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Riga Teacher Training and Educational Management AcademyImantas 7.līnija 1, Rīgā, LV-1083, Latvija

Phone: (371) 7808010 Fax: (371) 7808034 E-mail: [email protected]

Faculty of Pedagogy

CONFIRMED

RTTEMA Senate meeting

2004. 25. october

Decision of the Senate Nr. 31-16

License Year 2002

THE PROFESSIONAL STUDY PROGRAMME "SCHOOL

MANAGEMENT" MASTER'S DEGREE(License Nr. 04053-1)

SELF-ASSESSMENT REPORT

Programmas direktore: Dr.paed. Docent Iveta Kāposta

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mailto:[email protected]

The plot

1. PROFESSIONAL MASTER’S STUDY PROGRAMME “SCHOOL MANAGEMENT”................................................42. SELF-ASSESSMENT REPORT THE PROFESSIONAL STUDY PROGRAMME "SCHOOL MANAGEMENT" MASTER'S DEGREE............................................................212.1. The Perspective Assessment of the Programme............22

2.1.1. The accordance of the study programme to the professional standard...........................................................222.1.2. The references by the employers...............................23

2.2. The Assessment of the Study Programme.....................252.2.1. The basis of the Study Programme............................252.2.2. The Organization of the Study Programme...............282.2.3. Practical realization of the study program.................412.2.4. The assessment system..............................................452.2.5. The students of the Program......................................46

2.2.5.1. The results of the survey of students....................482.2.5.2. The results of the graduates.................................50

2.2.6. The academic staff working on the program.............512.2.7. The provision of financial sources and insurance of infrastructure........................................................................552.2.8. Foreign affairs, cooperation with employers and study programs of Latvia and abroad............................................57

2.3. The plan of the development of the study program......593. ADDITIONS........................................................................61

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1. PROFESSIONAL MASTER’S STUDY PROGRAMME

“SCHOOL MANAGEMENT”LRJ code - 4634500

Director of the programme

Dr. paed., assistant prof. Iveta Kāposta

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The programme has been devised according to the Law on Higher Educational

Institutions, Regulations on the National Standard of the Second Level

Professional Higher Education issued by the Cabinet of Ministers of the Republic

of Latvia and the Conception of Riga Teacher Training and Educational

Management Academy.

The goal of the study programme:

To promote the professional training of educational managers so that they

can put the acquired theoretical knowledge into practice facilitating changes

in the educational system.

The tasks of the study programme:

- To ensure the update of the knowledge and skills necessary for the

educational work.

- To ensure the acquisition of the latest achievements in pedagogy,

psychology and educational management.

- To encourage the development of research and creative work as well as the

skill of combining theory and practice by carrying out topical and

practically significant research on the subject in the Master’s thesis.

- To ensure the skill to manage an educational institution in the changing

social and economic conditions.

Entry requirements for studies in the professional Master’s study

programme:

Applicants must have obtained teacher’s qualification or a professional or

academic Bachelor’s degree in Educational sciences. In case the applicant

only holds an academic Bachelor’s degree in Educational sciences, he/she

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will have to have at least a 2-years’ teaching experience by the time when

he/she receives the Master’s diploma.

Forms of study:

Studies in the professional Master’s study programme are carried out full-

time and part-time in all the study centres of Riga Teacher Training and

Educational Management Academy.

Contents of studies:

The length of studies is 4 semesters full-time or 5 semesters part-time which

amounts to 80 credit points.

The study programme includes:

1. Study courses that ensure the acquisition of the latest achievements in

the theory and practice of pedagogy and psychology.

2. Study courses that ensure the development of creative and research

skills and elaboration of the Master’s thesis.

The improvement of the skills of the management of an educational

institution and increase in the teaching proficiency.

Structure of the study programme:

The study programme consists of 3 modules:

- Module A- academic subjects, which ensure the acquisition of the latest

achievements and the development of the skills of the research and creative

work. The amount of credit points- 41

- Module B- professional subjects, which ensure the update of the knowledge

and skills necessary for the management of an educational institution. The

amount of credit points- 32.

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- Module C- optional courses; the student has to opt for courses the amount

of which in credit points is at least 7.

After the acquisition of the study programme and the defence of the Master’s

thesis the student is awarded the Master’s degree in School Management.

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Full-time Study Programme Study Plan

Part-Block

No Title of Study Course Contact-lessons

Assessment form

Credit-points

Reader

1st SemesterA 1. Educational theories 32 examination 2 Dr.paed. I.Jurgena

Dr.paed. A.LīdakaA 2. Integrated studies on the entirety perception 16 test 1 Dr.paed. A.PetereA 3. Organization and procedure of educational

research16 test 1 Dr.paed. B.Garjāne

A 4. Theory and practice of educational management 32 2 Dr.paed. I.MuzisMag. in soc.management V.Ļaudams

A 5. Linguistic studies 16 test 1 Dr.habil.phil. D.MarkusA 6. Study models 32 examination 2 Dr.paed. I.TiļļaA 7. Professional foreign language – special purpose

foreign language32 test 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 8. School development theories 16 test 1 Dr.paed. I.KāpostaB 9. Legal principles of educational work 16 test 1 Mag. in soc.management

V.ĻaudamsB 10. Quality criteria in education 16 Test 1 Mag.chem. E.Liepiņš

Practice 11. Pedagogic proficiency expertise 112. Work on Master’s dissertation 2

Total amount of credit-points in semester 17

2nd SemesterA 13. Educational research organization and

procedure16 test 1 Dr.oec. S.Kristapsone

A 14. Theory and practice of educational management 32 examination 2 Dr.paed. I.MuzisMag. in soc.management V.Ļaudams

A 15. Personality development theories in pedagogy 32 Test 2 Dr.psych. A.Lasmane

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Mag.paed. K.LapiņaA 16. Professional foreign language – special purpose

foreign language 32 examination 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 17. Comparative pedagogy 32 examination 2 Dr.paed. A.SamusevičaB 18. Office work in Educational establishment 16 Test 1 Dr.paed. N.SautiņšB 19. Organizational planning and management 32 2 Dr.paed. O.ZīdsB 20. Management psychology 32 examination 2 Mag.psych. S.BlumbergaC 21. Optional courses 32 Test 2

Practice 22. Pedagogic Professional proficiency expertise Test 123. Work on Master’s dissertation 6

Total amount of credit-points in semester 233rd Semester

B 24. Accounting and finance in educational establishment

32 examination 2 Mag.in soc. sciences A.Vīgnere

B 25. Economics in education 16 test 1 Dr.paed. A.BaumanisB 26. Organizational planning and management 32 examination 2 Dr.paed. O.ZīdsB 27. Pedagogical ergonomics 16 Test 1 Dr.chem. J.GedrovicsB 28. Staff management 16 1 Mag.paed. Z.LauvaB 29. Project management 48 examination 3 Mag. soc.sciences

R.GrīviņšB 30. Analysis of economics management 16 Test 1 Mag.in soc. sc. A.VīgnereC 31. Optional choice courses 32 test 2

Practice 32. Practice in School management Test 233. Work on Master’s dissertation 6

Total amount of credit-points in semester 214th Semester

B 34. Information systems in education 32 examination 2 Dr.math. G.GorobecsB 35. Strategic planning and management in

education16 Test 1 Dr.paed. O.Zīds

B 36. Contemporary school development tendencies 32 examination 2 Dr.paed. R.Andersone B 37. Staff management 12 examination 2 Mag.paed. Z.LauvaC 38. Optional choice courses 48 test 3

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Practice 39. Practice in school management test 440. Master’s dissertation preliminary defence Test41. Work on Master’s dissertation 6


Optional Choice CoursesNo Title of Study Course Contact-lessons Assessment form Credit-

pointsReaders

1. Educational anthropology 16 test 12. Social anthropology 16 test 13. Pupils’ project management 16 test 14. Pedagogical process in adult education 32 test 2 Dr.paed. B.Garjāne5. Educational sociology 16 test 16. Demography 16 test 17. Statistics 32 test 28. Decision making 16 test 19. Business communication 16 test 1 Mag.psych. V.Simsone10. Orator art 32 test 2 Mag.paed. S.Geikina11. Alternative theories in pedagogy 16 Test 1 Mag.paed. I.Lāce12. Bilingual education 32 Test 1 Dr.habil.paed. I.Maslo13. Second foreign language 64 Test 4 Dr.paed. M.Kaltigina

Mag.paed. I.Bagone14. Information technologies in school 32 Test 2 Dr.math. G.Gorobecs15. Promotion of enterprise and venture 16 Test 1 Dr.paed. S.Rone16. Collegial supervision 16 Test 1 Dr.paed.I.Kāposta17. Concealed violence in school 16 Test 1 Dr.paed. B.Garjāne18. Adult pedagogy 32 Test 2 Dr.paed. B.Garjāne19. Basics of Information technology 32 Test 2 Dr.math. G.Gorobecs20. Pedagogical psychology 32 Test 2 Dr.psych. G.Svence

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Study Plan for Part-time StudiesPart- Block


Assessment form

Credit-points

Readers


Dr.paed. A.LīdakaA 2. Organization and procedure of educational

management8 Test 1 Dr.paed. B.Garjāne

A 3. Linguistic studies 8 Test 1 Dr.phil. V.KuzinaA 4. Educational models 16 examination 2 Dr.paed. .I.TiļļaA 5. Professional foreign language – Special purpose

foreign language16 Test 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 6. School development theories 8 Test 1 Dr.paed. I.Kāposta

Mag.paed. J.VedišcevaB 7. Legal principles of educational work 8 Test 1 Mag.in soc.managment


Practice 9. Pedagogical Professional proficiency in education

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10. Work on Master’s dissertation 2Total amount of credit-points in semester 14

2nd SemesterA 11. Integrated studies on the entirety perception 8 Test 1 Dr.paed. A.PetereA 12. Educational research organization and

procedure8 Test 1 Dr.oec. S.Kristapsone

A 13. Theory and practice of educational management 16 2 Dr.paed. S.OzoliņaMag.in soc.management V.Ļaudams

A 14. Professional foreign language – specific purpose foreign language

16 examination 2 Dr.paed. M.Kaltigina Mag.paed. I.Bagone

A 15. Comparative pedagogy 16 examination 2 Dr.paed. A.SamusevičaB 16. Office work in educational establishment 8 Test 1 Dr.paed. N.Sautiņš

Mag.in soc.sc. V.Simsone

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B 17. Management psychology 16 examination 2 Mag.psych. S.BlumbergaC 18. Optional Choice courses 16 Test 2


Test 1


3rd SemesterA 21. Educational management theory and practice 16 examination 2 Dr. .paed. S.Ozoliņa

Mag.in soc.management V.Ļaudams

A 22. Personality development theories in pedagogy 16 Test 2 Dr.psych. A.Lasmane Mag.paed. K.Lapiņa


16 examination 2 Mag.in soc.sc. A.Vīgnere

B 24. Organizational planning and management 16 2 Dr.paed. O.ZīdsB 25. Pedagogical ergonomics 8 Test 1 Dr.chem. J.GedrovicsB 26. Project management 24 examination 3 Mag.in soc.sc. R.GrīviņšC 27. Optional Choice Courses 16 Test 2


4th SemesterB 29. Information systems in education 16 examination 2 Dr.math. G.GorobecsB 30. Educational economics 8 Test 1 Dr.paed. A.BaumanisB 31. Strategic planning and management in


B 32. Contemporary school development tendencies 16 examination 2 Dr.paed. V.KrastiņšB 33. Organizational planning and management 16 examination 2 Dr.paed. O.ZīdsB 34. Staff management 16 examination 2 Mag.paed. Z.LauvaC 35. Optional Choice Courses 8 Test 1

Practice 36. Practice in school management 237. Work on Master’s dissertation 5


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5th SemesterB 38. Analysis of economics management 8 Test 1 Mag.in soc.zin. A.VīgnereC 39. Optional Choice Courses 16 Test 2

Practice 40. Practice in school management Test 441. Pre-defence of Master’s dissertation Test42. Work on Master’s dissertation 5

Total amount of credit-points in semester 12Optional Choice CoursesNo Title of Study Course Contact-lessons Assessment form Credit-

pointsReaders

1. Educational anthropology 8 Test 12. Social anthropology 8 Test 13. Pupils’ project management 8 Test 14. Pedagogical process in adult education 16 Test 2 Dr.paed. B.Garjāne5. Educational sociology 8 Test 16. Demography 8 Test 17. Statistics 16 Test 28. Decision making 8 Test 19. Business communication 8 Test 1 Mag.psych. V.Simsone10. Orator art 16 Test 2 Mag.paed. S.Geikina11. Alternative theories in pedagogy 8 Test 1 Mag.paed. I.Lāce12. Bilingual education 8 Test 1 Dr.habil.paed. I.Maslo13. Second foreign language 32 Test 4 Dr.paed. M.Kaltigina

Mag.paed. I.Bagone14. Information technologies in school 16 Test 2 Dr.math. G.Gorobecs15. Promotion of enterprise and venture 8 Test 1 Dr.paed. S.Rone16. Collegial supervision 8 Test 1 Dr.paed.I.Kāposta17. Concealed violence in school 8 Test 1 Dr.paed. B.Garjāne18. Adult pedagogy 16 Test 2 Dr.paed. B.Garjāne19. Basics of information technology 16 Test 2 Dr.math. G.Gorobecs20. Pedagogical psychology 16 Test 2 Dr.psych. G.Svence

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SYNOPSES OF THE STUDY SUBJECTS

Module A

Theory and practice of educational management

Builds up the knowledge about the educational system, the school’s internal

administration and control, the role of administration in the formation of the

school’s microclimate, gives an insight into the latest research on the issues of

school management in Latvia and abroad.

