For ten years now Lithuania along with other European many other programmes, projects and initiatives aimed at
countries has been benefiting from possibilities to study, promoting international cooperation.
participate in projects and enhance its professional knowl-
edge through programmes on offer to EU citizens. Every year Projects and individual mobility activities which were fi-
more than one million EU citizens participate in educational, nanced throughout the decade greatly influenced not only
vocational training and nationality promotion programmes project participants, but also institutions. In order to encour-
financed by the European Union. The Socrates and Leonardo age project promoters to prepare qualitative and creative
da Vinci programmes which started their activities in 1998 projects, evaluate initiatives that help improve activities of in-
have had a huge impact on the changing educational system stitutions, evaluate the work of vocational guidance special-
of Lithuania. Teachers and students of secondary and voca- ists and encourage them to use innovative vocational guid-
tional schools and universities have participated in projects ance and counselling methods and disseminate information;
and exchanged visits and have shared experiences with col- this summer, the Education Exchanges Support Foundation
leagues and peers from other European countries. announced the Quality Competition. 65 institutions and 71
individuals submitted their applications and competed in
In the European Communities’ communiqué Lifelong Learn- ten categories:
ing – to enhance Knowledge, Creativity and Innovations edu-
cation and teaching are defined as fundamental factors of Comenius partnership projects which ended in 2007;
economic and social change. Flexibility and employment Grundtvig learning partnership projects which ended in
guarantees which are necessary for the creation of more and 2007;
improved work places are only possible when all citizens are Participants of Comenius in-service training of 2004–2007;
given the possibility to obtain and enhance their general Participants of Grundtvig in-service training of 2004–2007;
skills through lifelong learning. Lifelong learning contributes Leonardo da Vinci mobility projects of 2006;
to development of creativity and support of innovations and Leonardo da Vinci pilot projects of 2000–2005;
provides the possibility to participate in economic and social Participants of preparatory visits of 2004–2007;
situations. Institutions that participated in the Erasmus programme of
When EU financed educational programmes entered a new Teachers who participated in the Erasmus programme of
phase, a new organization – the Education Exchanges Sup- 2007–2008;
port Foundation – was established in Lithuania. It is the big- Professional guidance specialists.
gest institution performing the function of education sup-
port administrator in Lithuania. It was established on the We are happy to introduce a publication that contains pres-
basis of the former Socrates and Leonardo da Vinci founda- entations of teaching and learning initiatives from the win-
tions by transposing the best practices and implemented in- ners of the Quality Competition of 2008. Project promoters
novations. Our aim is to help Lithuanian citizens benefit from and participants of individual mobility received the biggest
opportunities offered by international cooperation and to “grant” – valuable experience, knowledge and skills of work-
administer programmes and disseminate the results of their ing and learning in an international environment. I hope that
activities. their experience will inspire others to generate new ideas, ini-
tiate projects and implement innovations in their activities.
The Education Exchanges Support Foundation is an umbrella
organization uniting the Lifelong Learning Programme and Daiva Šutinytė
I think that participation in the project was very useful. I
Young people’s Europe – a comparative socio-educational study gained experience in communicating with people of different
cultures, understanding others and making joint decisions.
of young people at the beginning of the 21st century Paulius andriejevas, gymnasium student.
I am very proud of my participation in the project and the
Project number The project Young people‘s Europe – a comparative socio- achieved results. The project gave us an opportunity to present
06-LT-C1-SP-K-064 educational study of young people at the beginning of the 21st our little country – Lithuania, our school and our opinion on
century was implemented in six countries of the European matters that are important to all of us. I made friends from five
contractor Union. Pupils and their teachers had the opportunity to be- other countries of the European Union.
Kėdainiai Šviesioji Gymnasium come familiar with the traditions and culture of each coun- Daumantė sinkevičiūtė, former gymnasium student.
Didžioji g. 62, LT- 57273 Kėdainiai try as well as visit schools, share experiences and introduce
their own country and its cultural peculiarities. The final re- I will never regret my participation in the project. It will re-
contact Person for the Project sult of the project – the newspaper ComPro News published main the most memorable event in my life because I experi-
Gitana Kaupienė for three years and virtual school excursions – comprehen- enced many remarkable moments and – most importantly – I
+ 370 685 78 700 sive and innovative material for teaching English, geogra- made many friends.
firstname.lastname@example.org phy, economics and ethics. When implementing the project, inga ivanovaitė, gymnasium student.
pupils used information and communication technologies:
Grant in eur they partook in on-line discussions, prepared Power Point This project was an excellent tool to improve pupils’ com-
20000,00 EUR presentations and used the Microsoft Publisher and Movie munication and cooperation skills, encourage them to seek
Maker programmes when creating the newspaper. During deeper knowledge, obtain cultural experience and strengthen
number of Project ParticiPants project meetings pupils worked in international groups and motivation.
95 communicated in English. Gitana Kaupienė, project coordinator.
The topic of the project – traditions, leisure, the criminal
Project Partners and economic situation in Europe, loss of nationality and
- Belfast Boys Model School, Great Britain study and work possibilities abroad – is very important to The project was well-managed, anticipated results were
- De Nieuwe Veste, Holland each European citizen. As many as 15 pupils, who partici- achieved and mobility was implemented. The project output
- Zespol Szkol Ponadgimnazjalnych im. Jozefa pated in the project implementation group, went to study was good and qualitative. The received grant was assimilat-
Nojego, Poland in Great Britain after their visits to foreign countries. ed to the full. Project activities and terms were continuously
- Jakob-Friedrich-Schoellkopf-Schule, Germany The dissemination of the project via TV, the press and revised, each visit as a part of the project was evaluated and
- Naantali lukio, Finland the internet in cooperation with local authorities guaran- the progress of the project was discussed. Dissemination of
teed the possibility for every member of the community to the project results was carried out both in the course of the
Duration of the Project become familiar with the project and its results. project and after its completion. Material prepared during
Three years (2004−2007 m.) the project was integrated into English lessons and other
subjects. School excursions were demonstrated for guests
final Project outPut and are still currently demonstrated.
