The phenomenon of falsification is becoming more and more interesting and relevant. This phenomenon is related to all educational areas. Such important areas as quality of education, management and funding of education, recognition of qualifications etc. are often susceptible to falsification.
Recently, careful attention is paid to the questions of education quality. The systems of quality management are created, services are certified etc. However, along the process of modernization the degradation of education is taking place. Falsification hints are accepted as evidences of degrading education. At present, the problem occurs due to actual insufficient data on the conception of the degradation of education and the actuality of the latter phenomenon in the Lithuanian education system.
From the teachers’ point of view, the conception of falsification can be expressed through distortions in national education policy and bureaucracy. The main factors determining the falsified education are corruption in Government institutions, opaque competition between educational establishments, falsified documentation and ineffective teachers and executives’ attestation. The main factors determining the insufficient quality of education are the wrong use of money, inconsistent educational curricula, complexity of educational content, ineffective evaluation system and too many students at school and in the classroom etc. (Lamanauskas, Aleknaitė, 2008).
Obviously, the problem field of falsified education is rather wide. So, there is the need for open and thorough debate on this issue. Openness and transparency are two crucial keys in this problem solving. Thus, while proceeding with changes in education, publicity and discussions involving the whole society in this process are necessary. On the other hand, education structures are not flexible enough and fail to conform to fragmental changes. Coherent motivated reorganization based on scientific research is needed.