<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEACE PEDAGOGY OR/AND EDUCATION FOR PEACE: SOME ACTUALITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">continual process</style></keyword><keyword><style  face="normal" font="default" size="100%">education for peace</style></keyword><keyword><style  face="normal" font="default" size="100%">education process</style></keyword><keyword><style  face="normal" font="default" size="100%">peace pedagogy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1430136706.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">63</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It seems, that education questions and problems are analysed rather intensively. Educational researches of various sizes and on various subjects are constantly carried out - both at national, regional and international levels. There wouldn’t probably be a country on this planet, in which such theme researches in one way or another wouldn’t be carried out. Education is not only interdisciplinary, but a very diverse sphere. Where the man is in action, education is inevitable. If one could have a look at the publications of the education field, one could see that diversity is enormous. Leaders are brought up, career preparation is going on, creativity is encouraged, modern media and ICT are taught to be used, so - called 21st century skills are sought to be educated and so on. To tell the truth, hardly anyone could tell what these 21st century skills are, because hardly anyone could bring oneself to tell what skills will be necessary, let’s say, in 2050. However, education is such a sphere, that very often various insights, opinions, positions etc. are spread. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ineta  Ruškuvienė</style></author><author><style face="normal" font="default" size="100%">Dalia  Augienė</style></author><author><style face="normal" font="default" size="100%">Domas  Auga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ANALYSIS OF PARENTS AND PEDAGOGUES’ SOCIAL ATTITUDES TOWARDS EDUCABILITY OF DISABLED PEOPLE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education process</style></keyword><keyword><style  face="normal" font="default" size="100%">social attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594602</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article analyses structural and intensity features identifying parents and pedagogues’ social attitudes towards education of disabled children. The performed research allows to assert that the structure of attitudes towards educability of disabled people contains the following components: recognition of personality and social value of a disabled person, recognition of their abilities, pedagogical pessimism, fatalism, humanistic pedagogics, segregation, inferiority of a disabled personality and their family, orientation to social – every day education priorities, the underestimation of special education needs, archetypical fears of socializing with a disabled person, pedagogue’s function as a family substitute. In fact, all these components integrate into two main educability construct dimensions, pedagogic pessimism and pedagogic optimism. Features of commonness and individuality identify parents and pedagogues’ social attitudes towards educability of mentally disabled people. Commonness lies in the educability model, its structure. Individuality means that parents’ social attitudes towards educability of their disabled children are oriented (with respect to attitude intensity) to a person, whilst pedagogues’ – into education and integration process. The intensity of parents and pedagogues’ social attitudes changes depending on social –demographic factors. The attitude’s intensity (positive and negative evaluation range) to their disabled child’s educability is conditioned mostly by parents’ psychological state. Professional motivation, age, professional activity place, the type of educational institution condition pedagogue attitude’s intensity the most. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">166-178</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rudīte  Čevere</style></author><author><style face="normal" font="default" size="100%">Sandra  Sproģe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPLICATION OF SOFTWARE QUALITY MODELS IN EVALUATION OF STUDY QUALITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education process</style></keyword><keyword><style  face="normal" font="default" size="100%">quality evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">quality model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400135606.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The analysis and comparison of quality assurance of the development processes, quality models and quality evaluation of the results in software development allows observing a set of similar characteristics through the same concepts in the sphere of education, particularly in the studies of information technologies. Comparison is based on the quality assurance in accordance with the requirements of ISO 9001 standard and Quality Life Cycle Model of software development described in ISO 9126 standard. Similar approach may be applied during the formation of a quality life cycle scheme for the study process and quality model of an education system. A short review of the most popular methods of quality assurance of processes and product quality models used in software development and in education represents the comprehensive attention which has been paid to the quality assurance almost in all spheres of activities for the past years. Involvement of lecturers and students of information technologies in quality evaluation of the study courses is described as part of this process. The review of results and processes which is a well-known method of work in software development can be used in this evaluation. The present paper applies an approach, terminology and the concept of quality from ISO 9001 and ISO 9126 standards.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">37-46</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vlasta Rabe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ICT-SUPPORTED INTERDISCIPLINARITY OF SUBJECTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">education process</style></keyword><keyword><style  face="normal" font="default" size="100%">role of teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392224118.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper deals with new access to manage of the teaching process not only in university, regarding dramatic development information and communication technologies, and last but not least with reference to possibilities of ICT in supporting interdisciplinarity of subjects. There are submitted essence of lecturer’s and student’s standpoints on chances of exercise of e-learning in state of affairs and view of future this method in education, and the necessity of new skills in information and communication technologies.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-117</style></section></record></records></xml>