Management of school administration. The inner and outer environment of an

organisation. Conditions of making a team. Democracy at school. Adaptation and

project weeks.

Study models

To study the latest pedagogical literature and the nature of the educational process,

to update the skill to investigate and design particular educational situations, look

for the pedagogical resolution of these situations using different forms of work

(group work, simulations, brainstorming, discussions, etc.), to analyse and assess

the results.

Theories of education

Improves the knowledge about the historical development of the theories of

education, the latest pedagogical research on attitudes in the educational process,

verbal and non-verbal educational communication, assessment and self-

assessment in the educational activity.

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Comparative pedagogy

Gives the comparative analyses of the contemporary theories of education in

different countries. The globalisation of the educational systems.

Theories of school development

Analyses the theories of the micro-prospective and macro-prospective

development of schools. Deals with topical school issues from the point of view of

different theories

Integrated learning viewed wholly

Integration as a teaching method, form of organisation and an alternative approach

to the learning process.

The pedagogical and psychological foundations of an integrated contents of

studies. In the practical work- analyses of the contents of studies, formation of an

integrated model of studies.

Organisation and procedure of educational research

Improves knowledge about educational research methods, logic of educational

research, its structure, formulation of the goal and objectives, compilation,

analyses and processing of research material.

General, general scientific and special research methods. Ways of solving the

research problem, conditions of their selection.

Develops the skills of planning and organisation of the research.

Personality development theories in pedagogy

Improves knowledge about the nature and structure of personality, theories of

development, furthers the skill to orientate oneself in the psychological literature,

assess and use it in the professional performance.

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Linguistic studies

Improves knowledge about the basic issues of the culture of language as a branch

of science, develops stylistically and grammatically correct and precise writing

skills, as well as business writing skills and an appropriate usage of the standards

of the Latvian literary language.

Professional foreign language

Consolidation of the professional vocabulary. Studies of authentic texts on

educational issues abroad, different conceptions, school types and other aspects in

the humanistic paradigm of education.

Module B

Economics of education

The conception of education formulated and worked out by the state. The system

of finance of education and the corresponding legislation in Latvia and other

countries. The analyses of comparative efficiency. The regulation and projection

of the economics of education.

Analyses of commercial activity

Knowledge and skills about the nature and forms of entrepreneurship, organisation

and planning of an enterprise. The organisational and economic instruments of an

enterprise and their use in the achievement of goals and decision making. The

development of economic thinking and the comprehension of economic situations.

Setting up and running a business, analyses of its results.

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Psychology of management

Improves knowledge about the psychological aspects of human resources

recruitment and management, managerial styles, cultivation of the interaction

between the manager and his/her subordinates.

Legal foundations of the educational work in the context of globalisation

The course acquaints with topical issues in the legislation of education and the

legal provision of education in the Republic of Latvia. It develops the skill of the

application of labour legislation to modelled situations of educational work. It

analyses documents establishing children’s rights and their implementation in an

educational institution.

Office work

The system of administrative documentation, drawing up and processing of

documents. The circulation of documents. Preservation. Delivering to archives.

Criteria of performance in education

The problem of the performance of education in the educational process. The

selection of the contents of studies, teacher’s professionalism and competency in

the improvement of the performance of education. The formation of personal

qualities in the interaction between the teacher and the pupil. The possibilities of

the establishment of the criteria of the performance of education.

Educational ergonomics

Psychophysiology and the perception of the spatial environment. Perception of

light, perception of forms, perception of materiality and colour, perception of

space. Perception of space and sound. Perception of space and furniture. The role

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of experience in the perception of space. The organisation of human activity in

space. Natural environment and techno environment.

Accounting and finances in an educational institution

The aim of the course is to acquire the fundamentals of accountancy. To acquire

practical skills in bookkeeping, to keep the accounts of the enterprise’s resources

and sources of their formation, economic processes and their financial results, to

observe the basic principles of accounting and the current rules and regulations.

To acquire the skill to analyse and estimate the results of the performance in

business entities.

Module C

Pupils’ project management

Project as a means of solving a problem. Ways of solving problems. The features

of a project. The role of the teacher- counsellor in project management. Forms of

work in integrated projects. The structure and design of pupils’ projects. The

defence of the project.

The educational process in adult education

To develop the skills of the improvement of further education. The social and

psychological characteristics of adults. Case studies. Project studies. Thematically

centred interaction. The system of training models. The opportunities of the

formation of the motivation for further education.

Sociology of education

The nature of sociology. The individual and the society. Social groups. System.

Sociological research. Testing. Discretion. Interpretation of sociological research.

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Business communication

The process of communication. Barriers in the process of communication. The

comparison of oral and written communication. Requirements for information.

Drawing up efficient documents. Contents, exposition, succession, layout. Public

speech, its kinds, preparation techniques. Negotiations.

Oratory

To cultivate the skills of expressive speech. To acquire the principles of the

formation of expressive speech and prevention of speech deficiency in pupils. To

cultivate voice and posture during a public speech. To give an insight into the

fundamentals of performer’s art and its application to the work of a teacher.

The alternative theories of education

The educational paradigm from the aspect of the world outlook. The

correspondence of the studies of each alternative theory of education (didactic

system) to a certain paradigm. The classical alternative theories of education,

didactic systems, their impact on the teacher’s practical work through the

corresponding taxonomies, models and schemes.

Bilingual education

General human and national values. Trends of globalisation and patriotism.

National self-awareness. Special interests of minority groups. The integrity of an

individual. Bilingual studies.

Second foreign language

Foreign languages( English, German). To improve foreign language skills to be

able to read and prepare professional texts independently, talk about educational

topics.

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Information technology at school

Information technology. Software. Multimedia systems. The principles of local

and global computer network, opportunities of the improvement of application.

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2. SELF-ASSESSMENT REPORT THE PROFESSIONAL STUDY

PROGRAMME "SCHOOL MANAGEMENT" MASTER'S

DEGREE

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2.1. The Perspective Assessment of the Programme

2.1.1. The accordance of the study programme to the

professional standard

The programme is developed in correspondence with the Cabinet of

Ministers of the Republic of Latvia "The Regulations of the Second Level

Professional Higher Education State Standards" No 481, 20 November 2001 and

the Conception by Riga Teacher Training and Educational Management Academy.

During the commencement stage of the study programme, the standard project for

the professional standard of the leader of educational management was established

in cooperation with Riga School Board.

This document was created by using the “Regulations on the Certification of

School Directors”, where the functions and the main directions of the respective

leader are stated, as the basis.

The amount and the structure correspond absolutely to the demands of the

document. At present the standard of the profession is confirmed.

The study courses, providing the opportunity to acquire and improve the

competences necessary for the leading of the strategic development and planning,

as well as for the heading of the pedagogical process, staff and running of the

economics, are included. The courses included in the study programme allow

acquiring both knowledge and skills, as well as developing the required individual

features of the leader, for instance, such as purposefulness, objectivity,

perseverance, empathy.

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2.1.2. The references by the employers

To clarify the point of view of the employers on the necessity of the study

programme, the people responsible from the Regional School Boards, as well as

the authorities from the regional councils were acquainted with the contents of the

study programme. They elucidated the opinions of the students on the study

programme. Afterwards the employers expressed their point of view on the

necessity of the study programme. (It is possible to get acquainted with the

references at the educational methodologist.)

The employers point out that nowadays it is not enough for the leader of an

educational establishment to acquire knowledge only in pedagogy and

psychology. It is necessary to possess knowledge of the leadership, knowledge in

economics, financial questions; moreover, it is not enough to have the knowledge,

but it is necessary to acquire particular skills and attitudes. Namely, such

competences are offered by the study programme.

The surveyed employers appoint that the study programme is created

logically; it is determined and committed to the practical activity of the leaders of

educational establishments.

The knowledge and skills, which are acquired during the process of studying,

provides high quality for the function of a leadership, as well as helps to cope with

different everyday and routine tasks.

As an important opportunity offered by the study programme, the employers

mentioned the possibility to study not far from the students’ dwelling and work

places. That allows combining of work and studies. After the acquaintance with

the study centres in Liepaja and Kuldiga regions, the supervisors of the Board

decided to provide the financial support for their students of the particular study

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programmes. The inspectors of the Ministry of Education and Science of the

Republic of Latvia and the supervisors from educational boards of Liepaja,

Aluksne, Gulbene, Balvi have started attaining education at the particular study

programme themselves as well.

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2.2. The Assessment of the Study Programme

2.2.1. The basis of the Study Programme

The professional Master’s degree study programme “School and Educational

Management” at Riga Teacher Training and Educational Management Academy

exists from the year of 2002. It is developed in accordance with the Law on

Higher Education, "The Regulations of the Second Level Professional Higher

Education State Standard" by the Cabinet of Ministers of the Republic of Latvia

and the Conception by Riga Teacher Training and Educational Management

Academy.

The Principles of the Formation of the Study Programme:

Professional Proficiency – skills and abilities to implement the high-quality work

creatively based on the profound awareness of the mission, full knowledge of the

profession, high intelligence, and conviction, love of work, experience and

continuous self-perfection.

Democracy – the study programme contents and its maintenance management

and assessment is accomplished by good fellowship involving lecturers,

professors, students and employers.

Individuality – It is possible for the students to make their individual study plan

corresponding to their individual needs and interests (Optional courses in Part C

block, the theme of the Master’s dissertation).

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System-structure – There exists a mutual interconnection among the study

programme’s courses, therefore, it is important to observe their sequence during

the study process.

The Aim of the Study Programme

To promote the professional maturity of the educational leaders, to

implement their knowledge into practice, to contribute to the changes in

education.

The Objectives of the Study Programme

- To assure the perfection of the acquired knowledge and skills in educational

work.

- To ensure the acquirement of the latest achievements in pedagogy and

psychology.

- To promote the attainment of the skills in research and creativity as well as the

development of the skills of combining theory and practice, researching urgent

and significant in practice themes during the master’s degree study research.

- To assure the ability for leadership of the educational establishment in ever-

changing socioeconomic circumstances.

The total amount of the credit-points (CP) is – 80.

The programme includes

- the study courses assuring the attainment of the innovative achievements in

school management, school leadership, pedagogy and psychology (14 CP):

Upbringing Educational theories

Integrated holistic studies (based on the concept of the whole)

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Educational management theory and practice

Education models

Personality development theories in pedagogy

Comparative pedagogy

School development theories

- the study courses assuring the attainment of the proficient research work

quality (7CP):

Education research organization and procedure

Linguistic studies

Professional special purpose foreign language

- the study courses assuring general leadership knowledge acquiring – (11 CP):

Organization planning and management

Staff supervision

Analysis of school economy management

Leadership (management) psychology

Education strategic planning

Office work in the educational establishment

- the study courses introducing into the development and the management

specifics of the contemporary educational establishment – 13 CP amount:

Legal fundamentals of Educational work

Communication information systems in education

Accounting and finance in the educational establishment

Education economy

Quality criteria in education

Contemporary school development tendencies

Project management

Pedagogical ergonomics

26

8 CP predetermined to the practice activities of the student in the educational

establishment:

- for the perfection of the pedagogical proficiency– 2 CP

- for the development of the leadership proficiency of the educational

establishment – 6 CP.