1. The newspaper ComPro News published for three
2. DVD with virtual school excursions.
After the project the discussion site was closed.
Comenius partnership projects of 200
It is still very pleasant for me to recall activities of the
project “Healthy Body – Healthy Mind” in primary classes. I and
my classmates greatly benefited from this project: lessons be-
Outdoor Learning – Healthy Body, Healthy Mind came more interesting, we learned a lot about healthy living,
performed several experiments and organized the litter collec-
tion campaign near the Talkša Lake. Many events and lessons
Project number The aim of the project Outdoor Learning, Healthy Body were organized outdoors near the Svilė Springs, in museums,
06-LT-C1-SP-P-056 – Healthy Mind is to encourage pupils to learn about healthy or even in my classmates’ gardens.
living, become more active and care more about healthy Thanks to the project we became familiar with computers
contractor nutrition. The project activities encouraged replacement for the first time at school. We learned to create and use elec-
Šiauliai Juventa Secondary School of traditional classroom lessons with integrated activities tronic mail, exchanged electronic letters with pupils abroad,
P.Višinskio g. 16, LT-77155 Šiauliai outdoors and helped improve the variety of teaching by us- learned much about their life and even learned some foreign
ing information technologies, revising lesson plans and or- words and phrases.
contact Person for the Project ganizing integrated lessons. The project activities are being Now I am in the seventh form and, regrettably, I cannot
Rasa Dauliuvienė continued (even after completion of the project) in Šiauliai participate in the project.
+370 652 14400 Children’s Library Šaltinėlis, the Šiauliai University Museum Justė abalikštaitė, schoolgirl.
email@example.com and other museums of the city (a contract for continuing
activities has been concluded with the Aušra Museum), the In the course of the three years the activities of classes that
Grant in eur Centre of Young Naturalists on the Salduvė Hill, the Amphi- participated in the project “Healthy Body – Healthy Mind” at-
14834,35 EUR theatre, the Talkša Lake, the Youth Park Beržynėlis, Kamanos tracted both pupils’ and teachers’ attention. Although the
Wetland, Kurtuvėnai Regional Park and the pupils’ gardens. project is over, its activities continue: a methodical group of
number of Project ParticiPants The project was integrated into the school’s curriculum primary classes decided to organize integrated lessons in all 16
95 pupils, 8 teachers and cross-subject integration was performed. The project primary classes. For this purpose contracts with city museums,
gave rise to the tradition for project classes to finish their Children’s Clinics, etc., were concluded.
Project Partners school year outdoors near the Svilė Spring and the Bubiai Daiva Dundulienė, secretary of the methodical group
- Direzione Didattica 3 Corcolo Di Carmagnola, Mound. This tradition still continues after the completion of primary classes at Šiauliai Juventa Secondary School.
Carmagnola, Italy. of the project. We are proud of our partners – the Šiauliai
- Ulsmag skole, Nesttun, Norway. Vocational Training Centre and the Šiauliai Childern’s Clinic
- Bergeno Universitetas, Norway. which are also actively performing various activities. The project was implemented successfully. In Norway
- Kanjonin Koulu, Tampere, Finland. The ideas of the project were integrated into national the project was acknowledged as one of the best projects in
- Cullercoats Primary School, Tynemouth, Great and local projects “I am becoming happier – because I am the country in 2004–2005 and it was presented during the
Britain. healthy”, “Climate change and I” and “Water in my Life”. Comenius Week in Germany in September 2005. The ben-
- Newcastle University, Great Britain. efits of the project to the institution and the process of edu-
- Publiczna Szkola Podstawowa, Poland. cation of the institution were vast. The project was totally
- Šiauliai University, Lithuania. integrated into the school’s curriculum and cross-subject
integration of the project is still in progress. Results of the
Duration of the Project project were noticed by students of Šiauliai University who
Three years (2004–2007) perform pedagogical practical training and watch integrat-
ed lessons. The project results and experiments are being
final Project outPut used by both pupils and students even after the completion
Play/concert Aplankykime partnerines šalis (Let’s of the project.
visit the Countries of our Partners)
Comenius partnership projects of 200
The project was beneficial not only to pupils but also to us
– the teachers. It helped us deepen our geographical, historical
and ethnographic knowledge about other states participating
Our Living Environment: Today – Yesterday – Tomorrow in the project and it helped us to improve our IT skills. It empha-
sized the necessity to learn foreign languages and enriched our
vocabulary of English. And, of course, it gave us a chance to ex-
Project number Project participants exchanged information on the en- perience good emotions and the joy of communication and co-
06-LT-C1-SP-K-068/3 vironment that they live in, their grandparents lived in and operation and encouraged a sense of duty and responsibility.
their children will live in. After starting with the presenta- rima Klenauskienė, teacher of primary classes.
contractor tion of our own rooms, houses and cities we came to the
Pavenčiai Secondary School of Kuršėnai conclusion that the common home of all of us is Europe This project provides an excellent opportunity to break false
Ventos g. 17, LT-81157 Kuršėnai and we are the authors of Europe’s future. Simple activities stereotypes about cultures, traditions, life and people of other
(exchanging photos and descriptions) that were planned countries participating in the project; learn more about the past,
contact Person for the Project in the beginning grew into virtual exhibitions, videocon- present and future not only in our own but also other countries;
Stasė Riškienė ferences, presentations of visions of the future and active and contribute to the creation of the future. When participating
+370 614 74406 participation in local community life. Creative activities of in project activities, we improved our personal, professional and
firstname.lastname@example.org the project – competitions of artistic works, photos, ideas cooperation skills and involved parents in the project activities.
and essays, fashion shows, presentation of old traditions, laimutė leskauskienė, teacher of primary classes.
