Švietimo teikėjų tinklo organizavimas Lietuvos mokyklose, atsižvelgiant į teisę mokytis

LTStraipsnyje glaustai įvertinama valstybės politika, organizuojant švietimo teikėjų tinklo pertvarką, siekiama ištirti jos poveikį teisės mokytis įgyvendinimui. Teisė mokytis yra neatsiejama nuo konstitucinės pareigos mokytis, kaip vieno iš pagrindinių vaikams keliamų reikalavimų lavintis iki 16 metų, todėl straipsnyje trumpai aptariama, kaip valstybės institucijos padeda šią pareigą įgyvendinti. Straipsnyje pateikiama švietimo teikėjų tinklo organizavimo Lietuvos mokyklose apžvalga, atsižvelgiant į teisę rinktis mokyklą, teisę mokytis kuo arčiau namų bei savivaldybėms numatytą pareigą turėti pakankamą pradinio, pagrindinio, vidurinio ugdymo programų teikėjų tinklą. Straipsnyje pažymima, kad vykdant švietimo teikėjų tinklo pertvarką, nebuvo tinkamai numatytos konkrečios priemonės, kad būtų šios pertvarkos realizuotos, todėl teisė mokytis tapo sudėtingiau įgyvendinama. Straipsnyje daroma išvada, kad pastaruoju metu Lietuvoje valstybės valdžia daugiausia apsiriboja siekiu ginti asmens teises, todėl intensyviai užsiima teisės aktų kūrimu, tačiau ji nebeturi nei tinkamų priemonių, nei ambicijų užsiimti sukurtos teisinės tvarkos apsauga ir įgyvendinimu. Taip pat pabrėžiama, jog valstybės institucijos nėra pajėgios be bendruomenių pagalbos tinkamai organizuoti pareigos mokytis įgyvendinimą. Aktyvios bendruomenių veiklos dėka yra ne tik vykdoma švietimo teikėjų tinklo organizavimo kontrolė, bet ir skatinamas valstybėje demokratinės savikontrolės atsiradimas.

ENThe article presents an in-depth assessment of state policy in regard to the organisation of reforms in the education providers’ network seeking to analyse its impact on realising students’ rights to education. The right to education is inextricably linked to one’s constitutional duty to seek education, as outlined in one of the main requirements for children up to the age of 16 to attend school. The role of state institutions in facilitating the implementation of the aforementioned rights and duties is briefly discussed. The aim of the research was to determine the impact of the organisation of the education providers’ network in Lithuanian schools on the realisation of students’ rights to education. The object of the research was the social interrelation arising from the process of realising the right to education, considering the right to choose a particular school, the right to attend the school closest to one’s home, as well as the duty of municipalities to provide an adequate network of primary, basic and secondary programme providers. In seeking to evaluate the government’s policies on the organisation of an education providers network, information was gathered using the method of document analysis. Lithuanian legal acts regulating the right to education and the organisation of an education providers network were analysed, as were Lithuanian Constitutional Court resolutions and performance audit reports carried out by the National Audit Office of Lithuania, among other documents. In the article systemic and logical analysis methods were used to examine the organisation of the education providers network. The activities of state institutions concerning their steps towards the realisation of the right to education were revealed and summarised.The article presents an overview of the organization of the education providers’ network in Lithuanian schools, with regards to the right to choose a particular school, the right to seek education close to one’s home, and the foreseen duty of municipalities to have in place a comprehensive network of primary and secondary education programme providers. It is noted in the article that when implementing reforms in the education providers’ network insufficient attention was given to the actual measures designed to realise the changes, which is why the right to education was more difficult to put into practice. This does not meet the governance requirements expected of a democratic state, particularly from a qualitative aspect. Based on this premise, the following conclusion was reached: in recent years the Lithuanian government places the most emphasis on defending peoples’ civil rights and thus the creation of the appropriate legislation, yet it is left with neither sufficient measures nor the ambition to follow through with the proper management and implementation of the newly created legal acts. The ability to defend human rights is lacking not only at a central governmental level. Local governing bodies are also showing less and less concern for effective representation and are inactive in the realisation of the public’s rights, despite this being their essential role. This is why certain duties, which should be carried out by state institutions have had to be performed by members of the public. There is no unified education policy in effect in Lithuania, which is why one of the main objectives of the education system, to provide the younger generation with a general education, remains inadequately realised. It is also noted that state institutions are not capable of providing the effective organization of the duty to seek education without the assistance of the local community.