20 CP are predetermined to the elaborating and defence of the Master’s

dissertation.

The following 7 CP are predetermined to the optional choice (Study

Programme Part C block) made by students. A list of diverse study courses is

offered to the Master’s degree students for elective selection.

The above mentioned division of the study courses corresponds to the

demands set by "The Regulations of the Second Level Professional Higher

Education State Standards", as well as ascertain the attainment of the competences

appointed in the professional standard of the educational management leader.

2.2.2. The Organization of the Study Programme

The attainment of the study courses included in the study programme is

maintained ensuring the mutual corresponding to the study contents, assuring the

conception of system and gradualism.

During the first and the second semesters, mainly the academic study courses

of the programme are acquired. The contents of these study courses is developed

envisaging both the attainment of new knowledge and the opportunity to select

urgent issues for the Master’s dissertation research, so providing the possibility to

gain a more perfect comprehension of the theory. During the third and the fourth

semesters, the professional study programme part courses are acquired, providing

the attainment of the specific knowledge and skills of the educational management

leader.

27

Each semester, simultaneously with the compulsory study courses the

students are free to opt for elective or optional courses empowering and

developing profoundness of the knowledge and skills in one specific field or

theme of interest to the student. It gives an opportunity for the students to select

urgent courses, and the Master’s degree students can acquire and promote their

knowledge and skills, the interest and necessity of which they have developed

attaining the study courses provided by the academic and professional courses of

the study programme. Therefore, optional courses free choice opportunity is

enriched every semester.

Since 2002, several changes have been introduced into the organization of

the programme.

Academic year 2004/05 has accomplished the reorganization of the

RTTEMA structure and the post-graduate studies do not comprise a separate

structural unit. All Master’s study programmes are implemented at the faculties

now. So the professional study programme “Educational management” belongs to

the faculty of Pedagogy.

Implementation of Study programme organization

Faculty Council

Dean

Programme director Methodologist

Departments

Docents Study centre manager, staff28

Taking as the basis the experience gained during the attainment of the study

programme, taking into consideration the proposals made by the professors, the

lecturers and the students, the following improvements were introduced into the

study programme:1. the amount is changed for 2 study courses, maintaining the total study programme

amount:

Study course

Number of credit points

Academic year

2001/2002

Academic year

2003/2004

Project management 2 3

Legal principles of the educational

management in the context of

globalization

2 1

2. in accordance with the specifics of the study course the title of the study course is

perfected:

The Title of the Study Course

In the academic year 2001/2002 In the academic year 2003/2004

Information management systems Information systems in education

3. following the student requirement, in accordance with the possibilities of

the departments, the option of the Part C block study courses is

supplemented by the below mentioned courses:

Promotion of enterprise and venture - 1 CP

Collegiality supervision – 1 CP

Adult pedagogy – 2 CP

Concealed violence in schools – 1 CP

29

Pedagogical psychology – 2 CP

Basics of information technology – 2 CP

4. few alterations are introduced into the realization of the study programme

schedule.

Due to the difference of the length of the studies under the full-time and the

part-time study programmes, there are two plan implementation schedules

created (Look into the next page).

30

Full-time Study Programme Study Plan

Part-Block


Assessment form

Credit-points

Reader


Dr.paed. A.LīdakaA 2. Integrated studies on the entirety perception 16 test 1 Dr.paed. A.PetereA 3. Organization and procedure of educational

research16 test 1 Dr.paed. B.Garjāne

A 4. Theory and practice of educational management 32 2 Dr.paed. I.MuzisMag. in soc.management V.Ļaudams

A 5. Linguistic studies 16 test 1 Dr.habil.phil. D.MarkusA 6. Study models 32 examination 2 Dr.paed. I.TiļļaA 7. Professional foreign language – special purpose

foreign language32 test 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 8. School development theories 16 test 1 Dr.paed. I.KāpostaB 9. Legal principles of educational work 16 test 1 Mag. in soc.management


Practice 11. Pedagogic proficiency expertise 112. Work on Master’s dissertation 2


2nd SemesterA 13. Educational research organization and

procedure16 test 1 Dr.oec. S.Kristapsone

A 14. Theory and practice of educational management 32 examination 2 Dr.paed. I.MuzisMag. in soc.management V.Ļaudams

A 15. Personality development theories in pedagogy 32 Test 2 Dr.psych. A.Lasmane

31

Mag.paed. K.LapiņaA 16. Professional foreign language – special purpose

foreign language 32 examination 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 17. Comparative pedagogy 32 examination 2 Dr.paed. A.SamusevičaB 18. Office work in Educational establishment 16 Test 1 Dr.paed. N.SautiņšB 19. Organizational planning and management 32 2 Dr.paed. O.ZīdsB 20. Management psychology 32 examination 2 Mag.psych. S.BlumbergaC 21. Optional courses 32 Test 2

Practice 22. Pedagogic Professional proficiency expertise Test 123. Work on Master’s dissertation 6

Total amount of credit-points in semester 233rd Semester


32 examination 2 Mag.in soc. sciences A.Vīgnere

B 25. Economics in education 16 test 1 Dr.paed. A.BaumanisB 26. Organizational planning and management 32 examination 2 Dr.paed. O.ZīdsB 27. Pedagogical ergonomics 16 Test 1 Dr.chem. J.GedrovicsB 28. Staff management 16 1 Mag.paed. Z.LauvaB 29. Project management 48 examination 3 Mag. soc.sciences

R.GrīviņšB 30. Analysis of economics management 16 Test 1 Mag.in soc. sc. A.VīgnereC 31. Optional choice courses 32 test 2

Practice 32. Practice in School management Test 233. Work on Master’s dissertation 6

Total amount of credit-points in semester 214th Semester

B 34. Information systems in education 32 examination 2 Dr.math. G.GorobecsB 35. Strategic planning and management in


B 36. Contemporary school development tendencies 32 examination 2 Dr.paed. R.Andersone B 37. Staff management 12 examination 2 Mag.paed. Z.LauvaC 38. Optional choice courses 48 test 3

32

Practice 39. Practice in school management test 440. Master’s dissertation preliminary defence Test41. Work on Master’s dissertation 6


Optional Choice CoursesNo Title of Study Course Contact-lessons Assessment form Credit-

pointsReaders

1. Educational anthropology 16 test 12. Social anthropology 16 test 13. Pupils’ project management 16 test 14. Pedagogical process in adult education 32 test 2 Dr.paed. B.Garjāne5. Educational sociology 16 test 16. Demography 16 test 17. Statistics 32 test 28. Decision making 16 test 19. Business communication 16 test 1 Mag.psych. V.Simsone10. Orator art 32 test 2 Mag.paed. S.Geikina11. Alternative theories in pedagogy 16 Test 1 Mag.paed. I.Lāce12. Bilingual education 32 Test 1 Dr.habil.paed. I.Maslo13. Second foreign language 64 Test 4 Dr.paed. M.Kaltigina

Mag.paed. I.Bagone14. Information technologies in school 32 Test 2 Dr.math. G.Gorobecs15. Promotion of enterprise and venture 16 Test 1 Dr.paed. S.Rone16. Collegial supervision 16 Test 1 Dr.paed.I.Kāposta17. Concealed violence in school 16 Test 1 Dr.paed. B.Garjāne18. Adult pedagogy 32 Test 2 Dr.paed. B.Garjāne19. Basics of Information technology 32 Test 2 Dr.math. G.Gorobecs20. Pedagogical psychology 32 Test 2 Dr.psych. G.Svence

33

Study Plan for Part-time StudiesPart- Block


Assessment form

Credit-points

Readers


Dr.paed. A.LīdakaA 2. Organization and procedure of educational

management8 Test 1 Dr.paed. B.Garjāne

A 3. Linguistic studies 8 Test 1 Dr.phil. V.KuzinaA 4. Educational models 16 examination 2 Dr.paed. .I.TiļļaA 5. Professional foreign language – Special purpose

foreign language16 Test 2 Dr.paed. M.Kaltigina

Mag.paed. I.BagoneA 6. School development theories 8 Test 1 Dr.paed. I.Kāposta

Mag.paed. J.VedišcevaB 7. Legal principles of educational work 8 Test 1 Mag.in soc.managment



1


2nd SemesterA 11. Integrated studies on the entirety perception 8 Test 1 Dr.paed. A.PetereA 12. Educational research organization and

procedure8 Test 1 Dr.oec. S.Kristapsone

A 13. Theory and practice of educational management 16 2 Dr.paed. S.OzoliņaMag.in soc.management V.Ļaudams

A 14. Professional foreign language – specific purpose foreign language

16 examination 2 Dr.paed. M.Kaltigina Mag.paed. I.Bagone

A 15. Comparative pedagogy 16 examination 2 Dr.paed. A.SamusevičaB 16. Office work in educational establishment 8 Test 1 Dr.paed. N.Sautiņš

Mag.in soc.sc. V.Simsone

34

B 17. Management psychology 16 examination 2 Mag.psych. S.BlumbergaC 18. Optional Choice courses 16 Test 2


Test 1


3rd SemesterA 21. Educational management theory and practice 16 examination 2 Dr. .paed. S.Ozoliņa

Mag.in soc.management V.Ļaudams

A 22. Personality development theories in pedagogy 16 Test 2 Dr.psych. A.Lasmane Mag.paed. K.Lapiņa


16 examination 2 Mag.in soc.sc. A.Vīgnere

B 24. Organizational planning and management 16 2 Dr.paed. O.ZīdsB 25. Pedagogical ergonomics 8 Test 1 Dr.chem. J.GedrovicsB 26. Project management 24 examination 3 Mag.in soc.sc. R.GrīviņšC 27. Optional Choice Courses 16 Test 2


4th SemesterB 29. Information systems in education 16 examination 2 Dr.math. G.GorobecsB 30. Educational economics 8 Test 1 Dr.paed. A.BaumanisB 31. Strategic planning and management in


B 32. Contemporary school development tendencies 16 examination 2 Dr.paed. V.KrastiņšB 33. Organizational planning and management 16 examination 2 Dr.paed. O.ZīdsB 34. Staff management 16 examination 2 Mag.paed. Z.LauvaC 35. Optional Choice Courses 8 Test 1

Practice 36. Practice in school management 237. Work on Master’s dissertation 5


35

5th SemesterB 38. Analysis of economics management 8 Test 1 Mag.in soc.zin. A.VīgnereC 39. Optional Choice Courses 16 Test 2

Practice 40. Practice in school management Test 441. Pre-defence of Master’s dissertation Test42. Work on Master’s dissertation 5

Total amount of credit-points in semester 12Optional Choice CoursesNo Title of Study Course Contact-lessons Assessment form Credit-

pointsReaders

1. Educational anthropology 8 Test 12. Social anthropology 8 Test 13. Pupils’ project management 8 Test 14. Pedagogical process in adult education 16 Test 2 Dr.paed. B.Garjāne5. Educational sociology 8 Test 16. Demography 8 Test 17. Statistics 16 Test 28. Decision making 8 Test 19. Business communication 8 Test 1 Mag.psych. V.Simsone10. Orator art 16 Test 2 Mag.paed. S.Geikina11. Alternative theories in pedagogy 8 Test 1 Mag.paed. I.Lāce12. Bilingual education 8 Test 1 Dr.habil.paed. I.Maslo13. Second foreign language 32 Test 4 Dr.paed. M.Kaltigina

Mag.paed. I.Bagone14. Information technologies in school 16 Test 2 Dr.math. G.Gorobecs15. Promotion of enterprise and venture 8 Test 1 Dr.paed. S.Rone16. Collegial supervision 8 Test 1 Dr.paed.I.Kāposta17. Concealed violence in school 8 Test 1 Dr.paed. B.Garjāne18. Adult pedagogy 16 Test 2 Dr.paed. B.Garjāne19. Basics of information technology 16 Test 2 Dr.math. G.Gorobecs20. Pedagogical psychology 16 Test 2 Dr.psych. G.Svence

36

The students report on the research pace and further work plan development

of their Master’s dissertation, in order to proceed with their effort smoothly and

successfully.

