@article {1302,
	title = {QUALITY AND FEATURE OF MULTIPLE-CHOICE QUESTIONS IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-594},
	abstract = {The quality of multiple-choice questions (MCQs) as well as the student{\textquoteright}s solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students{\textquoteright} performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US and China in secondary and higher education were chosen. Item difficulty and discrimination were determined using item response theory statistical item analysis models. Results were as follows. First, only a few guessing behaviors are included in MCQ exams because all data fit the two-parameter logistic model better than the three-parameter logistic model. Second, the quality of MCQs depended more on the degree of training of examiners and less on middle or higher education levels. Lastly, MCQs must be evaluated to ensure that high-quality items can be used as bases of inference in middle and higher education.},
	keywords = {higher education, item evaluation, item response theory, multiple-choice test, secondary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.576},
	url = {http://oaji.net/articles/2020/457-1596902595.pdf},
	author = {Bing Jia and Dan He and Zhemin Zhu}
}
@article {1123,
	title = {QUALITY ASSURANCE OF INFORMATICS EDUCATION WITHIN TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {250-278},
	abstract = {One of the key issues of the EU educational policy is quality assurance. The presented research represents a contribution to solving the issue of quality assurance of informatics education on the tertiary level of education in economy and managerial study fields. Within the research current state of informatics education in selected economy and managerial study programmes was analysed based on students{\textquoteleft} views and opinions. Necessary research data were collected through questionnaire survey respondents, who were students of the relevant study programmes in the Slovak and Czech Republics. The paper presents in more detail results of the questionnaire part which was focused on finding out how the students evaluate informatics education incorporated in their pre-graduate education considering its relevance to their study and career profiles. Another task of the research was to find out whether the students{\textquoteleft} evaluations depend on their gender and study specializations, and also whether there are some differences in the evaluations done by the students of the same or at least similar study programmes studying either in Slovakia or in the Czech Republic. As the results showed, students of the economy and managerial study programmes do not connect their future career with the information technologies and they do not have ambitions to be employed in the IT area. But at the same time, they are aware of the fact that the knowledge and skills obtained within their informatics preparation are important for their everyday life and future career. On the other hand, they are not satisfied with the quality of the informatics subjects they are taught. So, to assure the quality of their pre-gradual preparation does not mean only to innovate curricula of the informatics preparation but also to deal with the issues of an efficient transfer of these curricula content to students.},
	keywords = {career profiles, curricula innovation, evaluation of the education, informatics education, quality assurance, tertiary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.250},
	url = {http://oaji.net/articles/2017/457-1524597729.pdf},
	author = {J{\'a}n  Z{\'a}horec and Alena  Ha{\v s}kov{\'a} and Michal  Munk and Martin  B{\'\i}lek}
}
@article {1045,
	title = {QUALITY OF HIGHER EDUCATION IN BANGLADESH: APPLICATION OF A MODIFIED SERVQUAL MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {72-91},
	abstract = {Progressive importance, swelling investment, and mounting national and global competition necessitate evaluation of the service quality of higher education. Quantifiable indicators such as student teacher ratio, student number, women participation, establishing new departments, and increase in the number of universities are no longer enough unless the student{\textquoteright}s stand point is considered. This research probed the service quality of higher education in a public university in southern Bangladesh utilizing modified SERVQUAL gap model. The t-test results suggest that there is a significant service gap in all the selected service dimensions such as learning, teaching, recognition, assessment system, internet and library facilities, campus life, and non-academic administration. The results also mirror that little more than half (54.1\%) students are satisfied with the service quality of the selected university and almost similar proportion (52.1 \%) of the students have future interest in studying in the same university. Regression analysis reveals that learning and recognition are two important determinants of client{\textquoteright}s overall satisfaction with the service of selected university. Importance Performance Analysis (IPA) advocates that the university should take immediate step in improving internet and library facilities, campus life, and non-academic administration. Factor analysis output confirms that slight modification of the proposed seven set model into six set factors can be employed by the management as off-the-rack service quality measurement tool. },
	keywords = {Bangladesh, higher education, service quality, SERVQUAL},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.72},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232394},
	author = {Md. Mamun-ur-Rashid and Md. Zillur Rhman}
}
@article {744,
	title = {THE QUALITY OF CHILD TRAINING IN THE PRE-SCHOOL INSTITUTION: PARENTS{\textquoteleft} POINTS OF VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {40-50},
	abstract = {Lately, strategic documents prepared by Lithuanian and foreign educational institutions and recent discussions held by pedagogical societies and stakeholders have considered the issues of education quality. The question of ensuring quality has become one of the key priorities of educational policy assisting the system of education in Lithuania with integration into the space of European context. The status of the family can hardly guarantee the required conditions for self / educating children at home in all cases. Therefore, high-quality facilities should be a crucial aspect of training provided by the educational institutions since early childhood. Pre-school education in Lithuania, as one of the stages of a successive educational system, meets the basic needs of a child, including safety, activity and self-expression. Therefore, assessing a real situation in pre-school institutions seems to be an important point providing information on the needs for obtaining high quality self/education and training services, which is the way to implement one of the purposes of pre-school education {\textendash} to help the family with fostering all qualities of a child (intellectual, emotional, volitional and physical) determining personal maturity and social success thus offering the programme of pre-school education and/or required educational help for the child or family. 