Grant in eur concerts and many others – gave project participants an ex-
21331,40 EUR cellent opportunity for self-expression and implementation I am very happy that I had an opportunity to participate in
of ideas. On the project website http://ole.mok.lt, presenta- this project. Thanks to it I made new friends, learned many new
number of Project ParticiPants tions from five countries are merged into one – a presen- things and – most importantly – the project gave me experience
480 (from all countries – about 1,200) tation of successful European cooperation which includes and inspired me to create my own projects and actively partici-
tolerance to economic, social and cultural diversity; and a pate in various youth organizations.
Project Partners new approach to learning through cooperation. sandra navickaitė, schoolgirl, 16 years old.
- Realschule am Jungbornpark Moers, Germany.
- Osnovna šola Franceta Prešerna Kranj, Slovenia. I would have never thought that I could make friends with
- Liemers College locatie “Vestersbos”, Netherlands. teenagers from another country – I thought that we were too dif-
- Linneskolan, Almhult, Sweden. ferent! This project helped me learn more about them and now I
know that we have much more similarities than differences!
Duration of the Project rytė andriulevičiūtė, schoolgirl, 17 years old.
Three years (2004–2007)
The project is innovative and interesting by its topic, the
final Project outPut variety and content of activities and achieved results. The
1. The project website http://ole.mok.lt European Commission selected this project as one of the
2. Publication of the project and three DVD films TOP 20 school projects of the Comenius programme and
“OLE” on each year’s activities of the project. presented it in the EC publication Comenius: Success Sto-
3. Painted linen “Our Future”, etc. ries – Europe Creates Opportunities.
The project is exemplary by the content of its activities,
Project website achieved results and project output. According to project
http://ole.mok.lt participants proper project management which was em-
phasized in the application was the main factor behind the
good results achieved.
10 Comenius partnership projects of 200 11
Tommy Nilson, a project participant from the Falkenberg
Awareness of needs for continuing learning / motivation Adult Training Centre (Sweden) said that it was the first time
his institution had participated in the project financed by the
sensitising – measures European Union. According to Tommy the project provided
an excellent opportunity to become familiar with colleagues
and not only work with people from other countries but also
Project number The project activities strengthen the image of the or- learn more about colleagues from his own institution. When
06-LT-G2-LP-K-001 ganization: the interest of the community in the activities introducing their local situation to people from other counties
of the Adult Training Centre has considerably increased. The project participants learned more about the problems they en-
contractor project has increased the motivation of adult learners and counter.
Kėdainiai Adult Training Centre encouraged them to learn foreign languages and contrib-
S. Dariaus ir S. Girėno g. 52, LT-57153 Kėdainiai ute to the implementation of the concept of Lifelong Lean- - Training for various target groups was organized ac-
ing. cording to the adopted curriculum. Further training and
contact Person for the Project The project helped expand international cooperation: counselling is planned in the future too.
Dangiras Kačinskas learners became familiar with the experience of other EU - Three types of questionnaires were created to clarify
+370 347 31 157 countries. Employees of the institution improved their for- learners’ needs and employers’ attitudes towards learners. It
email@example.com eign language skills during project meetings, communicat- enables better coordination of the needs of the two groups
ing via the internet and at language courses organized in and enables more flexible organization of training.
Grant in eur the Adult Training Centre. - Project management was performed by the following
9410,00 EUR The project encouraged the search for coherency be- group of people: the project coordinator, an accountant and
tween Lithuanian and foreign systems of education. The a representative from administration. This demonstration
number of Project ParticiPants learning partnership project contributed to the preparation of teamwork improved project coordination and allowed
100 people from four countries and implementation of new informal curricula: art, compu- project activities to be combined with the usual work of the
ter literacy, German, Lithuanian for foreigners, communica- institution.
Project Partners tion skills, career planning and basics of business. - Project partners carried out systematic evaluation of
- Pocking Adult Training Centre, Germany. project activities (progress) among employees of their own
- Selb Adult Training Centre, Germany. institutions. Active communication and cooperation was
- Talsi Evening and Extramural Secondary School, implemented using distant learning methods.
- Falkenberg Adult Training Centre, Sweden.
Duration of the Project
Two years (2005–2007)
final Project outPut
1. Questionnaires for adult learners, adult educators
2. Publication Tęstinio mokymosi/motyvijos reikmių
įsisamoninimas ir jų skatinimo priemonės. Projekto
dienoraštis (Awareness of the needs of further edu-
cation and motivation and measures to encourage
them. The project diary.)
3. CD with project material.
4. New curricula of informal adult education.
12 Grundtvig learning partnership projects of 200 13
Ilona Šedienė Jurgita Stankaitienė
information about the inDiviDual information about the inDiviDual
English teacher Ilona Šedienė, started her pedagog- Jurgita Stankaitienė has worked in Kaunas Vaižgantas
ical career in the sphere of primary education. Having Secondary School for 20 years. She has 16 years experi-
decided to retrain she finished her studies in the Insti- ence as a teacher of primary classes. She actively par-
tute of Foreign Languages at Vilnius University. Encour- ticipates in projects for the organization of the school’s
aged by the director of Dieveniškiai Rytas Secondary process of education and any change of contents of
School of the Šalčininkai District and having assessed education. Since 2003 she has participated in a group for
the needs of learners of English, she chose the training creation and development of a book for assessing efforts
course offered by INTERACTING S.L. in the City of Bangor and results of pupils of primary classes. From 2002–2005
(Northern Ireland). In January 2006, Ilona Šedienė sub- she worked as coordinator of the Preventive Children’s
mitted her application to the EU Socrates Programme Day Centre Vaižgantukas. Her trainees are active par-
Coordination Support Foundation to participate in the ticipants and winners of various competitions. Jurgita
Comenius 2.2 programme and was awarded a grant. Stankaitienė shares her experience with other teachers
of the City and County of Kaunas. Since 2006 she has
exPert comments participated in the artistic expression group of primary
Dissemination activities of the candidate are praise- school teachers of the City of Kaunas.