The Plan of Master’s Dissertation Development

For the Full-time Studies

1 st Semester The choice of the Master’s dissertation theme and

September – December the mentor.

3 rd Semester The report on the research pace by the student.

September – October

4 th Semester

April Pre-defence of the Master’s dissertation.

June Defence of the Master’s dissertation.

The Plan of Master’s Dissertation Development

For the Part-time Studies

1 st Semester The choice of the Master’s dissertation

September – December theme and the mentor.

3 rd Semester The report on the research pace by the student.

October - December

5 th Semester

September Pre-defence of the Master’s dissertation.

December Defence of the Master’s dissertation.

There is a practice included in the framework of the programme curriculum

(See the Practice plan). It is the pedagogical professional proficiency during the

37

first and the second semesters, and it is educational (school) management during

the third and the fourth semesters.

During the practice the students can test and develop their theoretical

knowledge acquired in the academic studies, they can attain and perfect the

competencies necessary for the leader and manager. At the end of each semester a

written report on the procedure, the pace and the results of the practice has to be

submitted to the mentor of the practice, but at the end of the school management

practice period – a conference is being organized, where the participants share the

experience gained and the conclusions they have come to.

At the moment there is a problem of organizing the school management

practice for the students, because it is difficult to provide every student with the

practice placement. Not all the principals of the schools are ready to head and

mentor the practice of the Master’s degree students. Sometimes the principals

having profound experience of the practical work lack theoretical background.

To solve the problem, it is necessary to educate the leaders of the practice, but in

the near future the leaders of such a practice could be the graduates of the current

study programme.

The difficulties are also observed in the point that the majority of the

students are already connected with a particular job and there are major

difficulties to leave it for the practice placement of 6 weeks. In fact, in the real life

situation it is practically impossible. Therefore, a lot of students choose their work

place as the place for practice, which is not always efficacious, for the reason of

lacking the opportunity to acquire experience in another educational

establishment and gain knowledge of the management of another educational

establishment and get an insight into the experience of the head of the respective

establishment.

38

To solve the problem, it is considered to introduce the students at least with

the performance of 3 different educational establishments during the practice of

the 3rd study year beginning with the academic year 2004/2005.

The Practice Plan

Semester Type and activities of the practice Competencies

1st semester Pedagogical professional proficiency:Visiting and analyses of the lectures led by professors and lecturers

Organization and analysis of the classes

2nd semester(2nd ,3rd semester forPart-time studies)2 CP

Pedagogical professional proficiency:Participation in conferences, seminars, public speeches, publications.

Conclusions and the generalization of the conclusions gained during the practice and academic studies.

3rd semester(4th semester for the part-time students)

School management:Analysis of the documentation and the management structure of an educational establishment

Analysis of the documentation, the analysis and the organization of the school pedagogical process.

4th semester(5th semesterFor Part-time

studies)

6 CP

School management:Substitution and doubling of the

work done by the leader of the

educational establishment.

Planning, organization and control of the school pedagogical process.

The objectives of the practice see in the supplement.

39

The experience acquired during the practice, own observations and the

completed work the Master’s degree students summarize and submit to the

programme director. The reference, on the work done by the Master’s degree

student, issued by the practice supervisor is submitted together with the above

mentioned materials. (You can be acquainted with the materials of the practice at

the Department of Master’s degree study programme methodologist.)

2.2.3. Practical realization of the study program

Corresponding to the specifics of the course, the professors choose the

methods and work forms. Most of then used work forms are lectures, seminars,

and discussions.

Besides the students in all the courses do independent works, study literature,

write articles for presentation, practical works. The works are done individually,

as well as in bigger and smaller groups corresponding to the specifics and content

and tested. (Wish the form of review can be seen in the Master’s office)

The professors, working in study program, are involved into different

research projects (in details look 2.6. and addition: professors CV). The gained

conclusions are implemented regularly in the content of the study course.

The important work from for the professional study program in practice:

pedagogical mastery (2 CP) and educational management (6 CP). (One can see

materials of practice in the Master’s office).

A special study form is Master’s work out. Master’s degree students have

chosen themes for their research which are diverse, current, connected with

school work and educational management.

40

The research leaders of the Master’s work involve students in their research

projects.

The choice of the research leaders corresponds to the student’s interest about

particular problems.

Entering the master’s study program, the participants submit the articles

about the issue most interesting for them and connected with educational

management with the articles it is possible to be acquainted in Master’s office.

Corresponding the initiative interest the possible research leaders are offered,

whose scientific research or professional activity is connected with the student’s

chosen them.

Master’s research is connected with different directions:

- solving socio pedagogical issues at school,

- improvement of the study process,

- providing of the quality of education,

- further education of professors and their leadership,

- improvement of the school running,

- the development of the school,

- pedagogical process and its leadership in academy,

- the leaders of the infant (pre – schools),

- creating of a democratic environment at school,

- creating of an image of education establishment,

- the leadership of methodical work,

- assessment and self assessment process organization and leadership,

- workout and of educational programs,

- the impact of educational policy on the development of school,

- bilingual education and its implementing at schools,

- the innovation a its implementing and running at school.

41

In 2003./2004. academic year Master’s works are defenced about following

themes:

- The improvement of the future sports teachers' professional competence

with the critical constructive didactic model

- Basic school as the centre of rural cultural environment

- The provision of ergonomic work station in a comprehensive school

- Evaluation of teachers' professionalism according to the factors of the

dialogic method

- The specific character of management in interest education

- The role of administration in the development of democratic school

environment in Talsi Gymnasium

- The organisation of the study process in a medical school

- The possibility of two-direction bilingual education in Latvian bilingual

basic schools

- The enhancement of the methodological work in Riga Secondary School

No.3

- Assessment in the process of the acquisition of piano playing

- The professional growth of the teaching staff in an educational

establishment

- Izglītības programmas izveides un realizācijas nosacījumi

vispārizglītojošajā skolā

- The guidance of the development of pupils' giftedness at school

- The system of the assessment of pupils' achievements in Jelgava 1st

Gymnasium

- Availability and significance of professional education establishments in a

small town

- The provision of healthy environment at basic school

42

- The procedure of the evaluation of teachers' professional competence at

school

- The management style of a pre-school educational establishment as the

promoter of teachers' pedagogocal creativity

- The role of the school management in the formation of the motivation of

learning natural science subjects

- The managers' role and competence in planning the school budget

- The possibilities of the improvement of the great technique of piano

playing in the implementation of the Piano playing course programme

- The impact of the personality of the head of an educational establishment

on the microclimate of the teaching staff

- The role of the managerial team in the formation of the image of an

educational establishment

- Leading a sports methods commission in volleyball training sessions at

basic school

- The formation of efficient interaction between pupils and school

administration

- The formation of the self-evaluation system at Daudzese Basic School

- The impact of foreign pianism schools on the development of the Latvian

piano school

- The organisation of problem-based studies for the insurance of the

development of pupils' study motivation

- The role of school dance groups in the formation of the image of the

schools

- The actualisation of the piano playing study process in a comprehensive

school with an in-depth study of music

43

- The pedagogical conditions of the implementation of the programme The

study of military environment in Latvia and abroad in Latvian Armed

Forces

The defenced Master`s works can be found in the library of RTTEMA.

2.2.4. The assessment system

The achievement in the assessment system the achievement of work and

success is accessed corresponding to RTTEMA regulations on testing system (see

addition).

In each study course corresponding to its specific and testing form (in written

way, orally, combined) is alone by the professor.

About control the students are informed at the beginning of the course,

because in each study course description (see addition) the order of assessment is

shown. The majority of the study courses analytical assessment is realized, it is –

assessment is given to the student about each work done during the study course

(home work, in auditory alone), these assessments are summarized.

During the work out Master’s work is being assessed by the research leader.

During the 3rd semester a conference is being organized about the pace of the

work, where each student tells about the done work and submits the next plan of

work. During 4th semester at full – time studies and during 5th semester in non –

full time studies Master’s work is assesses by the pre – defence commission, it

decides about the readiness for the defence. The defence of Master`s work is

allowed only after evaluation of pre-defence commission. The disadvantages of

the work are pointed out during the pre-defence process. It is possible to correct

44

them until the defence. Simultaneously the students acquire the experience of the

defence of their ideas and their completed work.

All the dates on student are computerized in the united date base, where an

individual study card is made.

Because the students are regularly informed about the plan their individual

work, to do all the tasks in tome and in good quality.

The analysis show, that in majority of the cases the assessment is not cower

than 7 (good), very rarely are the assessment 5 (average) and 4 ( almost average).

The are no difficulties in the courses as pedagogies and psychology, where

they are well prepared before, because all the students have already pedagogical

education, as well as further education courses and seminars attended before

Master’s studies are in these fields.

The most difficulties are in accountancy project leadership, quality criteria in

education, because these we new branches, which in rare eases are connected with

their previous education.

During the process of Master’s work out all the works are estimated

corresponding to the demands and have got sufficient assessment. To promote the

quality and popularization of the current research, it is thought to ask the defence

commission not only to estimate the works, but recommend them for the

publication and/or heading them to different competitions.

2.2.5. The students of the Program.

During 2001/2002 – 2003/2004 the proficiency Master’s degree of

educational management have gained 55 people.

The Master`s degree in spring 2004 got 23 graduates.

45

The proficiency getting Master’s degree during year 2003/2004 are acquired

byFull time

Course (study year)

Way of financing

Students (active)

Academic vacations

Total in types of finances

Total in course Total

year 1budget 59 1 60

60

86pay fees - - -

year 2budget 16 3 19

26pay fees 4 3 7

Non – full time

Course (year) Group Students

(active)Academic vacations

Total in groups

Total in course Total

year 1Alūksne 17 - 17

90

243

Bauska 19 - 19Jēkabpils 16 - 16Kuldīga 38 - 38

year 2

Alūksne 17 1 18

109

Bauska 17 - 17Cēsis 11 2 13Jēkabpils 16 - 16Kuldīga 23 - 23Liepāja 20 - 20Rīga - 2 2

year 3Alūksne 16 - 16

44Cēsis 15 - 15Rīga 13 - 13

46

The students` professional activity

2.2.5.1. The results of the survey of students

To get to know how the study program is evaluated by student and the

quality of it is implementing, at least once during the study year a survey is made

(see addition).

The variety of students can be observed: there are young, recently graduated

from the higher establishment and their experience is not big. They do not have

experience of a leadership. There are rich in experience students as well, people

who run an educational establishment.

Therefore the individual needs are different and interests diverse.

Nevertheless it is possible to get common view of Master’s program students.

The main motivation is based on two principals;

- to enrich the professional knowledge

47

- to insure one’s career ability.

As the main positive trends are mentioned:

- the diversity of the program, which provide the student with necessary

amount of knowledge and experience,

- professional professors, content determined subject programs,

- during the process of the studies important ideas are acquired for the job.

A part of the students mentioned, that during the studies an opportunity has

emerges at least for a time to change the environment, which allows to look at

one’s work from another aspect.

The program gives an advantage to share with colleagues.

Some students pointed out, that the studies had helped them to prepare better

for the accreditation and for the certification of the directors.

As the main positive trends are mentioned:

- Here is observed particular order and correlation. The students who already

are the leaders of the establishment, mainly point out B block study courses: basis

of the staff. The legal basics of educational job, theory and practice of educational

management, planning and running or organizations, school development theory.

The students who are not connected with the leading of a school recognize

such subjects as – upbringing theory, learning models, integrative studies,

comparative pedagogy.

There are students, who point out, that there is no necessity to expose

separate subjects, because the complete system is considered to be important,

which helps to win out the main goals.

So, the study content corresponds not only to the formal demands (standard),

but helps to satisfy students’ needs and interests.

As the main disadvantages are:

- too large amount of independent work, which demands to work with

sources in foreign languages,

48

- its difficult to connect studies and work, mainly bothering the quality of

Master’s work,

- sometimes unexpectedly the time table changes.

In surveys they express the view, how to improve work organization and

study program.

These ideas are analyzed and realized in further work experience.

One can be acquainted with the survey at Master’s degree office.