 Empirical research has revealed parents{\textquoteright} points of view to the quality of education and quality evaluation and helped with identifying the factors that may have an impact on child self/education. },
	keywords = {education quality, institution of pre-school education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.40},
	url = {http://oaji.net/articles/2014/457-1413727414.pdf},
	author = {Daiva   Malinauskiene and Roberta   Pranaityte}
}
@article {569,
	title = {QUALITY ASSURANCE: A PRESSING PROBLEM FOR EDUCATION IN THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {9-22},
	abstract = {Quality assurance in secondary schools (ages about 12-18) and in higher education has been a growth industry for many years, with all kinds of agencies being funded. With apparently endless growth in education at all levels, with insistent demands on more resources, the political pressures in ensuring value for money have increased.
 This study looks at what is meant by quality assurance, challenges some of the current procedures and points to some better ways forward for the 21st century. Specifically, it argues that quality assurance must focus on the key goals for education at each stage with the learner always at the focus of all procedures to assess quality. Finally, the study illustrates this approach by considering what 793 secondary students thought of their experiences at the point when they were almost completing their education journey in secondary schools in the Kingdom of Bahrain.
 The research aim is to show how focussing on the actual learners can identify key issues that need addressed to enrich education provision. These issues include the emphasising understanding and not memorisation, the need for more groupwork and dialogue, restoring the visual-spatial aspects of learning, re-thinking curriculum balance, and re-examining national examination systems.
 The most fundamental question of all is whether quality assurance has improved quality - a key issue for the 21st century?},
	keywords = {national assessment, nature of learning, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.09 },
	url = {https://oaji.net/articles/2014/457-1406541339.pdf},
	author = {Khaled  Almadani and Norman  Reid and Susan  Rodrigues}
}
@article {654,
	title = {QUALITY LEARNING FOR TECHNOLOGY EDUCATION: AN EFFECTIVE APPROACH TO TARGET ACHIEVEMENT AND DEEPER LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {95-104},
	abstract = {In recent times the role of the student in the learning process has received an increasing recognition. They have been transformed from passive receivers and regurgitators of knowledge to active participants at all stages of the learning process. The aim of this research is to introduce and review elements of an educational design for successful teaching and learning in Technology Education. The design utilises a sequenced pathway for successful achievement that details the intended learning, develops multifarious teaching episodes, provides opportunities for tangibly-evidenced student work, and identifies the criteria for successful achievement. It utilises an example of a practical activity that encourages informed participatory experiences to demonstrate examples of good practice in teaching Technology Education. Student involvement in the learning process begins with the identification of meaningful purpose and relevance while their practical work encourages cooperation, authenticity and individual accountability through portfolio assessment. The end result of their endeavour is measured in terms of their success in further developing their technological literacy.},
	keywords = {inquiry learning, quality learning, technology education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.95 },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971791},
	author = {Paul  Snape}
}
@article {652,
	title = {QUESTIONING AND ITS TRUE VALUES IN THE PROCESS OF LEARNING AND TEACHING TO PROMOTE CRITICAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {71-81},
	abstract = {Questioning stands at the core of massive communication in general and between a teacher and a student in particular. It is a process teachers and students face every day. It is a powerful tool to stimulate and support critical thinking. Being an active element in the whole teaching and learning process, questioning fulfills a fruitful conversation between students and teachers and the whole community. Since ancient times, Socrates, the Greek philosopher tried to lead his students towards the discovery of the truth itself by means of questioning. {\textquoteleft}Six honest servants have taught me everything that I know; their names are: What? Why? When? How? Where? Who? This is homage paid by Kipling to his six teachers (Reference stated in Aspects of Teaching and Learning, AEDP, Tirana, Albania 1997).