worthy: she delivers speeches, organizes seminars, pre- She follows innovations of education and prospects
pares teaching material and publishes articles. Ilona of learning. Insufficient pupils’ self-evaluation, incapabil-
Šedienė also got involved in project activities and par- ity to control their emotions and weak motivation en-
ticipated in the Comenius and Grundtvig contact semi- couraged her to search for training courses on this topic.
nars. The experience of the candidate became a source
of inspiration for other teachers in preparing a practical exPert comments
seminar – St. Patrick – and discussing possibilities for The candidate is assessed as a proactive personality
such seminars in the future while seeking to promote who uses innovations to increase pupils’ motivation: she
active methods of education. participates in practical seminars and introduces active
methods of education to her colleagues and teachers
comments of the inDiviDual from other schools.
A two-week course “Making Sense in Ireland: a Practical
Course Bringing the Stage to the Classroom” surpassed the comments of the inDiviDual
expectations of participants of the course to acquire practical The selected course Active Methods to Increase Motiva-
skills in using elements of a play to increase pupils’ motiva- tion in Learning Situations in Malta surpassed all expecta-
tion. Organizers of the course based their teaching on inter- tions. Participants of the course were taught various active
action which was used all the time and in all situations, i.e. methods (e.g. how to build cooperation skills, encourage a
during lessons, introductory activities and leisure activities. sense of safety and confidence and use methods of creation
Teachers managed to create energetic interaction among and drama). The teacher was happy to share experience
people of different cultures and of different age groups. The not only within her school but also with teachers from other
participant acquired useful experience in promoting the towns. She advises potential participants of in-service train-
concept of lifelong learning and enthusiastically shared ing to improve their foreign language skills, carefully choose
it with her colleagues and teachers from other schools. training courses and be more self-confident.
1 Participants of Comenius in-service training of 2004–2007 Participants of Comenius in-service training of 2004–2007 1
Rūta Binkienė Berta Bertužytė
information about the inDiviDual information about the inDiviDual
Rūta Binkienė has worked as an English teacher Berta Bertužytė obtained the qualification of a
since 1999. For the last five years she has been working French teacher at Vilnius Pedagogical University and for
in Kaunas Humanitarian Primary School. The main rea- a long time was teaching French in secondary schools.
sons for her participation in in-service training are her Since 2001 Berta has been working at Klaipėda Col-
willingness to enhance her qualifications and acquire lege where she has acquired the qualification of a lec-
useful knowledge, skills and experience. Furthermore, turer. Ms Bertužytė participates in the curricula analysis
she sought to improve her conversational English and group of the faculty and college, drafts and develops
familiarize herself with innovations in using language different curricula and is a co-author of a French text-
and also make personal and professional contacts with book which is being prepared for publishing.
teachers from various countries of Europe. Moreover,
Since 2000 she teaches French at Klaipėda Ąžuolynas
the participant is fond of travelling. She likes to visit for-
Gymnasium and participates in the activities of the
eign countries and familiarize herself with the culture
group of French teachers.
and daily life of local people.
In 2005 she participated in the training course
Motivation and Strategies of Learning in France (Vichy
Cavilam). This training course met both personal and
The application is related to two in-service training
professional expectations of the participant and the
courses in which the candidate participated in 2005 and
needs of the institution to the full extent, supported
2007. The candidate’s activity in preparing methodical
the teacher’s career plans to improve and evaluate her
publications and initiating international partnership
projects is praiseworthy. A widespread external and professional qualification and effectively use the latest
internal dissemination of information proves the huge teaching methods and information technologies.
impact of mobility activities on the candidate’s person-
al and professional development and their influence on
the institution and trainees. It is praiseworthy that the participant sees the benefit
of in-service training both in respect of her professional
comments of the inDiviDual activity and in respect of the trainees. Most probably the
The teacher participated in two in-service training experience gained through in-service training is being
courses in England and Wales: in Bristol (2005) and in successfully used in professional activity of the partici-
Llangollen (2007). Participation in these training courses pant. The initiative of the participant to share good prac-
was very useful in all aspects – she obtained new profes- tice and willingness to develop through the participation
sional knowledge, improved her conversational English in international projects is highly appreciated.
and made useful contacts that developed into long-term tries and cultures and the acquired understanding of new as-
cooperation. She also had an opportunity to travel in Eng- comments of the inDiviDual sessment methods helped motivate the learners. This in-service
land and Wales and become familiar with the culture, his- Knowledge acquired through the participation in training course satisfied the participant’s continuous learning
tory, traditions and values of these countries. in-service training as part of the Grundtvig programme needs and motivated her to participate in other developmental
She wishes potential participants of in-service training helped seek a better quality of teaching and learning. Par- activities. Acquaintance with Romanian teachers encouraged
to be open to innovations and be curious and active. Al- ticipation in the training course impelled a critical look at the preparation and implementation of the bilateral interna-
though cultural differences sometimes might cause some the applied teaching methods and encouraged the search tional project Music of Schoolchildren with Timisoar Carmen
confusion, she wishes everybody to be tolerant and well- for new methods. Improved knowledge about other coun- Sylva Pedagogical Lyceum of Romania.
wishing to others.
1 Participants of Comenius in-service training of 2004–2007 Participants of Grundtvig in-service training of 2004–2007 1
Irena Čeikauskaitė Mikas Balkevičius
information about the inDiviDual information about the inDiviDual
In 1962 Irena Čeikauskaitė graduated from Vilnius In 2004 Mikas Balkevičius obtained a Bachelor’s de-
University where in the Faculty of Philology she ob- gree in educology and the qualification of a teacher of
tained the qualification of a specialist in Roman and ethics at Vilnius Pedagogical University. In 2006 he ob-
Greek philology. Currently she works as an English tained a Master’s degree in public administration (EU
teacher in the Faculty of Agrotechnologies at Vilnius policy and administration) and in 2008 was conferred a
College. Irena is an active participant of projects within
Master’s degree in economics at Mykolas Romeris Uni-
the framework of the Grundtvig and the Leonardo da
versity. Since 2005 Mikas Balkevičius works as a project
Vinci programmes, participates in in-service training
manager at Vilnius College which is the biggest non-uni-
versity institution of higher education in Lithuania.
