PRO FESINIO RENGIMO KOMPETENCIJŲ PERIMAMUMAS KAIP EDUKOLOGINĖ PROBLEMA
ACCESSIBILITY OF VOCATIONAL EDUCATION COMPETENCES AS EDUCOLOGICAL PROBLEM

Summary/Abstract: Lately, the questions of credit transferring in vocational training sphere, the quality principles and criteria of general vocational training, general formal and non-formal teaching/learning acknowledgment principles and development possibilities of life-long learning have been discussed. There is a need for qualification and competence acknowledgement development, which is emphasized in the Copenhagen Declaration (2002) for stricter cooperation encouragement of vocational training in Europe and later in the EU documents. One of the priorities, which is set in the declaration, is acknowledgement of competences and qualifications, where it is planned to support the certification principles, credits’ acknowledgment in vocational system, also setting the general competences and qualifications in sector level. The theoretical compatibility possibility of various educational levels is foreseen in the Lithuanian Education Law (2002) – main vocational training, non-university studies and university studies. It claims that teaching modules which were evaluated and acknowledged by the high education schools, which also match the requirements of first studies program in high education schools, can be included into the programs of higher education schools. The relevance of the article is considered by the mismatch between the EU and Lithuanian norm documents, where the scientific, political and managerial presumptions of vocational education levels and the compatibility of various vocational training levels are emphasized. Lauzackas, Danilevicius (2005) and others were announcing publications towards this topic; nonetheless, this problem has not yet been completely analyzed by Lithuanian scientists. The continuity between middle and high education was analyzed a little bit more (Rajackas, 1990, Vasiliauskas, 1990 and others). The aim of the article – to analyze the problem of competence continuity in educological aspect. Tasks: 1) to discuss the concept of competence continuity; 2) to reveal the practical and theoretical presumptions of competence continuity. Applied methods: analysis of literature and documents.

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