Lisabonos strategijos įgyvendinimo šalyje modeliavimas

LTStraipsnyje pateikiama Lisabonos strategijos įgyvendinimo modeliavimo analizė, strateginių dokumentų lyginamoji analizė, švietimo politikos ir švietimo būklės duomenų atitikties analizė, lyginamoji Europos Sąjungos šalių švietimo duomenų analizė. Problema. Europos Sąjungos ekspertams 2004 metų pabaigoje padarius išvadą, kad Europos Sąjungos šalys stokoja politinės valios įsipareigoti Lisabonos strategijai (2000-2010), nesusitelkia į prioritetus, stokoja įgyvendinimo instrumentų (1), Europos Komisija integravo keletą politinių dokumentų ir parengė 24 gaires Lisabonos strategijai įgyvendinti 2005-2008 metais. Europos Sąjungos šalims pasiūlyta parengti nacionalines Lisabonos strategijos įgyvendinimo programas šiam laikotarpiui.

ENAfter the Mid Term Reflection of the Lisbon Strategy in 2004 European Commission is attempting to push European countries more intensive to implement Lisbon strategy. The 24 guidelines were prepared for the preparation of national Lisbon strategy implementation programs. In the light of those initiatives it is very important for every EU member state to evaluate anew its relation with the strategy, to clarify for itself in what aspects it is in line with the goals of the country, what prevents the country from feeling the ownership of the strategy. It is a matter of great relevance to closely investigate and analyze the conformity of objectives of Lisbon strategy and the practice of the country. The Lisbon strategy attached special importance to education, made it actual as the object of concern for all Europe. The European competence became one of the key preconditions for the successful implementation of the strategy. This is the reason why the analysis of the contribution of education and science is so important. The education policy in Lithuania is framed by the three documents: The Lithuanian Government longterm development strategy, Provisions of national education strategy for 2003-2012 and its implementation program. Their comparative analysis is not complicated, because both documents were prepared in parallel and are concerted. More difficult is to compare these documents and the ones of the EU. But the analysis reveals that the strategic documents of education of Lithuania in essentials are in line with the Lisbon strategy and the documents of its implementation.The education development priorities chosen by Lithuania are based on certain EU documents. On the other hand, the most important for Lithuania is not the fact that education documents are in line with the EU documents but the education policy which is in line with the reality of the country. The analysis of the data of Lithuanian education situation reveals the validity of education policy foreseen in the strategic documents. The data was selected for the analysis which the most conveys the contribution of education and science to the implementation of the strategic priority of the country - creation of knowledge society. In this way the threefold tune of Lithuanian education policy with the real situation of the country, priorities of the state and the Lisbon strategy was displayed: 1. Analysis of policy documents of the European Union and Lithuania shows the high level of coherence between EU and Lithuanian state goals as well, as educational goals. 2. The goals of the Provisions of State Education Strategy are also coherent with the aims of the Lithuanian State Strategy. 3. Education and context data analysis shows the real need of current education policy for the country. Those conclusions were used for the preparation of National program for Implementation of Lisbon Strategy in Lithuania.