The participant has published many dictionaries
and a lot of teaching material for the development of Mikas Balkevičius became interested in the Grundtvig
the skills of professional and conversational English. programme after he started working at Vilnius College.
She is not only an active participant of national and in- The programme named under the famous Danish edu-
ternational conferences but also organizes the events cologist F.S. Grundtvig attracted him because of the val-
herself. She organized the international conference The ues that it promotes, which is openness, flexibility and
Impact of National Cultures on the Economic Growth. possibilities for lifelong learning.
The teacher decided to participate in the Grundtvig Lifelong learning is a particularly important aspect of
in-service training activities because she thinks that the Grundtvig programme as it encourages continuous
continuous development is one of the main responsi- interest in and search for scientific and cultural knowl-
bilities of a teacher. edge and helps apply the obtained knowledge in eve-
In August – September 2007 Irena Čeikauskaitė
ryday activities. In October 2006 Mikas Balkevičius par-
participated in the in-service training course in Valet-
ticipated in an in-service training course in Hungary. The
ta (Malta). The topic of the course – English Language
topic of the course was Quality management in educa-
Methodology Course for Non-Native English Language
exPert comments exPert comments
According to the experts the participant of the indi- The participant is worth being awarded for the quali-
vidual mobility programme is worth being awarded for tative implementation of in-service training activities. His
the qualitative implementation of the activity. She suc- initiative to share good practice and participation in ac-
comments of the inDiviDual comments of the inDiviDual
cessfully uses the methodological knowledge and skills tive dissemination activities are exemplary. A responsi-
According to the participant the training course was a real
acquired during the in-service training in her daily work The in-service training course was dedicated to the analysis
refreshment to her mind and soul because the participants ble attitude of the participant to the practical application
and by doing so she improves both the quality of her of problems related to the low quality work and low motiva-
were taught by the talented adult educator Alan Marsh from of the acquired skills in his professional activity and to
own work and that of the institution and the learners. tion of institutional employees. The teaching material of the
Cambridge University. The course was focused on the new- the improvement of the image of his organization on the
The participant is not only interested in her own profes- course was delivered in a professional and creative manner
est methods of teaching English and the newest vocabulary international level is worth an exceptional appreciation.
sional development but is also ready to share the ac- which helped improve the understanding of the principles of
of conversational English. Besides, the participants improved
quired experience with colleagues and learners. She is quality management in an institution and allowed the im-
their knowledge of the use of the Content and Language Inte-
open to innovations and seeks to apply the innovations provement of the overall quality of the project work. Accord-
grated Learning method for teaching English.
in practice. For example, when teaching professional ing to the participant participation in the in-service training
The participant admires the opportunities for professional
English, she uses the Content and Language Integrated activities enriched his personality from both professional and
development offered by the project and the opportunity to get
to know other cultures as part of the training programme. personal point of view.
1 Participants of Grundtvig in-service training of 2004–2007 Participants of Grundtvig in-service training of 2004–2007 1
New ideas about mutually beneficial cooperation of en-
Strategy for the Professional Development of Geography terprises and educational establishments were identified. I
brought back with me some valuable material (presentations,
Information Specialists for Knowledge Society Development activity reports, etc.) that would be useful in my daily work.
Discussions with the host institutions were focussed on the dis-
cussion and comparison of the Lithuanian and French training
Project number The aim of the project was to draft a general strategy of GI specialists. The discussions were an opportunity for me to
LT/06/EX/1/0997 providing for the training of specialists in geography infor- improve my professional language skills. New opportunities to
contractor mation (GI) management in Lithuania and to develop drafts take part in joint projects together with the specialists of the
Vilnius University Centre for Cartography of interrelated curricula for the Bachelor’s degree, Master’s science of geography from other countries opened up.
Universiteto g. 3, degree and PhD. miglė Šalkuvienė
LT-01028, Vilnius As a result of visits to the project partners, 34 partici-
contact Person for the Project pants of the project accumulated a lot of information that The visit will be helpful in terms of my professional devel-
Giedrė Beconytė, +370 5 2398296 was helpful in drafting the study plans and course modules opment, especially in the context of institutional enlargement
firstname.lastname@example.org by taking into consideration the actual need of specialist and in terms of planning of the teaching process, cooperation
Grant in eur knowledge of the employing institutions. In cooperation with educational establishments. It will be beneficial in the
27 000 with educators, trainers and project management special- process of setting clear goals for the said educational estab-
number of Project ParticiPants ist, in-depth analysis of the structure and the content of the lishments, offering ways of cooperation, directions and meth-
34 existing curricula for GI specialists has been performed and ods of teaching.