2.2.5.2. The results of the graduates

The graduates were included in survey too. Till spring 2004, graduated from

academy those, who started their studies in academic program and only later after

the change of the study program started the professional program. This transition

from one program to another is pointed out as a difficulty being faces during the

studies. Simultaneously they point out that the staff of the program have helped

them to overcome the difficulties.

The graduates of 2004 point out, that they are satisfied with the study

content.

During the studies they have gained good knowledge, skills, experience. As a

separate benefit they have got friendship is pointed out. During the studies the net

of friendship is created, which at least partly will serve them in future as well.

The meetings between the studies and the director of the program are regular

when the students get the information on the latest issues of the program, of the

organization and implementing of the program.

There is an opportunity to express their proposals for the improvement of the

program. These proposals are discussed and if possible observed in the further

work.

49

Such an example can be the change of the amount of the study course from 2

to 3 CP ‘’leading of the project’’. This change has helped them to acquire much

better the skills offered by the course.

2.2.6. The academic staff working on the program.

To implement the program highly qualified staff is attracted, at least

specialists with Master’s degree in the appropriate branch.

Totally there are 43 professors. 28 of whom or 65 % work permanently, 15

or 35 % work ass a non – full time specialist.

The qualification of the staff:

State professors – 4, 2- permanently working, - 2 – connecting their

work with the permanent job;

Associated professors – 6, all of them work permanently;

Assistant professors – 11, permanently of whom – 6, connecting

work -5;

lecturers – 22, permanently – 14, connecting their job -8.

Qualification of the staff:

PLD science 20, habilitated – 2,

Master’s degree 23, 7 – studying at Doctor’s program.

6 of the included staff in the implementation of the program are the leading

educational managers.

All the B block professors are directly connected with the corresponding

fields practically too.

It allows the lectures to improve study content flexible with the latest issues.

50

The research activities of the staff.

The professors are involved in different international, as well as within the

state research projects, do individual research, take part in various professional

associations (CV look add.)

These activities give them opportunity to improve their qualification,

enriches their experience, help them to be alert in various latest issues of science.

The professors use their experience in their work with students:

- study content is improved,

- diverse work organization methods are implemented, to gain the major

students’ activity,

- current research themes are being offered for Master’s work.

For example, Phd. A. Petere has involved students in the research about

integrative learning, their organization and coordination in elementary school.

Phd. S. Rone runs Master’s degree work on the problems of national identity

at school.

Phd. I. Kāposta runs the work on professional and professional education

trends at education establishment.

Phd. J. Gedrovics has involved several Master’s degree students to solve the

problems of educational ergonomics. (One can find the themes at the

methodologist).

Further on one can see the main scientific activities:

1. Scientific research:

- The content of the pedagogical content and forms of organization, their

connection with the pre – school age periodization.

- Correctness of Latvian language sounds and methods in minority schools,

ISEC.

51

- Invention of bilingual education, its research, teacher’s work, Educational

and Science Department.

- The content of ethics as a subject at school, Education Department.

- Psychological and physical preparation and its assessment within the

program ‘’Defence of the State’’, (state income office) (VID).

2. (The Grants). The research granted by the Council of Science of Latvia:

- Results of integrated learning 1 -4 grades – lead. Dr. paed. A. Petere.

- The research of phonetics – content and recommendations – lead Dr. hab.

phil. D. Markus.

- The development of creative personality – lead Dr. psych. R. Bebre.

- The research on Latvian phonology – lead Dr. hab. phil. D. Markus.

- The development of creative personality – lead by Dr. psych R. Bebre.

3. Individual grants (see CV).

4. International research projects.

The project financed by Europe Education foundation ‘’The change of

emphasis in the system of profpedagogics in Latvia and Lithuania’’ – Dr. paed. I.

Kāposta, Dr. paed. B. Garjāne, Dr. psych. A. Lasmane, Mag. paed. I. Lāce.

- DaF Master’s program pilotproject – Dr. paed. M. Kaltigina.

- Socrates/Erasmus – Dr. chem.. J. Gedrovics.

- “Delate 1’’, “Delate 2’’ – Dr. paed. I. Kāposta, Dr. paed. I. Jurgena, Mag.

paed. I. Lāce, Dr. paed. B. Garjāne.

- Initiative creativity at Latvian secondary school’’ – financed by G.B.

government - Dr. psych. G. Svence, Mag. paed. I. Lāce.

- Integration in education – financed by CICE – Dr. paed. S. Rone, Dr.

paed. I. Jurgena.

- Political education in new democracy counties – Dr. paed. S. Rone, Dr.

paed. I. Kāposta.

52

- Cooperative project with Darem University, England – Dr. psych G.

Svence.

5. Work of experts:

- Questions of Curriculum in ED programs.

- Gōte institute Munich Science and educational department.

- Latvian language licence commission, Science Academy.

- The board of Pedagogical promotion LU.

- The board of philology LU.

- Education and Science Department, Contact and examination centre.

- ANAP commission of Experts.

- Scientific council of Experts, 11th commission.

- Vituta Diža University Council of Promotion, Lithuania.

6. Social activities:

- Society of Latvian Scientists

- International association in Zonnenberg

- International association of Phonetics

- Didactic Nature science research society of Europe

- Association of LR Professors

- Association of Latvian Pedagogic scientists

- The Council of Creative societies

- Pax Romana ICMICA – MIIC Education commission

- Latvian association of UN

- Baltische Gesellschaft in Deutschland e.v. council.

7. Educational improvement: Germany, Scotland, Sweden, G.B, Denmark,

Iceland, Austria, Poland, Switzerland, Estonia, Hungary, France, Lithuania,

Norway, Finland, USA, Canada, Russia, Japan.

8. Directions of Scientific research:

- personality psychology

53

- andragogic

- didactic

- school pedagogic

- development pedagogic

- school leadership

- applied – games (business games)

- pedagogical ergonomics

- didactic of foreign language

- phonetics and phonology.

The active scientific life and self education of the staff serves as a good

example for the students. Master’s degree students are involved in the activities,

so they have the access to the wider learning opportunities.

The staff is being made corresponding to the study program content. It is

done by the appropriate chair in close link with the program director.

Within the chair are observed and planed the re-education and growth of the

staff. The study course descriptions are worked out and confirmed in appropriate

chairs. The study materials and study aids are worked out there too.

2.2.7. The provision of financial sources and insurance of

infrastructure

The study classes are in Riga, Imanta 7 line 1, as well as in Alūksne, Bauska,

Cēsis, Jēkabpils, Kuldīga, Liepāja, Madonas, Tukums, Ventspils.

The chair headquarter are in Imantas 7 līnija 1. The halls and class rooms are

supplied with the necessary facilities.

The financial sources of the study program:

1. State budged.

54

2. RTTEMA incomes, study fees.

Different loan opportunities for the students:

1. Credit from the state.

2. Study credit.

3. Grants.

Materially technical basis of the academy:

1. Library 65000

2. Computers 458

3. Copy mashines 32

4. Codoscopes 20

5. TV sets 18

6. Video tape recorders 20

7. Tape recorders 150

8. Multiprojectors 3

9. Video cameras 6

10. Digital cameras 1

Study subjects ‘’Information Technologies in education’’, ‘’Information

technologies at school’’, ‘’Computer basics’’, as well as ‘’Empirical research for

data basis’’ Master’s degree students acquire in special computer class room.

Foreign languages partly are held in computer class room either. These are

computers of the 5th generation, which correspond the current technology

demands of education.

During the studies and Master’s work out they have access to the computers

in the library. There is access to the Internet . The students have opportunity for

different sport facilities too.

There are all the necessary facilities for the work.

55

Material basis has always been improved.

2.2.8. Foreign affairs, cooperation with employers and study

programs of Latvia and abroad

The successful implementation of the program is possible only if there is

cooperation with employers. Creating the study program and the project of the

standard of the educational manager was held with the cooperation with Riga city

school board. The recommendations are implemented into both documents. As in

B block there are study courses, teaching of which is necessary not only theory,

but practice has to be included, as well as knowledge of the latest issues, the

courses are lectured by the leaders of the centres of professional education. (See

CV).

The cooperation with the employers, the school boards of regions and towns,

is in various directions:

Master’s degree themes and their choice: the employers point out the

problems, which are important so the current topic trends can be seen. Sometimes

the students come with clear themes, already shoes by them. Working out the

works, theoretical basis is given and activity or experience can be analyzed, or

new problem solving ways are considered.

Practice – the Employers insure work places, letting students get the

experience. To have productive practice, practice places are being looked for,

where can do their work well enough. It is not always achieved successfully.

Sometimes the school principals with great experience do not have sufficient

theoretical knowledge.

Some students of Master’s degree receive partly or full study fees from

their employers.

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The representatives of employers are involved in the work of defence

commissions of MS works.

To do the assessment of the competences corresponding to the profession,

assessment commission is formed so, that the leaders of education management

are included.

The professional Master’s degree program of educational management is the

only one in Latvia. Pedagogical Higher establishments offer academic programs

in Educational sciences. Therefore there are no particular cooperation with these

program. For the development of the program foreign contacts are significant.

2003/2004 study year 1 student from full time study program studied in

Germany Fraiburgh Pedagogical Academy. After returning study courses

acquired there will be included (accepted) to RTTEMA study program.

In 2003 the decision minutes were signed at Oto von Girik’s University of

Magdeburg (Germany) Professional pedagogic Institute about creating

international Master’s program: ‘’Professional educational Management’’.

(Minutes, see add.)

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2.3. The plan of the development of the study program

The strong points of the program:

- The content of the study program is directly oriented of the improvement

of the leader in educational management professional competences.

- The study program is provided with high quality staff.

- The leaders of the program are provided with cooperative work among the

staff of structure units.

The employers of school management are interested in the existence of the

program.

A special interest has to be payed to:

- the improvement of the practice content and realization,

- organizing of international cooperation,

- study aids creating.

It is planned for the improvement of the Master’s study program in

educational management:

1. To continue improvement of the study course quality:

- Study course content improvement corresponding to branch development,

- Natural corresponding of the study course content,

- The improvement of the content and realization of practice,

- To educate the leaders of practice in educational establishment, to provide

the places for practice,

- To expand and vary C block study course offers corresponding to the aim

of the program, students’ interests and needs.

2. Popularize the suggested ideas by the students in educational

establishment.

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3. To promote the improvement of qualification of the staff, to implement

the program.

4. To promote the cooperation of the staff and the leaders of the program for

the research.

5. To promote more active cooperation of the students in scientific

conferences, so popularize their concept of the research.

6. To continue cooperation with Humanities, social and Pedagogical Science

Faculties of Magdeburg University, for the staff exchange and work out of the

program fields.

59

3. ADDITIONS

60

Course Description

1. Title of the course: Comparative Pedagogy

2. Title of the programme: Master Programme School Management

3. Level of the course: compulsory part A of MA programme

4. Credit value: 2/16 hours

5. Author of the course: Dr.paed.prof. Alīda Samuseviča

6. The goal of the course: to encourage the development of the students research skills and comparative skills in the pedagogical processes investigation of Latvia and of the world

6.1. The enabling objectives:the comparison of theoretical pedagogical idea with school practicethe development of skills to work out universal and supposed characters of theoretical approachthe simultaneous investigation of educating and bringing up processes; comparison and creation

of effective models in pedagogy

7. Course content:

7.1. Course abstract:The course is purposeful and organic in the master programme to encourage the development of the students research skills and comparative skills in the pedagogical processes investigation of Latvia and of the world.The course of Comparative Pedagogy acquaints the MA students with the development of educational processes in the modern world, charactirizes the development of school systems: the problem of school democratization, democratization and differentiating of learning/teaching, characteristics of school systems in the today’s world (the USA, the UK, Germany, France, Japan, Russia, Denmark, Sweden, etc.), analysing effective school activities, educational reforms in the world and their essence, teacher ‘s personality and pedagogical competence Discussions in the world about the development of education: the background of learning/teaching concept, the problem of the educational result, programme development, educational and learning/teaching differentiating, group learning/teaching, learning/teaching of gifted schoolchildren, development and learning/teaching of children with special needs, involving and compensating education.Theoretical paradigms: social paradigm, biopsychological paradigm, prioritates and problems, intercultural education, social environment changes and bringing up, schoolchildren ideal and behaviour crisis.School bringing up practice: traditional bringing up disadvantages, authoritative and humanistic bringing up, schoolchildren council and bringing up, citizenship skills in the multicultural environment, tolerance and co-operation. School and family problem comparative analysis.The problems of pedagogical process development: new educational models, experimental school activities, open school, alternative school, Information and Communication Technology in the world: mass media information , further education, E-studio, etc., formal and informal education roots, further and lifelong education development tendencies.