 People ask but sometimes it is difficult for them to get the right answers they have been looking for. At times this is true because of the lack of knowledge and because of the fact that the question itself is not accurate. Questioning is marked as a component part of the four language skills: reading, writing, speaking and listening. It is of great interest among teachers who want to know more about this issue.
 This research paper is based on the experience gained by working with teachers who showed enthusiasm and self- confidence for the application of new methodologies and strategies in their classrooms. The attitude of the Albanian teachers towards the concepts of teaching has changed, so they have become well-aware of what and how to ask while trying hard to get integrated in all spheres of European reality. Brainstorming, pair-work, role play, questioning techniques, discovering lessons have now become an inseparable part of teacher{\textquoteright}s work and their active vocabulary as well.
 
 
},
	keywords = {critical thinking, development, encouragement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.71},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971789},
	author = {Shpresa  Qatipi}
}
@article {278,
	title = {QUALITY OF EDUCATION: FASHION OR NECESSITY?!},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {One of the quality theory models, undoubtedly, is quality management. At the end of the 20th century and at the beginning of the 21st this model becomes perhaps the most fashionable in management theory. We can say straight away that what can be fashionable it is not always right and reasonable. Is it in reality so? It is hard to pretend to exhaustive analysis in this article however, it is purposeful to pay attention to some things. Another argument {\textendash} history knows plenty of examples when different theories wouldn{\textquoteright}t grow from {\textquotedblleft}infancy{\textquotedblright} stage, wouldn{\textquoteright}t pass on to a practice level, at best they would remain only a mass of pompous slogans. Speaking about quality, such attitude, undoubtedly, has its own positions. Alternative approach has positions as well which claims that quality management ideology and philosophy is not only a common short-term campaign, but a serious universal movement.�
 Different processes are taking place in every educational organization. In some of them, there are more of them, in others less. In some places, they are complicated (e.g. in higher schools), in other places, they can be simpler (e.g. non-formal educational institutions). However, in all places they are relevant and have to be carried out qualitatively, in other words, to satisfy fixed requirements. Some of the processes are important because service (future production) quality depends directly on them, the others don{\textquoteright}t have direct influence on service/future production. It is obvious, that all these processes, both basic and secondary are equally important and only acting closely with each other they can guarantee success of organization activity (systematic approach).
 Thus, there is no doubt, that implementation of quality management systems in educational organizations is very urgent. One can ask why it is urgent? First of all, it is because that general quality management philosophy is more and more developing and becoming more acceptable. Quite often one can hear the opponents claiming that ISO standards don{\textquoteright}t suit for educational organizations. It is true, that ISO standards are rather universal; therefore, it is not easy to adapt them in the education sphere. On the other hand, such programmed universality gives more action freedom, forms conditions to assess specific character of every concrete organization. Quality management system forms conditions to control not separate, broken up processes or activities, but see them as a whole entirety. Undoubtedly, this is very important seeking to guarantee vital capacity of concrete organization. The second obvious truth is that quality in education sphere is getting worse, competition gets stronger and this in its turn makes organizations search for ways and strategies of making their activities more effective. The third thing is that today in Lithuania and not only in Lithuania, job and education markets do not match. A gap is rather big. Thus, it is not enough to teach, we must know clearly what we teach, how we teach and who for we teach. Undoubtedly, quality management system implementation is a serious instrument to virtually improve the activity of all educational organizations.},
	keywords = {educational organization, quality management, quality standards},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386501.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {289,
	title = {QUALITY OF LEARNING ENVIRONMENTS IN ESTONIAN PRESCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {118-124},
	abstract = {The quality of the learning environment in a group is an important factor in evaluation of activities in preschools. Studies have shown that factors of the learning environment influence different aspects of child{\textquoteright}s development as well as smooth transition from kindergarten to school. Since 1994 besides traditional kindergarten groups there are also Step by Step groups in Estonia that emphasise on the need of child-centred education. The present article gives an overview of a study where the quality of the learning environment was compared in the Step by Step and traditional kindergarten groups by using the Early Childhood Environment Rating Scale Revised Edition. ECERS-R consists of 7 areas that cover the main quality factors in kindergarten groups: premises, equipment, programme structure, activities in the group, child-adult communication, cooperation with parents and professional support to staff. Observation based on the ECERS-R scale and an additional interview was carried out in 2008 in 30 groups in total {\textendash} in 15 traditional groups and 15 Step by Step groups. The results showed that the quality of the learning environment in the Step by Step groups was higher than the quality of traditional groups. The main differences were in relations between teachers and children and group activities.},