Project Partners ways and opportunities to further develop different curricu- mindaugas Pažemys
- Kaunas College, Lithuania la have been envisaged. As a result of implementation of the
- National Land Service, Lithuania mobility project under the Leonardo da Vinci programme, The experts are of the opinion that the project should
- UAB “Aerogeodezijos institutas”, Lithuania uniform awareness of the GI specialist training problems be considered a model project in all aspects as throughout
- UAB “HNIT-Baltic Geoinfoservisas”, Lithuania and the need for cooperation has been achieved, a model the project period all goals were achieved and a very inten-
- Public institution “GIS-Centre”, Lithuania for the cooperative distance education of GI specialists has sive and efficient dissemination of the project information
- Vilnius Gediminas Technical University, Lithuania started taking shape, a curriculum for distance education was carried out. The variety and scope of the project out-
- Universität Salzburg, Austria in GI has been drafted, a uniform strategy for the system
- Fachhochschule Technikum Kaernten, Austria comes and the definite further use thereof is what makes
of in-service training of GI specialists has been developed, the project exceptional. The new ideas on the training of
- Universität Münster (Institut für Geoinformatik),
partner organisations have started offering in-service train- the GI specialists will form the basis for the improvement
ing courses in the area of GI. of the quality of their training. The project involved various
- Fraunhofer Institut Autonome Intelligente Systeme
(FhG AIS), Germany educational establishments representing different levels of
- Institut Géographique National, France education and business representatives as well as the gov-
- Vrije Universiteit Amsterdam (Spatial Information ernmental surveillance institution, thus encompassing all of
Laboratory), The Netherlands the active stakeholders in Lithuania. The cooperation that
- University of Warsaw, Poland
started as a result of the project is of a defininely sustain-
- Södertörns högskola, Sweden
- Ordnance Survey, Great Britain
Duration of the Project
final Project outPut
Geography information (GI) teaching strategy has
been developed, new exercises have been drafted,
methodological material has been upgraded and re-
spective training courses have been expanded.
20 Leonardo da Vinci mobility projects of 200 21
The visit was of great importance for my professional life as
Cooperation of Business and Educational Establishments in I upgraded my professional knowledge, was introduced to new
ideas, presented with some material necessary for the training,
Raising Public Environmental Awareness established new contacts that are of benefit for my company.
The most impressive thing during the visit to Italy was the train
sorting secondary waste that is usually placed in the vicinity
Project number The Lithuanian Communal Services and Waste Manage- of primary schools, thus encouraging small children to start
LT/06/EX/1/0980 ment Association which is the initiator of the project in- sorting waste and aiming at educating their parents because
volved eight waste management business representatives children talk about such things at home.
contractor from Lithuania into the project the representatives of which vilma railaitė
Lithuanian Communal Services and Waste Manage- together with some specialists of vocational education and
ment Association, Kaštonų g. 4, LT-01107 Vilnius training went to visit some Italian organisations to gain During the visit to Italy I had a chance to talk and exchange
experience which could be applied actively in the area of experience with the managers responsible for the quality of
contact Person for the Project public environmental awareness raising. The project partici- waste management about quality management and environ-
Žydrūnė Markevičiūtė pants gained knowledge about a number of interesting and mental protection measures undertaken in the EU member
+370 5 2619827, email@example.com useful environmental awareness raising project, local waste state. For me personally this trip opened up new opportunities
management systems and observed the functioning of the to exchange experience with my Lithuanian colleagues and
Grant in eur new type of waste removal technologies. specialists from Italy, representing waste management com-
10 000 Upon return to their institutions the participants of the panies, on the issues of raising environmental awareness and
visit drafted environmental awareness raising strategies promoting environmental protection.
number of Project ParticiPants and action plans that can be adapted and used by all en- evelina steponaitytė
11 tities in Lithuania engaged in similar economic activities.
The project helped the partners from Lithuania to actively Experts are of the opinion that the project outcomes are
Project Partners join the process of organising educational and awareness innovative and their dissemination strategy is really crea-
- AB „Panevėžio specialus autotransportas“ raising campaigns, draft corporate environmental policies, tive. As a result of the project, such documents of key im-
- AB „Rokiškio komunalininkas“ internalise some additional information on how to organise portance as the environmental awareness raising strategy
- UAB „Ecoservice“ training, establish new contacts and refresh the long-stand- and actions plans have been drafted and positively rated
- UAB „Ekorivi“ ing relations. by both the Ministry of Education and Science of the Re-
- UAB „Kauno švara“ public of Lithuania and the Bauhaus University in Weimar,
- UAB „Kupiškio komunalininkas“ Germany. As part of the newly developed plans and project
- UAB „Mažeikių komunalinis ūkis“ dissemination activities various events were held at dif-
- UAB „VSA Holding“ ferent educational establishments during which creative
- Euroform RFS, Italija measures were applied with the aim to better impart the
key messages onto the children, teachers and other partici-
Duration of the Project pants.
final Project outPut
As a result of material obtained and knowledge
gained during the visits held within the framework of
the project, the organisations that participated in the
project developed public environmental awareness
raising programmes and plans the implementation
of which continues even after the end of the project
22 Leonardo da Vinci mobility projects of 200 23
Visits to foreign countries were extremely beneficial to me.
Sustainable Tourism – New Outlook to Tourism Industry in As a result I gained a lot of professional experience and it is no
longer difficult for me to serve clients, lay tables, cater at a re-
Lithuania ception or a dinner for a solemn occasion. I improved my Eng-
lish language skills, made new friends. This experience helps
me take a new approach to life, to my future. As a result it is
Project number Eleven students of tourism and hotel administration and easier for me to decide what to do in the future.
LT/06/PL/2/0996 management from Vilnius, Kaunas and Utena colleges went vaida Krasauskaitė
to study at foreign partner organisations to upgrade their
contractor tourism and hotel administration skills and competencies. As a result of my visit to a foreign country my interest in my
Utena College speciality only strengthened and I started admiring it again.
Maironio g. 7 During the period of upgrading their practical skills in I am more eager to further upgrade my skills, to learn and to
LT-28142 Utena foreign hotels the participants of the project had a chance know more about the hospitality industry.
to experience the practical aspects of the implementation božena Paškovska
contact Person for the Project of the principles of sustainable tourism both at a hotel and
Gitana Valukonienė in the surrounding environment (energy efficiency, envi- Experts are of the opinion that this project is worth being
+370 389 61500 ronmental protection). Moreover, all participants gained rewarded for its quality, because all the goals of the project
firstname.lastname@example.org new knowledge, practical experience in hotel administra- have been achieved and the project outcomes and the ex-
tion, improved their foreign language skills, gained more perience of the project participants was effectively used to
Grant in eur self-confidence, endurance and perseverance. upgrade the curricula of educational establishments and in
31 400 choosing their future direction. Thanks to the successful co-
operation of the educational establishments and business
number of Project ParticiPants representatives the training of the students of hotel admin-
11 istration and management has been improved in line with
modern tendencies in the hotel business, particularly in line
Project Partners with the principles of sustainable tourism.