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During the course the students develop skills to characterize, to analyse, to compare, to generalize comparative pedagogy problems.During seminars and practical lectures the students are involved to work independently, to widen their theoretical and practical horizon purposefully, dicussions create their critical thinking and pedagogical self-evaluation and self-reflection.

7.2. Course plan:Theme 1 The object and subject of comparative pedagogy, aim and objectives, historical development, research problems and their characteristics 2 hoursTheme 2 the development of educational processes in the modern world: the development of school systems, the best schools in the world and their characteristics, the problem of school democratization, democratization and differentiating of learning/teaching, the models of effective school actionsand their criterion 4 hoursTheme 3 School democratization process: traditional educational models, democratic education characteristic criteria, human pedagogy strategy, school development, individual and institutional development, economic co-operation and development organisations (OECD) education development research 2 hoursTheme 4 Reforms in education, legislation and real pedagogical co-operation. Educational paradigms and models. Quality paradigm changes in education 2 hoursTheme 5 higher education problems and development tendencies. European universtity system challenges. Higher education in the USA: advantages and disadvantages. Comparative aspects actuating 2 hoursTheme 6 Teacher ‘s personality and pedagogical competence: pedagogical self-reflection, the dimension of variety of teacher’s professionalism and its characteristics in the comparative context 2 hours

7.3 Themes for the independent research:1. Characteristics of problem education2. Criterion of alternative school and pedagogical potential3. Analysis and comparing of pedagogical education in the world4. Comparative research in education and pedagogy

7.4. Reports:1. Common and Different Tendencies in European Educational Systems2. Vision of Education and Pedagogical Strategies in the 21st century3. Lifelong Dimension and Information and Communication Technology in Modern Society

8. Compulsory Reading:1.Ādlers A. Individuālpsiholoģija skolā: Lekcijas skolotājiem un audzinātājiem. – Rīga: Zvaigzne ABC, 2001.2.Alesīno A. Izaicinājums Eiropas universitāšu sistēmai // Diena, 2003. gada 10. februāarī3.Beļickis I. Izglītības alternatīvās teorijas: pieredze, teorija, prakse. – Rīga: RaKA, 1997.4.Dārendorsfs R. Atbrīvojiet universitātes // Diena, 2003. gada 4. janvāris5.Izglītības kvalitāte un komunikācija Latvijas izglītības sistēmā: izglītībā iesaistīto pušu viedokļu socioloģisks pētījums / Atb.red. A.Jakubovska. – Rīga: LR IZM, 2003. – 28 lpp.

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6. Izglītības starptautiskas salīdzinošas novērtešnas sistēma Latvijā / A.Geske, A.Grīnfelds, A.Kangro.- Rīga: Mācību grāmata, 1997. – 211 lpp.7.Builis A. Salīdzinošā pedagoģija. – Rīga: LU, 1992.8.Eiropas Savienības valstu izglītības un profesionālās izglītības sistēmu struktūra. – EOTK – EK – EAEK, Brisele – Luksemburga, 1995. – EURYDICE Latvijas aģentūra, 1999.9.Koķe T. Pedagoģiskā doma ASV un Lielbritānijā. – Rīga: Zvaigzne, 1991.10.Koķe T. Pieaugušo izglītības attīstība: raksturīgākās iezīmes. Rīga: Mācību apgāds NT, 2000.11.Koķe T., Rupmeja E. K.G.Jungs mūsdienu skolai. – Rīga: RaKa, 2001.12.Prets D. Pedagoga rokasgrāmata. Izglītības programmu pilnveide. – Rīga: Zvaigzne ABC, 2000.

Bibliography:1.Brīlmeiers A. Veidot skolu ar prieku. – Rīga: LU, 1998. 2.Brīlmeiers A. Vara un autoritāte audzināšanā. – Rīga: LU, 1998. 3.Geske A. Matemātikas un dabaszinātņu izglītības tendenču starptautiskais pētījums 1995. – 1999. – Rīga: Mācību grāmata, 2000.4.Broks A., Geske A., Grīnfelds A., Kangro A., Valbis I. Izglītības indikatoru sistēmas. – Rīga: Mācību grāmata, 1998.5.Koķe T. Pedagoģiskie pētījumi Eiropā // Izglītība un Kultūra.- 1993. gada 19. augustā.6.Šiļņeva L., Eglīte E. Kas ir problēmbalstīta izglītība. – Rīga: SDSPA Attīstība, 2001. 7..Джуринский А.Н. Зарубежная школа: история и современность. – М.,1993.

Dr.paed.prof. Alīda Samuseviča

63

Course Description

1. Title of the course: Theories of School Development



4. Credit value: 2/16 hours; full-time department

5. Author of the course: Dr. paed., doc. Iveta Kāposta

6.The goal of the course: to promote the students understanding of school as an important social institution and its development conditions

7. Course content:

7.1. Course abstract: The course promotes the students understanding of school as an important social institution and its development conditions, widens their knowledge on school’s existence and developmentDuring the course the students are introduced to different school theories. The students are given a possibility to analyze school and its life in accordance with above mentioned theories

7.2. Course plan:1. School as a social institution.(1 hour)2. School theories.(1 hour)3. Macroperspective theory:(6 hours)

3.1.Organisationsociological theory.3.2.Structurally functional theory.3.3.Historically materialistic theory.

4. Microperspective theory (6 hours):4.1.Psychoanalitical theory.4.2. Interakcionistiskā theory4.3.Human theory

5. Theory of school radical criticism (2 hours)

7.3 Themes for the independent research: Alternative School Theory

7.4. Reports:One Theory (of your own choice) Your School Analysis

7.5. Student’s Assessment: In order to get 2-point credit value the student

- Must participate in the seminars actively- Must work out a course project - Must take part in oral test

Evaluation:- Analitical evaluation during the seminars

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- Test – essay

8. Compulsory Reading:1. Gudjons H. Pedagoģijas pamatatziņas. – R.: Zvaigzne ABC, 2. Žogla I. Skolas pedagoģija. – R.: LU3. Apelt H.J. Schulpaedagogik4. Maslo I. Skolas pedagoģiskā procesa diferenciācija un individualizācija. – R.:

RaKa5. Wartenberg H. Zur Entwicklung der Neuzeitlichen Bildungssysthem. –

Magdeburg: TU

Dr. paed., doc. Iveta Kāpost

65

Course Description

1. Title of the course: Learning/Teaching Models



4. Credit value: 2

5. Author of the course: Dr. habil. paed., prof. Irina Maslo, Dr.paed. IntaTiļļa

6.The goal of the course: co-operation with the MA students in the group enriches their teaching models in order to plan and analyse their process of models design

7. Course content:7.1. Course abstract: The course is included into MA programme, that allows the students taking part in the dialogue with the lecturer to investigate learning/teaching model theoretical essential principles, to analyze learning/teaching situations (macro, mezo, micro levels) and to find out schoolchildren’s needs in accordance with their age, to evaluate traditional and alternative learning/teaching experience in solving problems, that makes the need in its creative findings actual. The course Learning/Teaching Models reviews the variety of learning/teaching models, the classification of different approaches and models’ characteristics: the context of learning/teaching prospective planning, learning/teaching and methodological analysis, procedures’ planning, learning/teaching stages, determination common and different things.Learning/teaching theoretical conclusions in the research process the MA students study and try in their own practical pedagogical activities, and, also, evaluate the conclusions in the seminars. The course gives the students an opportunity sharing experience in a communicative way to get success in their personal development.

7.2. Course plan:1. Skills and competences approach to learning/teaching planning: pragmatical and creative planning (4 hours).2. Learning/teaching models classification: for education, for learning/teaching, for co-operation (4 hours).3. Creation of an integrated model of knowledge understanding, learning/teaching possibilities, relationship of attitude and co-operation: systematically designed (1996; 2002). (10 hours).4. Modeling of the process in small groups:

4.1. Schoolchildren modeling using a critical constructive learning/teaching model4.2. Schoolchildren attitude and relationaship modeling using a critical communinative learning/teaching model 4.3. Schoolchildren learning co-operative and communicative skills development using a systematically constructive learning/teaching model (14 hours)

7.3 Themes for the independent research:1.Educational models:

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Activity and experience (1980);Education theory (1959,1964. 1972, 1974.1980. 1986.1991); Planning learning/teaching (1959); Up bringing (1982); Human (1972); critically constructive (1980, 1986, 1991).2. Learning/teaching models: Lerner centred (1981); Curriculum (1980, 1986); Learning/teaching functions (1972); Learning and teaching structural theory (1971); Cyber information theory (1970 -1986); Pedagogical development (1982); Cyber (1965,1970); Learning theory (1970,1980); Teaching theory (1980,1986); System theory (1976, 1979).3. Co-operative models:Attitude theory (1981); Co-operation theory (1981); Intercultural (1991); Communicative (1976, 1988); Constructive (1973); Critical communicative (1995).

7.4. Reports:Working out a course project. Preparing a project – learning/teaching situation analysis, schoolchildren needs analysis, learning/teaching model using in accordance with schoolchildren needs. Process modeling. Searching for, working out and preparing materials to present

7.5.Student’s Assessment: In order to get 2-point credit value the student

- Must presentate his/her point of view of a learning/teaching model - Must co-operatte in small groups- Must participate in a project to model learning/teaching - Must be able to assess his/her part in the course

Evaluation:- Examination- His/her project – to submit typed and in Latvian

8. Compulsory Reading:Čehlova, Z. (2001) Kognitīvie attīstošie didaktiskie modeļi studijās. //LU zinātnisko rakstu krājums “Vispārīgā didaktika un audzināšana”. SIA Izglītības soļi. Rīga 22. – 27. lpp. Rec. Pieaugušo pedagoģija.Gudjons, H. (1998) Pedagoğijas pamatatziņas, Rīga, Zvaigzne ABCHolzkamp, K. (1993) Lernen. Subjektwissenschaftliche Grundlegung, Frankfurt a.M., New York, Campus.Online\\ [pub.ub.uni-potsdam.de/ zsr/llf/llf_pdf/llf_08/holzlern.pdf}Kösel, E. (1997) Die Modellierung von Lernwelten: ein Handbuch zur subjektiven Didaktik, Laub, Eltztal-Dallau Online\\ [http://www.ph-freiburg.de/ew2/koesel/pages/Theorie/frameset.htm]Maslo, E. ( 2003) Mācīšanās spēju pilnveide .Rīga, RaKaMaslo, I. Kognitīvā, pragmatiskā, komunikatīvā, uzdevumorientētā un procesorientētā didaktiskā modeļa salīdzinājums: “Par” un “Pret”. //LU zinātnisko rakstu krājums “Vispārīgā didaktika un audzināšana”. SIA Izglītības soļi. Rīga 2001. 15. – 22. lpp. Rec. Pieaugušo pedagoģija.Models of teaching: Online\\[ http://faculty.coehd.utsa.edu/pmcgee/models.htm ] [http://chiron.valdosta.edu/whuitt/files/modeltch.html]Tiļļa I.(2002.) Sociāli kulturālās mācīšanās pieredzes veidošanās teorētiskais modelis. ATEEstarptautiskās konferences materiālu krājums Decade of Reform: Achievements, Challenges, Problems. Rīga, „Izglītības soļi”, 95.-103.