	keywords = {learning environment, preschool},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387091.pdf},
	author = {Tiia {\~O}un}
}
@article {231,
	title = {QUANTITATIVE AND QUALITATIVE MEASURES OF PERCEIVED PREVALENCE OF ACADEMIC INTEGRITY PROBLEMS AMONG LECTURERS OF TERTIARY INSTITUTIONS IN KWARA STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {88-99},
	abstract = {This paper presents the report of quantitative and qualitative measures of perceived prevalence of academic integrity problems among lecturers of tertiary institutions in Kwara State, Nigeria. Participants comprised 566 students, lecturers and administrative staff selected through the stratified sampling technique from four tertiary institutions; and data were collected via a Questionnaire, Focus Group Discussions and Informal Interview. Descriptive and ANOVA statistics were employed for data analysis across the variables of status, gender and type of institution. Findings of the study showed that relationship with female students, handling of text books/ handouts, project supervision and examinations were perceived by about 10\% of the respondents to be the highly prevalent academic integrity problems among lecturers. It was also revealed that only small proportions of lecturers were indicted in this regard. Also, significant differences were found in the perceptions of respondents from the university, college of education and polytechnic. Based on the findings, advocacy was made for implementing laws relating to integrity and instituting academic integrity policy in tertiary institutions in Nigeria. },
	keywords = {academic integrity, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267113.pdf},
	author = {Olasehinde-Williams  Olabisi and Henry Owolabi and Lasiele Yahaya}
}
@article {149,
	title = {QUALIFICATION PRACTICES IN THE HIGHER EDUCATION OF LATVIA: THE SITUATION OF PERSPECTIVES OF DEVELOPMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {192-199},
	abstract = {Qualification practice is an essential and obligatory component of higher education programs of the Republic of Latvia, one of pre-conditions to obtain a professional qualification, as well as professional skills. However, till now, the regulation of qualification praxes and implementation mechanisms are unsatisfactory that usually makes obstacles to reach the target of qualification practice, reduces the efficiency of component of this education, respectively influencing common quality of education and potential possibilities of students in the work market. It must be accentuate that the target of qualification practice is the acquisition of professional skills and basic knowledge in connection with a profession out of the respective higher education institution for targets of practice in a respective environment. 
An analysis of normative acts regulating scientific literature and education is in the basis of article, as well as control materials of education of Latvia.
 The target of article is based on investigation performed beforehand and results of control of higher education of the State Inspection of Education of Latvia, to provide analysis on implementation of qualification practice problems at higher education establishments in Latvia. 
After establishing the independence of the Republic of Latvia in (1990), as a result of reforms of more higher education systems, a qualification practice has become as a compartment of obligatory programs of higher professional education, and its amount fluctuates depending from the level/kind of the program from 6 to 26 credit points (average from 13\% to 20\% from the amount of study program and respectively from 9 to 39 ECTS). Possibilities of practice are provided also in the framework of some academic programs, however, the implementation of practice in these programs is not obligatory.
 However, despite of the sufficient time of experience in implementation of qualification practice, a higher education establishment and students studying there face more problems:
 An imperfect legal regulation of qualification practice. 
Still discussible content of practice, as well as the attitude of employer to the content of practice and practicant himself.
 The implementation of practice is usually burdened with the condition that the remarkable part of students are in work relationships with other employer, respectively trying to enter own work experience as a practice. Also the employer is not interested in creation of own potential competitor. 
Potential managers of practices (mentors) usually perceive the practice as an additionally unpaid duty that bothers everyday duties.
 In the process of implementation of practice, desires of higher education establishments, studying ones and employers differ essentially; the educational establishment perceives the practice as a compartment of developing professional competency and acquiring study program, the student wants to obtain new skills and experience, but the employer has a practicant with good communication and cooperation skills, as well as a motivation for his job, who is able to join in the work environment and really to operate in the team.