- Utena College
- Vilnius College
- Kaunas College
- Reval Inn Vilnius Hotel
- Ayr College, Great Britain
- Cyprus College, Cyprus
- Fethiye Anatolian Vocational High School of Hotel
and Tourism Management, Turkey
Duration of the Project
final Project outPut
Upgraded curricula of tourism and hotel administra-
tion, as well as upgraded subject and practical training
programmes by encompassing the issue of application
of the principles of sustainable tourism in tourism en-
2 Leonardo da Vinci mobility projects of 200 2
Praktinio mokymo vidinės kokybės užtikrinimo sistemos kūrimas
profesinio mokymo institucijose
Projekto numeris Projekto metu sukurta metodinė medžiaga skirta atlik- Projektas gali būti laikomas pavyzdiniu dėl kokybiškų,
Nr. LT/05/B/F/PP-171005 ti praktinio mokymo kokybės vertinimą pirminio ir tęstinio visoms tikslinėms grupės naudingų rezultatų pasiekimo,
profesinio mokymo įstaigoje, numatant būdus, kaip reikėtų atsakingos projeto valdymo komandos ir jos pažiūrio į pro-
Projekto rengėjas tobulinti būsimų specialistų praktinį mokymą, atitinkantį jekto naudą organizacijai. Projektas buvo neabejotinai nau-
Vilniaus statybininkų rengimo centras Europos Sąjungos strategines nuostatas bei besikeičiančius dingas Lietuvos ir kitų Europos šalių profesinio rengimo ins-
Laisvės pr. 53, šalies ūkio poreikius. titucijoms. Vertintojų nuomone, projekto rezultatai pasiekti
07191 Vilnius Atsižvelgiant į projekto partnerių šalyse pasirinktą koky- reikiamu laiku ir yra aktyviai naudojami praktikoje. Projekto
bės užtikrinimo praktiniame mokyme įvairovę, buvo sukur- novatoriškumą atskleidžia tai, kad projekto įgyvendinimo
Projekto kontaktinis asmuo ta metodika praktinio mokymo kokybės užtikrinimo gerini- metu partnerių šalyse nebuvo analogiškos praktinio moky-
Ivaras Giniotis mui. suformuluota praktinio mokymo kokybės užtikrinimo mo vidinės kokybės sistemos, kurią būtų galima adaptuoti
Tel. 8 5 242 3581 koncepcija ir modelis. ir pritaikyti profesinio mokymo organizacijose.
Faks. 8 5 240 7079 Metodinės medžiagos dalyje „Praktinio mokymo ko-
El. paštas Ivaras@vsrc.lt kybės vertinimo kriterijai ir rodikliai“ pateiktas praktinio
mokymo kokybės vertinimo kriterijų ir rodiklių, informa-
Dotacija eurais cijos šaltinių rekomendacinis sąrašas. Konkrečių praktinio
268 213,50 mokymo kokybės vertinimo kriterijų, rodiklių, informacijos
šaltinių parinkimas kiekvienoje profesinio mokymo įstaigo-
Projekto Partneriai je priklauso nuo nacionalinių profesinio mokymo sistemos
- Vilniaus statybininkų rengimo centras, Lietuva ypatumų ir konkrečios mokymo institucijos patirties.
- Panevėžio kolegija, Lietuva Ši metodinė medžiaga naudinga mokymo institucijoms,
- Vilniaus pedagoginis universitetas, Lietuva siekiant įvertinti tiek praktinio, tiek teorinio profesinio mo-
- Boras Stad, Viskastrandsgymnasiet, Švedija kymo kokybę bei kuriant ir tobulinant vidinės kokybės užti-
- Staatliche Berufsschule Waldkirchen, Vokietija krinimo sistemą organizacijoje.
- Cumbernauld College, Škotija
- DECroLy Centro Homologado de Formacion
Profesional Concertado, Ispanija
- Innovationstransfer- und Forschungsinstitut für
berufliche Aus- und Weiterbildung Schwerin, Vokietija
- Eurosportello - Unioncamere del Veneto, Italija
Projekto galutinis ProDuktas
Metodinė medžiaga „Praktinio mokymo vidinės ko-
kybės užtikrinimo sistemos kūrimas profesinėse mo-
26 2000−2005 m. Leonardo da Vinci programos bandomieji projektai 27
Vertintojai teigia, kad projektas sėkmingai įgyvendin-
Biomedicinos fizika įvairiuose profesinio mokymo lygiuose: tas – jo metu pasiekti kokybiški ir aktualūs rezultatai. 2004
m. ir 2006 m. Lr švietimo ir mokslo ministerija skyrė premi-
nuotolinio mokymo link jas projekto įgyvendinimo laikotarpiu parengtiems vadovė-
liams. Projekto naujoviškumas atsispindi sukurtoje projekto
mokymo medžiagoje. Ji sudaro prielaidas ateityje pereiti
Projekto numeris Projektas skirtas biomedicininės fizikos mokymo pro- prie nuotolinio mokymosi ir gali būti įsisavinama laisvai
Nr. LT/00/B/F/PP-137.024 gramos ir mokymo priemonių paruošimui bei jų sklaidai pasirinktu metu. Svarbu tai, kad sukurti produktai tapo pa-
visuose mokymo lygiuose. Projekto tikslas – suteikti medi- grindu, įgyvendinant kitą bandomąjį projektą – „Nauja nuo-
Projekto rengėjas cininį išsilavinimą įgyti siekiančiam jaunimui ir dirbančiam tolinio mokymo forma: skaitmeninis kompendiumas“, kurio
Vilniaus universiteto Fizikos fakultetas medicinos personalui naujos kokybės žinias, būtinas nau- metu buvo realizuotas nuotolinio mokymo tikslas.
