| Abstract [eng] |
The relevance/novelty of the research. Noting the satisfaction of the diversity of pre-primary and primary education needs, the increasing employment, social exclusion and other problems, a rather new practice of organizing learning is offered in Lithuania – a full-day school with the ultimate goal of providing quality, flexible, inclusive, socially fair and equal opportunities for children throughout the day in a secure environment. The problem of the research. The implementation of the full-day school model is not sufficiently developed in Lithuania. There is a lack of legal regulation that sets out clear methodological guidelines on how the full-day school should be conducted, what its content, forms and teaching methods should be. There is a lack of scientific and methodological literature on how the full-day school should be understood, what should be its funding. The hypothesis. It is likely that the implemented the full-day school model will help to solve/improve pre-primary and basic education accessibility, child employment, parental work compatibility and other problems in order to ensure quality education opportunities in rural areas. The object of the research. Implementing the full-day school model by developing opportunities for quality education for pupils in rural areas. The aim of the research. To reveal the peculiarities of the implementation of the full-day school model in Telsiai district X primary school. The methods of the research. Theoretical, quantitative, qualitative, statistical. The conclusions of the research. The idea of the full-day school model and the services provided justify the expectations of the parents. In developing the full-day school model, parents offer more attention to child nutrition, closer cooperation between parents, educators, pupils and social partners, and more diverse extracurricular activities. Pupils like to attend the full-day school, because it provides teachers with assistance, homework opportunities, and opportunities for non-formal education. Pupils acknowledge that the school lacks a variety of non-formal education groups, games and sports inventory. The majority of the full-day school teachers are positive about the full-day model. Financing is one of the weakest sides of the model. Educators suggest more collaboration with social partners to improve the model, and take more account of individual skills development. |
