literature and document analysis. 2. Empirical: a questionnaire designed to reveal the teachers' opinion about implemented crime prevention programs quality. 3. Statistics: Statistical analysis of questionnaire data, research data clustering, a summary and comparison graphical data representation, quantitative descriptive statistical analysis was performed using SPPS software. The survey was conducted in January - February 2013. Five gymnasiums pedagogues of Panevėžys county participated in the study. Two hundred and six respondents participated in the final data analysis. Improving results of crime prevention programs quality control, according to the teachers, depend on partners' involvement in the organization and participation in preventive activities. The main obstacles that restrict teachers' involvement in crime prevention programs, are lack of human, time and financial resources. The audit or just the reports preparation given more attention than crime prevention programs intermediate results assessment and reporting of intermediates project activities. Underestimated the level of risk prevention programs, the route of exposure is underestimated noticeable insufficient involvement of the school community, insufficient implementation of crime prevention activities, integration into the whole. These factors not only affect the quality of prevention programs, but also the implementation of the quality. |