 4 parties must be involved actively in the development mechanism of qualification practices at higher education establishments: the employers {\textendash} participating more actively in the development of standards of profession and making unified demands for organizing and implementation of qualification practices, in such a way warranting the attachment of potential qualified employers, for higher education establishments {\textendash} improving the system of qualification practices, making and implementing in the life unified evaluation and comparing criteria of qualification practice, more precisely, working out the content of practice itself and controlling the implementation of provisions of practices from the side of employers. In turns, state governing institutions in the area of education management and interested in social partners must activate the work on the improvement of legal regulation of qualification practice, especially taking into consideration the necessity to transfer to framework structure of qualifications, as well as the reform of content and status of provided higher education programs. But the main in the development of the practice system is the responsible attitude of students to the practice as an essential component of studies, acquiring new and valuable experience. Proposals: To include as an obligatory demand the conclusion of qualification practice agreements of three parties between the employer, practicant and the higher education establishment, providing mutual rights of parties, duties, responsibility;
 Licensing, but later accrediting the study program of higher education, the description of qualification practice, coordinated with the employer must be included as a demand. Before the start of qualification practice, to organize obligatory an introduction seminar for managers (mentors) of qualification practices on the specification of specialty chosen by practicant, tasks, targets, content, evaluation criteria of qualification practice;
 An active co-participation of professional unions must be obtained in the development of standards and in the implementation mechanism of qualification practice, understanding that practicants are next professionals of the area and their qualification is one of pre-conditions of existence and development of the area.},
	keywords = {agreement of practice, higher education study program, qualification practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235748.pdf},
	author = {Ivans Mihailovs and Maija Zakrizevska}
}
@article {167,
	title = {QUALITY CONCEPTION IN HIGHER EDUCATION LEGISLATION: THE ESTONIAN NATIONAL PROFILE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {153-161},
	abstract = {The main goal of this paper is to analyse the concept of {\textquotedblleft}quality{\textquotedblleft} which is used quite often in texts of legislation of public universities. The paper provides an analytical overview of the development of Estonian higher education and related legislation focussing particulalrly quality assurance within public universities following the regaining of independence and accession to the European Union. The paper presents results of empirical data collected through analysis of the following documents {\textendash} Universities Act; Standard of Higher Education; Regulation of the Government of the Republic {\textquotedblleft}Procedure for Accreditation of Universities, Institutions of Professional Higher Education and their Curricula and Requirements for Accreditation{\textquotedblright}; Estonian Higher Education Strategy for 2006-2015. The paper{\textquoteright}s main conclusions include that the concept of quality of higher education remains undefined in legislative acts of public universities, which, in turn makes it complicated for them to meet quality-related expectations. It can be further maintained that, at the state level, concepts of quality in higher education refer to the conformity to requirements/standards and value for money. In the context of a multitude of different approaches and stakeholders the process of establishment of a public university quality assurance system in this manner is too narrowly focussed. The conceptualisation of quality should be widened and clarified at the state level as to what universities are expected to do when creating their internal quality assurance systems.},
	keywords = {development of quality-related legislation, quality assurance},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284828.pdf},
	author = {Birgit Vilgats}
}
@article {133,
	title = {THE QUALITY OF ARGUMENTATION IN THE STUDENTS{\textquoteright} STATE EXAM COMPOSITIONS IN 2006 FROM THE SOCIO-COGNITIVE POINT OF VIEW},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {48-57},
	abstract = {Education is the system of human knowledge, skills, abilities, values and behavioural norms that enables one to develop, cope and fulfil himself as an individual and member of society. Argumentative skills have a crucial role in civil education and thus also critical thinking comes to be emphasised within mother tongue education.
 The present article focuses on the quality of argumentation in the only compulsory state examination in the Estonian educational system {\textendash} the composition. The article concentrates on the given topic based on the national compositions written in 2006, the sample included 500 compositions. 
The article is laid by the socio-cognitive approach to critical discourse analysis, and also explains the applied methodology. The relations between language and language users are described from the point of view of geographical and social variation. The current article presents the results of the textual grammar and syntax. The coherence of argumentation and sentences are studied according to macrostructures set by T.A van Dijk and superstructures set by M.Hoey.