Saulėtekio al. 9, III rūmai, jausių gydymo ir diagnostikos metodų bei biomedicininės
10222 Vilnius aparatūros įvaldymui, siekiant užtikrinti jų konkurencingu-
mą darbo rinkoje.
Projekto kontaktinis asmuo Projekto metu buvo surinkti ir testuojami biomedici-
ričardas rotomskis ninės fizikos moduliai ir programos. Projekto partneriai iš
Tel. 8 5 236 6022 Latvijos, Lenkijos ir Vokietijos rinko medžiagą. Testavimas
Faks. 8 5 236 6003 atliktas Vilniaus ir rygos universitetuose. Atsižvelgus į tes-
El. paštas email@example.com tavimo rezultatus ir ekspertų pastabas parengti teorinių bei
praktinių kursų aprašai.
Dotacija eurais Nauji biomedicininės fizikos mokymo moduliai ir pake-
124 979,00 tai, sukurti, naudojant naujas informacines technologijas.
Projekto įgyvendinimo laikotarpiu sukurtas biomedicininės
Projekto Partneriai fizikos mokymo modulis studentams ir medicininiam per-
- Latvijos universitetas, Latvija sonalui suteikia galimybę savarankiškai įsisavinti CD ir In-
- Vroclavo Medicinos akademija, Lenkija ternete pateiktą medžiagą. Atskirais moduliais pateikiama
- Miuncheno universitetinė klinika, Vokietija informacija lengvai integruojama į bet kurį bazinį studijų
- Vilniaus universiteto onkologijos institutas, Lietuva kursą kaip papildoma ar iliustracinė medžiaga. Visa tai pa-
- Vilniaus kolegijos Sveikatos priežiūros fakultetas, lengvino šioje srityje dirbančių dėstytojų darbą.
Projekto galutinis ProDuktas
1. Biomedicinos fizikos mokymo modulis, skirtas
kolegijų medicinos specialybės studentams.
2. Unifikuotas mokymo programų modulis, skirtas
aukštųjų mokyklų medicinos studentams.
28 2000−2005 m. Leonardo da Vinci programos bandomieji projektai 29
Vertintojų nuomone, šis projektas yra vienas kokybiš-
Profesinio švietimo ir mokymo įgalinimas gerinant dėstytojų ir kiausių projektų dėl neabejotino rezultatų naujoviškumo,
pritaikomumo ir veiklų tęstinumo Europos mastu, atsakin-
profesijos mokytojų e. mokymosi kompetencijas gos projekto valdymo komandos ir ypatingo dėmesio pro-
jekto kokybės užtikrinimui, aktyvaus partnerių bendradar-
biavimo ir stipraus tarpautiškumo akcento įvairiapusės ir
Projekto numeris Projekto metu sukurti nauji inovatyvūs produktai, skir- tikslingos sklaidos tiek projekto įgyvendinimo metu, tiek jo
Nr. LT/05/B/F/PP-171010 ti dėstytojų ir profesijos mokytojų kompetencijų ugdymui veikloms pasibaigus.
e. mokymosi srityje. Projekto metu parengtas kompetencijų Projekto metu pasiekti rezultatai pagrįsti mokymosi
Kauno technologijos universiteto Distancinio moky- vertinimo modelis kartu su vartotojo vadovu ir kompeten- vienetais, orientuojantis į individualius besimokančiojo
mo centras cijų vertinimo įrankiai. Kompetencijų vertinimo įrankiai ir poreikius, ir parengti vadovaujantis LLL profesinio rengimo
Studentų g. 48a-308, vartotojo vadovas prieinami projekto svetainėje registruo-
51367 Kaunas standartais. Sukurti produktai ir metodologija – tai nauja
tiems vartotojams. galimybė dėstytojams ir profesijos mokytojams įsivertinti ir
Projekto kontaktinis asmuo Nuotolinio mokymosi kursų paketas – šešeri nuotolinio ugdyti kompetencijas e. mokymo(-si) srityje.
Danguolė rutkauskienė mokymosi kursai anglų ir partnerių nacionalinėmis kalbo-
Tel. 8 37 300 611 mis – buvo parengtas individualizuoto mokymosi principu.
Faks. 8 37 300 614
Šiame kursų pakete pateikiama besimokančiųjų kompeten-
El. paštas firstname.lastname@example.org
cijų vertinimo ir modulinio mokymosi medžiaga, skirta spe-
Dotacija eurais cifiniams ir individualiems mokymosi poreikiams.
274 903,50 Projekto idėja buvo perkelta į naujus kontekstus ir nau-
jus sektorius – dotacija skirta dviems Leonardo da Vinci pro-
- University of Liège, Support Lab to Telematic gramos naujovių perkėlimo projektams – „EVETE 2“ ir „Tea-
Learning, Belgija chers in Action“.
- Dresden Technical University, Department of
Business Management and Economics, Vokietija
- Cultural and Educational Technology Institute CETI/
research and Innovation Centre in Information,
Communication and Knowledge Technologies,
- Continuing Education Centre at University of
- Coedu e-Learning Ltd., Vengrija
- CFLI Consorzio Formazione Logistica Intermodale,
- VšĮ „Baltijos edukacinių technologijų institutas“,
- Lietuvos darbo rinkos mokymo tarnyba, Lietuva
- Swedish TelePedagogic Knowledge Centre, Švedija
Projekto galutinis ProDuktas
1. Metodinės ir technologinės rekomendacijos nuo-
tolinio mokymosi kursų autoriams
2. Kompetencijų vertinimo modelis bei vertinimo
3. Šeši nuotolinio mokymosi kursai
30 2000−2005 m. Leonardo da Vinci programos bandomieji projektai 31