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http://faculty.coehd.utsa.edu/pmcgee/models.htm

Tiļļa I. (2003) Sociālkultūras kompetences veidošanās darbības kā komunikācijas un kultūras sistēmteorētiski konstruktīvistiskie pamati. ATEE starptautiskās zinātniskās konferences materiālu krājums Changing Education in a changing society, II, Rīga, SIA „Izglītības soļi”, 254.-261Tomme, I., Žogla, I. (2002) Konstruktīvisma didaktiskais modelis angļu valodas mācībām speciālām vajadzībām.// Decade of Reforms: Achievements, Challenges, Problems. II daļa,: SIA Izglītības soļi, Rīga, 357.-366.Žogla, I. (2001) Pedagoģiskā paradigma un didaktiskais modelis. //LU zinātnisko rakstu krājums “Vispārīgā didaktika un audzināšana”. SIA Izglītības soļi. Rīga, 28. – 33. Rec. Pieaugušo pedagoģija.Žogla, I. (2002) Didactics in Changing Education: comparative investigation.// Decade of Reform: Achievements, Challenges, Problems. Starptautiskas konferences materiāli. – SIA Izglītības soļi, Rīga, 35.-42

Bibliography :Cohn, R.. (1986): Von der Psychoanalyse zur Themenzentrierten Interaktion, Stuttgart, Klett-Cotta. Jank, W. & Meyer, H.(2002) Didaktische Modelle. Cornelsen Verlag, Frankfurt aMJoyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice-HallGerstenmaier, J. & Mandl, H. (1995).Wissenserwerb unter konstruktivistischer Perspektive" in: Zeitschrift fürPädagogik 6/41, S. 867-888)Klafki, W. (1999) Die bildungstheoretische Didaktik. In: Didaktische Theorien. Gudjons, H.&Winkel, R. (Hrsg.).Bergman&Helbig Verlag Hamburg. 13-35.Klafki, W. (1976). Aspekte kritisch-kommunikativer Erziehungswissenschaft. WeinheimKlippert, H. (2000) Pädagogische Schulentwicklung: Planungs- und Arbeitshilfen zur Förderung einer neuen Lernkultur, Beltz Martial, I. von (2002) Einführung in didaktische Modelle. Schneider Verlag Hohengehren Reich, K. (1996) Systemisch- konstuktivistische Pädagogik. Einführung in Grundlagen einer interaktion-konstruktivistische Pädagogik. Neuwied&Krittel&Berlin Reich, K. (1998) Die Ordnung der Blicke - Perspektiven des interaktionistischen Konstruktivismus, Luchterhand, Berlin Tiļļa I. (2003) Pusaudžu socialkultūras kompetences pilnveide otrās svešvalodas mācību procesā. Promocijas darbs. LU pedagoģijas un psiholoģijas institūts.Varela, F. J. (1987): Der Baum der Erkenntnis. Die biologischen Wurzeln menschlichen Erkennens, Bern und München. Voß, R. (Hrsg.) (2.A.1997): Die Schule neu erfinden. Systemisch-konstruktivistische Annäherungen an Schule und PädagogikWatzlawick, P.(Hrsg.) (11.A.1999/1985): Die erfundene Wirklichkeit. Wie wissen wir, was wir zu wissen glauben. Beiträge zum Konstruktivismus, München. Winkel, R. (1999) Die kritisch-kommunikative Didaktik. In: Didaktische Theorien. Gudjons, H & Winkel, R. (Hrsg.).Bergamn &Helbig Verlag. Hamburg. 93-113.

Useful Internet addresses (learmimg/teaching models and conceptes):

Dr. habil. paed., prof. Irina MasloDr.paed. IntaTiļļa

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Course Description1. Title of the course: Theory of up-bringing - socialization


3. Level of the course: compulsory part A of MA programme, Level 5

4. Credit value: 2

5. Author of the course: Dr.paed.,asoc. rof. Inese Jurgena 6.The goal of the course: to enrich the MA students pedagogical thinking and human theory; to widen the knowledge about up-bringing theory as a means of self-realization and self- improvement process

7. Course content:The course offers theories of traditional, co-operative and free up-bringing systems. It provides cognitive, psychosocial, psychoanalysis theories as a medium of personal development (L.Franks, Ž.Piažē, E.Ēriksons, Dž. Bruners, L.Vengers u.c.), analyses up-bringing theories (Ļ.Vigotskis, B.Bitikas), moral and emotional up-bringing theories (L.Kolbergs, M.Hofmanis, S.Sidnejs u.c.) summaries personal activity as a way of attitude (A.Lentjevs, H.Heids, Dz.Meikšāne, A.Špona). It is based on human psychology findings and whole approach in up-bringing (A.Maslovs, K.Rodžers, A.Kaplans, M.Vertheimers u.c.) The course widens the knowledge about up-bringing theory as a means of self-realization and self- improvement process. The students are involved to observe and to solve independently a problem (project) Seminars and practicacal activities are to develop constructive, organizational and communicative competences.

8. Student’s assessment:Form: lectures, seminars, group discussions, project in the group (5-7 students) to analyse actual pedagogical problems. Necessary written reports typed in Latvian. The reports are evaluated in seminars, group discussions and presentations. The course concludes test (with a mark)

9. The course is delivered in Latvian

10. Compulsory Reading:1. Balsons M. Kā izprast klases uzvedību. - Lielvārde: Lielvārds, 1995.2. Dauge A. Audzināšanas ideāls un īstenība. Raksti par lietišķo pedagoģiju. - Cēsis: 1928.3. Plotnieks I. Pedagoģiskā saskarsme. - R.: Latv. Zinātnes biedrība, 1990.4. Špona A. Audzināšanas teorija un prakse. - R.: Raka, 2001.5. Konflikta teorija un prakse multikulturālā sabiedrībā: Rakstu krājums. - R.:RPIVA - LU

PPI, 2001.6. Lieģeniece D. Kop veseluma pieeja 5 - 7 gadus veca bērna audzināšanā. - Liepāja: LPA,

1996.7. Pikeringa P. Strīdi. Nesaskaņas. Konflikti: Kā izvairīties no kļūdām to risināšanā un

sekmīgi pārvarēt domstarpības. - R.: J. Rozes apd., 2000.8. Štāls M. Audzināšana un mācīšana agrā bērnībā. - R.: Valters un Rapa, 1927.

69

9. Štāls M. Audzināšanas mācība. R.: Valters un Rapa, 1935.

11. Bibliography:1. An Introduction to Theories of Personalitv. - B. R. Hergenbhahn, - Hamline Universitv,

Prentice - Hall, inc, Engle Wood Cliffs, NY, 1984.2. Gudjons H. Padagogisches Grundwissen: Uberblick - Kompendium - Studienbuch / von

Herbert Gudjons, - H., Uberarb. Und era. Aufl. - Bad Heilburn, Klinkhardt, 1995.3. BepHC P. Pa3BHTHe 5\ - KOHuenuHH H BoenpHflrae. - M.: Flporpec, 1986.4. EmrHHac B. CTpyicrypa npouecca BoenHTaHHfl. MeTo/THMecKHH acneKT.

-KavHac: IIlBHeca, 1984.5. VVrag E. C. Class Management. - London and New York: Routledge, 1993".6. X-bejui JI., 3yrjiep Jļ. Teopna JTHHHOCTH.: CFIB CaHKT - FīeTepovpr: Flpecc, 1997.

12. Reference for the course development:1. Smirnova L. Marija Montesori. Kas viņa bija. M.Montesori mācība un metodes//Izglītība.-

1993.-Nr.22.-27.-29.lpp.2. Bronfenbrennen U. The Ecologv og Human Development: Experiment by Nature and

Design.-Cabridge, Massachusetts:Harvard University Press, 1979.-P.5-38.3. Bruner J. S. Toward a Theory of īnstruction. - Cambridge

Mass:HarvardUniversity,Press,1996.-P.30-80.4. Erikson E.H. Childhood and Society. 2nd ed.-NewYork: W.W.Norton, 1963.-P.1-70.5. Erikson E.H. Identity and the Life Cycle//Psychol. īss. 1959.-N 1.- P.157-171.6. Frank L. Basic Processes In Organisms// R.C. Smart and M.C. Smart. Readings in Child

Development and Relationship.-NewYork: The Macmillan Company, 1972. -P.505-510.

7. Fromm E. The Anatomy of Human Destructiveness., -NewYork: Holt, Rinehart and Winston, 1973. - P.89-114;360-520.

8. Hoffman M.L. Is Altruism Part of Human Nature? // Journal of Personality and Social Psychology. -1981. -N 40. -P.121-137.

9. Kohlberg L. Psychometric and Piagetian Measures of Presschool Intellectual Growth // R.C.Smart and M.C.Smart. Readings In Child Development and Relationships. -NewYork: The Macmillian Company, 1972.-P. 156-164

10.Patterson C.H. Humanistic Education.- New Yersey: EnglewoodCliffs, 1973.-P.5-128. 11.BepHC P. Pa3BHTHe %. - KOHuenuHH H BocriHTaHHe.-

M. nporpecc,1986.-422c. 12.BHTHHac B. CrpyKTypa npoiiecca BocnHTaHHJi.

MeToaojiorHqecKHHacneicr.- KavHac, LIlBHeca, 1984. - C.9-91.

13.JIeOHTbeB A.H. JļeflTeJlbHOCTb, CO3HaHHe, JTHHHOCTb.-M, H0JIHTH3ZiaT,1975.-304c.

14.MejiHŌpy/ia E. 51 - TW - MM. - M, nporpecc, 1986.254 c. 15.MeHererra A. PeoeHOK KaK cļ)eHOMeH Ayxa H ponb caMOCO3HaHHJi B. -M,1994.-C.3-68.

KoHuenuHH // ncHxonorHii. CjiOBapb / H3jļaTejibCTBO BTopoe. Pe^. A.B.neTpoBCKoro H M.T.5IpoujeBCKoro. - M, Mbicnb, 1990.-C.474-476.

17.Benner D. Allgemeine Pādagogik,-Wemheim, 1987; Z.Aufl. 1991. 18.Brezinka W. Grundbegriffe der Erziehungsvvissenschaft, - Mūnchen, 1975,5.neub. Aufl.,1990.

Dr.paed.,asoc.prof. Inese Jurgena

70

Course Description

1. Title of the course: Personnel Management


3. Level of the course: compulsory part A of MA programme, Level 5

4. Credit value: 2

5. Author of the course: Mag. paed. Zinta Lauva

6.The goal of the course: to develop understanding about personnel management policy, also about personnel management methods and its affective factors that is significant in personnel management to create effective managers’ work

7. Course content:7.1. Course abstract:

The course is based on knowledge of office management, ergonomic, Labour Law, personal experience and studying skills

7.2. Course plan Theme Number of

hours1. Personnel management development. Historical and Development Prospectes; modern personnel management

2

2. Management and Personnel Management Personnel Management organization Power variety and its influence on Personnel Management Manager functions Manager competences Personnel Management models

4

3. Main Personnel Management spheres. Personnel policy and strategy, establishement’s structure, Personnel planning, Personnel development, employee development, motivationa and its soursces, payment

4

Work implement management, work analysis, work description, work demands, work analyzing, work classification, work evaluation methods

4

4. Searching for Personnel. Labour Market and sources of employees. Essence and ways of searching for Personnel, organization of working Personnel using, loking for new employees out of the organization

4

5. Personnel selection. Selection procedures; evaluation criteria and tools, beforehand selection, selection tests, job interview, final selection and its evaluation

4

6. Conflicts 18. Meetings organization. Roles of groups in Personnel Management 1

71

7.3 Themes for the independent research: Problems of work groups. Team work in organizations How to make a positive psychologigal creative atmosphere

7.4. Reports:Organization of learning variety, learning/teaching style, working out a job description and using it in a conflict in a group, work team in organizations, creating a positive psychologigal creative atmosphere

7.5. Student’s Assessment: Test with a mark Procedure – oral

In order to get 2-point credit value the student- Must presentate his/her point of view of a learning/teaching model - Must co-operatte in small groups- Must participate in a project to model learning/teaching - Must be able to assess his/her part in the course

Evaluation:- Examination

His/her project – to submit typed in Latvian

7.6. Test demands: To attend 50% of lectures; project; positive test evaluation .

7. Literature

Compulsory Reading1. Forands I. Personālvadība. Turība, 1997.

2. Praude V., Beļčikovs J. Menedžments. – Rīga; 2001.3. Spulle Ā. Praktiskais personālmenedžments. Turība, 1998.4. Vorončuka I. Personāla vadība. Latvijas Universitāte, 2001.5. Allan J. How to be better at motivating people. The Industrial Society, 1997.6. Armstrong M. A handbook of Personnel Management Practice, London, 1996.7. Beardwell & Holden. Human Resources Management. 2nd edition, Pitman Publishing,

1994.