 The discussion explains the specific features of argumentative composition from the point of view of ideology, and also the possibilities for improving the pupils{\textquoteright} argumentative skills in mother tongue education. Critical and creative thinking are essential to the quality of education.},
	keywords = {critical and creative thinking, mother tongue education, state examination},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234970.pdf},
	author = {Merle Kaldj{\"a}rv}
}
@article {74,
	title = {QUALITY OF GENERAL EDUCATION AND CHILD{\textquoteright}S RIGHTS: THE CONCEPTION AND THE TOPIC},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {14-21},
	abstract = {Human rights and quality of general education has got political shades as well as educational. Political aspects of the human rights can be analyzed while discussing what has the priority when the conflict among social, economical, cultural and human is just interests occurs. While forming society{\textquoteright}s value system, which is based on the human rights, and legislative (that is the exact requirement for the countries, which already are or strive to become the members of the EU/ EC) importance of qualitative education is given prominence. However, the rights do not exist of themselves. Firstly, the society has to know about them. So human, and especially children{\textquoteright}s, rights have to be presented to the society and the triad of the Past- Present- Future, which is encoded in these rights, has to be revealed. The secret of this formula is that pupils have to know about the past if they want to create the future because it is the reason of the present. It is very important to be able to work here and now and to use all the possibilities when you create the future. Efficiency of implementation of the education quality and children{\textquoteright}s rights can not be dissociated from schoolteachers{\textquoteright} competency, strategic thinking ability, preparation and provided help.




},
	keywords = {childrens{\textquoteleft} rights, procedural approach, qualitative general education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222507.pdf},
	author = {Ramune Burskaitiene}
}
@article {128,
	title = {QUALITY OF HIGHER EDUCATION: IDEALS AND REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The recently discussed issues of education quality are devoted full attention. The systems of quality control are developed, services are certified etc. All EU countries point to education quality as one of the most important political priorities. Despite the fact it is an excellent idea, the questions of how to ensure adequate education and how to achieve equally ranked education certification in all countries of the European Union arise. From the perspective of Lithuania, it is essential that university education gained at national level should be internationally accepted. Therefore, different legal and political documents approved by Lithuanian authorities in one way or another emphasize that ensuring quality education is a priority field. 
Yet in the last decades of the past century, the universities worldwide closely focused not only on the quality of studies but also on the other services provided by modern universities. Every country of the European Union owns certain structures concentrating on the above introduced problems. For example, Quality Assurance Agency for Higher Education was established in Great Britain in 1997. The Netherlands has two organizations - Association of Universities and Association of Universities of Professional Education. Finnish Higher Education Evaluation Council looks at the situation in Finland etc. In this case, Lithuania is not an exception as since 1995, this field has been maintained by the Centre Quality Assessment in Higher Education (CQAHE). This organization implements the external quality assurance policy in research and higher education in Lithuania and contributes to the development of human resources by creation of enabling conditions for free movement of persons (http://www.skvc.lt/en/?id=0). 
In regard to university life, it can be firmly stated that the problems of studying quality are given scrupulous attention. An apparent focus entirely on ensuring the quality of studies can be noticed in Lithuania. The classical principle of unity of science and studies cannot be considered as a suitable solution. The quality of studies and the process of studying are integrated and therefore determinine one another (Lamanauskas, 2007). Finally, the world practice shows that the concepts of quality management are developed in at least four major fields including the processes of studies and scientific research, administration, designing curricula of studies and teacher training. The central point is the understanding that quality cannot be bought in the market and is not something beyond institution boundaries. Everything will be determined by awareness that quality in a broad sense is conditioned by the quality of management (administration). Only professional management leads to qualified processes (institution work) whereas the latter ensure high-quality service. Otherwise, we can face a situation frequently encountered in the system of Lithuanian higher eduction. For example, after regaining independence, Lithuania suffered from lack of managers and lawyers, and thus national universities started implementation of the required curricula of studies. Presently, all universities in Lithuania train would-be managers. However, the problem is that the quantity of professionally prepared experts in the field is decreasing while at the same time, a total number of professional managers is increasing. Similar problems can be observed in a number of Europen countries. 
