Socialiniai ir biomedicinos mokslai: teorinis ir praktinis profesinių kompetencijų realizavimas

LTŠvietimas ir specialistų rengimas ypatingai svarbus ekonomikos plėtrai, visuomenės atsinaujinimui bei asmeniniam tobulėjimui. Todėl vienu iš pagrindinių tikslų yra stiprinti švietimo ir mokymo sistemos ryšius su darbine aplinka, visuomene. Šalies konkurencingumą, sugebėjimą kurti ir ateityje išlaikyti darbo vietas užtikrina investavimas į žinias, kvalifikuotą ateities darbo jėgą. Įgyvendinant švietimo reformą, būtina plėtoti modernų aukštojo mokslo švietimo tinklą, kuris atitiktų šiuolaikinės visuomenės mokymosi poreikius bei paklausą ir realias finansines galimybes, bei padėtų įgyvendinti bendruosius švietimo plėtotės tikslus: greičiausiais tempais pagerinti mokymo ir mokymosi kokybę, padidinti prieinamumą ir puoselėti socialiai teisingas - lygias galimybes, padaryti visą švietimo sistemą veiksmingesne ir darnesne.

ENToday the ideas of long life learning are not theories anymore. The changing needs of a society force many of people acquire new competencies and professional qualifications. Education is not provided for once and ever but becomes the result of a permanent learning that lasts for the rest of one's life. The issues of professional development are solved in the context of long life learning and continuous education. Research highlights that a big impact is made on the knowledge and value formation of a social pedagogue by the new university study programmes enabling to continue studies and update one’s knowledge, update qualification and master new technologies. The results of the research carried out for the first time to identify the needs and possibilities of the development of professional competencies could be used for constant update and improvement of study programs, it creates the prerequisites to train social pedagogues as highly qualified professionals who would meet the needs of labour market and society by being of high professional competencies. The object of the final thesis is the development of social pedagogues’ professional competencies during continuous studies. The following research methods were employed: theoretical, empirical and statistical. It was identified during the research that the theoretical knowledge acquired during the study process is not sufficient, it should be solidified in practice to become skills. The ones who have lower than higher education lack both theoretical knowledge and practical skills. Thus they choose continuous studies to acquire the lacking knowledge necessary for their job. The students of continuous - university - studies indicate that they have nearly sufficient theoretical knowledge but lack skills of practical activity.