As the understanding of quality may vary, a general agreement on the issue discussing quality is very important at least inside the institution. Quality is differently treated by academic staff, students, employers, social partners of institution, authorities and society in general. No special investigation is necessary in order to find out that the position of Lithuanian society on the quality of higher education and studies is not favourable enough. During the last decade, a number of young and gifted Lithuanian people have entered the universities and started working in the neighbouring countries. The process has been given a sound name Brain Drain. A free people{\textquoteright}s movement in the open world should be a natural process. However, the careless government{\textquoteright}s position on the analogous situations in some countries seems to be a surprise. When the situation becomes really complicated, the programmes aimed at {\textquoteleft}recovering losses{\textquoteright} are created. Nevertheless, similar measures can hardly be sufficient for making a substantial impact. Thus, the Overseas Lithuanians{\textquoteright} Support Centre is responsible for running the project Design and Implementation of Brain Drain Programme the purpose of which is creating a programme for Lithuanian people studying and working in the foreign scientific centres. The programme encourages Lithuanian citizens moving back and implements a competitive financial mechanism that will be applied for arranging scientists{\textquoteright} visits to Lithuania. A serious problem is that up to now, no official statistics on the degree of graduent students, scientists and other researchers{\textquoteright} emigration from Lithuania has been prepared. Moreover, there is lack of information on national scientific research and available vacancies in the institutions of science and education. Frequent discussions under a negative shade lead to appropriate society{\textquoteright}s reaction. 
It seems, not much is required in order the quality of higher education should become more outstanding and satisfy not only personal needs but also the requirements imposed by a certain country. However, increased financial support (which is a very important factor) cannot change the existing situation. Education is a complex system having different levels, sub-systems etc. that closely correlate and determine one another. It should be stated that training of secondary comprehensive school graduates is still not sufficient enough. Though, at a later stage, a number of students enter the institutions of higher education. After all, the learners having a certain level of knowledge, abilities and values are treated as the main staff for universities. Logically, if graduates{\textquoteright} education is not good enough, a university fails to train high quality specialists. Meanwhile, worlwide practice shows that universities own high potential that is not always appropriatelly used. Statistics indicates that only 21\% of the EU citizens capable for work are graduates from universities, whereas the latter indexes in the US and Canada are 38\% and 43 \% respectively. The communiqu{\'e} of the European Commission declears that {\textquoteleft}Europe needs modernised universities. The main question is how to increase our universities{\textquoteright} contribution to the Lisbon Agenda for more growth, and more and better jobs{\textquoteright} (Education and Training..., 2006). The document examines the quality of higher education provided by the European universities. 
During the recent decade, due to reduced complexity, the programmes of social rather than natural sciences and technologies have been the most popular subjects studied. On the one hand, it is a common position, on the other{\textendash} due to various reasons, the young generation in Lithuania and other countries of Central and Eastern Europe is not sufficiently focused on choosing sciences as subjects to be studied as in this case, in order to ensure the development and quality of programmes, apart from declarations, real financial and intellectual resources are required. Natural and technological sciences are primarily devoted to the development of manufacturing and technologies. Analogical sciences must be competetive under the circumstances of rapid globalization in the economical and informational space worldwide. However, only universities cannot improve the situation as a general clear national policy is required. It is worth pointing to the international ROSE research which disclosed that the youth{\textquoteright} interest in sciences and technologies was markedly decreased in the so called developed countries (ROSE, 2008). Certainly, teaching sciences and technologies in comprehensive schools should be enforced.
 High quality higher education is a solid basis of individual and public intellectual property. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. Not everything can be controlled by the existing market as higher education first of all, is an individual property. Therefore, it is not necessarily must be related to the labour market. Higher education is essential to a person him/herself (for young people in particular) in order to consider a personal model of life, to form a unique world outlook and to grow up as a personality and citizen. In this particular case, university implicitly orientating towards the needs suggested by the market, is not suitable for such mission. To save the idea of university worldwide, the latter aspect is exceptionally meaningful. Higher education cannot be treated as a purchase sold in the market. 
Higher education policy becomes a key point. In any case, the quality of higher education cannot be independent neither from science and studying policy of a certain country nor from a policy of a particular university. University autonomy and administration and implementation of science policy at national level are two closely integrated components having a direct impact on higher education. The European Union has established high and ambitious standards. One of those is a steady increase of Europeans{\textquoteright} education. Thus, Lithuania must be ready to meet this challenge. The number of educated people cannot enlarged. The quality of higher education is an integrated part of standard of living and citizens{\textquoteright} welfare. 
},
	keywords = {education quality, higher education policy, quality of studies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234536.pdf},
	author = {Vincentas  Lamanauskas}
}