Bibliography

1. Wiley J. The Handbook of Human Resource Management. NY, 1990.2. Красовский Ю.Управление поведением в фирме. М., 1997.3. Лебедев В. Психология и управление. М., 1992.4. Паркинсон С. Искусство управления СПб, 1992.5. Спивак В.А.Организационное поведение и управление персонапом. С-Петербург,

2000.

72

Course Description

1. Title of the course: Quality Criteria in Education


3. Level of the course: part B of MA programme,

4. Credit value: 1

5. Author of the course: Emīls Liepiņš, mag. chem

6.The goal of the course: to develop the MA student knowledge and understanding of Quality Criteria in Education and its effectiveness , to enable them to promote Quality Criteria in Education control and its improvement in students teachers work

7. Course content:Nr. Theme Independent work

1. Quality in education and its evaluative criteria

2. Educational establishement documents and standards

3. Educational state standards and programmes

1) Elementary school programme lesson plan2) Secondary school programme pattern;3) subject ‘s aims and objectives, achievements’ control in elementary school

4. Evaluation, its types and functions

5. Test design, results’ analysis 4) test pattern

6.

Teacher’s and schoolchild’s self-evaluation, school self-evaluation possibilities, international comparative research

5) questionnaire’s pattern

1. Reference: LR likumi un Ministru kabineta noteikumi izglītībā, LR IZM normatīvie

dokumenti, IZM ISEC informatīvie izdevumi, LU Pedagoģijas un psiholoģijas fakultātes

Izglītības pētniecības institūta izdevumi.

2. Forms: 12 hours, 5 independent reports.

3. Assessment: test with a mark.

02. 10. 2002./E. Liepiņš/

73

Course Description

1. Title of the course: Pedagogical Ergonomics



4. Credit value: 1, full-time and part-time departments

5. Author of the course: docents Dr. chem., mag. paed. Jānis GEDROVICS

6.The goal of the course: 6.1. to acquaint the MA students with general job protection and work security, practical use of ergonomics in educational establishments, to promote schoolchildren and staff health and work security, school head and teachers duties and responsibility in job protection and work security at school 6.2. to encourage school heads, teachers and schoolchildren actively participate in schoolchild environmental arrangements, schoolchildren to be aware for their working environment6.3. to show the imporatnce of teachers’ and schoolchildren’s working environment, to promote the necessity of educational working environment better understanding 6.4. to familirise the MA students with working environmental reasearch in Latvia and in foreign countries


The course offers the MA students modern trends in creating and functioning working environment at school. Difference from classic ergonomics, natural people resource at school: first, employees (teachers, administration, technical staff), second, schoolchildren. Each group has completely different job protection and work security standards that determine special circumstances at school

Considering the fact that etgonomics tries to change not a human being, an emploee, but working circumstances, ergonomic approach to school environment is designed for schoolchildren health and life security, also for the last school staff ability

Form the teacher point of view, the course is about how to bring up schoolchildren’s attitude to arrange their working environment, to facilitate young people into real life after school finishing, also how to save last teacher’s ability

From the educational establishement head’s point of view, the course is designed to acquaint him/her with the standards, that manage school working environment, also, the educational establishement head’s duties to provide schoolchildren health and life security, out of school as well

74

7.2. Course plan

NoTHEME

part

-tim

e de

part

men

ts

7.2.1 Introduction to ergonomics. Working environment ergonomic characteristics. Numan being organism structure and suitability to the vatiety of activities

1

7.2.2. Ergonomic development historical directions Independently

7.2.3 Schoolchildren’s and teachers’ working environment. Risk factors at school and in life. Schoolchildren’s and teachers’ co-operation in the arrangement of working environment

1

7.2.4 Job protection and work security. Work security’s legislation. The Cabinet of Ministers’ rules, instructions, decisions. Ministry of Education and Science’s standards in educational establishements.

2

7.2.5 Ergonomic demands to school premises arrangement. Special subject classroom (chemistry, physics, workshops, sports halls). General Hygienas Demands

2

7.2.6 Practical work Working Environment Ergonomic Parameters Measure 17.2.7 Computer classroom and computerized working places.

Ergonomics in the computer classroom 27.2.8 Practical work Ergonomics in the Computer Classroom Indepen

dently 7.2.9 Working environmental control. Working environment arrangement.

Emergency, accidents, fire and maintainance. 2

7.2.10

The system of civil protection events Independently

7.2.11

School working environment and pedagogy. Up-bringing objectives at lesson and out of school, also out of school events. 2

7.2.12

Research in school ergonomics in Latvia and in the world 17.2.1

3.Practical work School Self-Evaluation. Physical Environment Components

Independently

7.2.14

Test 2

7.3 Themes for the independent research: Ergonomic development historical directions

7.4. Reports:7.2.1. Practical work Ergonomics in the Computer Classroom 7.2.2. Practical work School Self-Evaluation. Physical Environment Components 7.2.3. Schoolchidren/teachers group research

7.5. Student’s Assessment:

75

Written test with a mark Procedure – theoretical and practical seminars

8. Literature:8.1. Compulsory Reading:

8.1.1. Drošība, veselības aizsardzība un darba apstākļi. Mācību grāmata1. - R.: Latvijas ķīmiskās rūpniecības nozaru darbinieku arodbiedrība, 1992, 180.

8.1.2. Мунипов В.Н., Зинченко В.П. Эргономика. - Москва: Логос, 2001.8.1.3. Darba vides riska faktori un strādājošo veselības aizsardzība, V.Kaļķa un Ž.Rojas

red. – R.: Elpa, 2001, 500 lpp

8.2. Bibliography:8.2.1.Sanders M.S., McCormick E.J. Human Factors in Engineering and

Design. - New York e.a.: McGraw-Hill, Inc., 1993, 790 pp.8.2.2.Antonsson A.-B. On the Relationship Between the Working

Environmnet and the Natural Environment. - Arbetarskyddsnämnden, 1996, 40 pp.

8.3. Reference: 8.3.1. Instruktīvie materiāli mācību un audzināšanas iestāžu vadītājiem. Izd. No 1.

- R.: SIA Ekosoft, 1998, 64 lpp. 8.3.2. Instruktīvie materiāli mācību un audzināšanas iestāžu vadītājiem. Izd. No 2.



- R.: SIA Ekosoft, 2000. 8.3.5. Instruktīvie materiāli mācību un audzināšanas iestāžu vadītājiem. Izd. No 5.

- R.: SIA Ekosoft, 2002, 74 lpp.

9. Kontaktinformācija:Doc. Dr.chem., Mag. paed. Jānis Gedrovics, tel 78 08 120

1 Mācību grāmatā teksts vienlaicīgi ir publicēts latviešu un krievu valodā 76

Course Description

1. Title of the course: Tendencies of Modern School Development 2. Title of the programme: Master Programme School Management3. Level of the course: part B of MA programme, 4. Credit value: 2 5. Author of the course: docente, Dr.paed. Rudīte Andersone

6.The goal of the course: To provide the MA students withthe knowledge and skills to use schoolchildren project participation as a form of school work organisation and learning/teaching methods at lesson


The aim of the course is to acquaint the MA students with tendencies of school development and to get skills to evaluate the needs in school programme planning and to create sustainable system at school and to evaluate school activities. The course includes the essence of needs’ variety and school activities planning and work evaluation conditions

7.2. Course plan:Main tendencies of school development – programme principle actualityPlanning of school development. Variety of approaches and their analysisMain directions of programming. Management of school development Needs analysis in school programme creatingStrategies of school development. ChangesSustainable system in school programme implementing (state level, regional level, parents,

teachers, schoolchildren)School work evaluation. Modern Tendencies

7.5. Student’s Assessment: Positive written test evaluation

8. Literature and Sources:1. Bērziņa I. Skolas darbības izvērtēšana. – R.: RaKa, 2002.2. Broks A., Geske A., Grīnfelds A., KangroA, Valbis J. Izglītības indikatoru sistēmas. –

R.:Mācību grāmata, 1998.3. Delors Ž. Mācīšanās ir zelts. – R.:UNESCO LNK, 2001.4. Every child reading:tips for schools -

http://www.cdl.org/resources/reading_room/tips_for_schools.html5. Fulans M. Pārmaiņu spēki. – R.: Zvaigzne ABC, 1999.6. Gailīte I. Pedagoģiskā analīze skolu praksē. – R.:Mācību grāmata, 2000.7. Inne R., Gailīte I., Lūse I., Zīds O. Skolvadība. – R.:RaKa, 1996.8. Prets D.Izglītības programmu pilnveide. R.:Zvaigzne ABC, 2000.9. Thomas A. How Minds Work:the Key to Motivation, Learning and Thinking. –

http://www.cdl.org/resources/reading_room/minds_work.html10. Žogla I. Didaktikas teorētiskie pamati. – R:RaKa, 2001.

77

Course Description

1. Title of the course: Structure and Procedure of Educational Research


3. Level of the course: compulsory part A of MA programme,

4. Credit value: 1,

5. Author of the course: Dr. oec., docente S.Kristapsone

6.The goal of the course: The aim of the course is to give the MA students the knowledge of the structure and right procedure of Educational Research, the use of Educational Research Statistical Data and Graphic Images, of Educational Research forming and of presentation aspects

7. Course content:7.1. Scientific Research, its types. Research methodology and methods7.2. Scientific Research topic (problem), object, subject. Research Hypothesis, Research Goal and Enabling Objectives, Target Group Selection. Use of Research methods. Research Method Selection. Research Strategic Plan. Observation Preparation7.3. Research Information Measure Scale, its types. Research Information Grouping and

Statistical Data Graphic Images in tables, charts, diagrams. Statistical Tools. Statistical Division and its Tools

7.4. Concluding Statistical Methods in Research (difference, common criteria)7.5. Research Information computerized Processing in SPSS programme.

7.5. Student’s Assessment:. Final written test

9. Literature: Geske A., Grīnfelds A. Izglītības pētījumu metodoloģija un metodes. – Rīga: RAKA –

2001 – 108 lpp. Raščevska M.,Kristapsone S. (2000) Statistika psiholoģijas pētījumos. Rīga, Izglītības

soļi, 356 lpp.Reference: Leedy P.D/ Practical Research Planning and Design. Fourth edition. – New York:

Macmillan Publishing Company, London: Collier Macmillan Publishers, 1989

78

Course Description

1. Title of the course: Educational Strategic Planning and Management



4. Credit value: 1, 12 hours (totally 40 hours)

5. Author of the course: Dr.paed., prof. Oskars ZĪDS,Mag.paed., lekt. Daina CELMA,

Mag.psychol., lekt. Ineta DAIKTERE/

6.The goal of the course: to acquaint the MA students with the Strategic Administration Essence: administration management and planning process, their role in educational establishement mission, vision and aims forming and activity


The course is based on previously gaines knowledge in Theory of Educational Management, Pedagogy and Up-Bringing Theory, Personal and Management Psychology and the MA students practical experience analysis

8.3. Course plan:p/k THEME Hours Total

1. Strategy and Strategic Management Process 3 10

Strategy Notion, Strategic Management Process Development Strategic Management Process Strategic Management Levels.

2. Organization mission, vision and aims: 4 13

educational establishement mission mission determination and its working out , organization vision, school as an educational establishement aims

3. educational establishement management as an action compex, including:

2 7

planning, organization, motivation and control.

4. Strategic Administration Managing: 2 7

79

human being finance, materials and information resourse.

5. Advantages of competitor ability, education in institutions using Strategic planning and management

1 3

Total: 12 40

7.3. Themes for the independent research: Strategic management in educational institutions of Latvia, at regional

and educational institution level Educational establishement mission, vission and aims, their dinamical

development Advantages of competitor ability in educational establishements.

7.4. Reports: educational establishements characteristics (one of the mentioned themes

in 7.3. using students’ practical working experience in the reports.

7.5. Student’s Assessment: test with a mark, Procedure – written and oral.

7.6. Evaluation demands: To attend 75 % of the course ; Project work, Positive test assessment.


1. Inne R., Gailīte I., Lūse I., Zīds O. Skolvadība – idejas, versijas, pieredze. – Rīga, RaKa, 1997.

2. Izglītības attīstības stratēģiskā programma 1998. – 2003. – R., IZM, 1998.

3. Latvijas izglītības koncepcija. – Rīga, 1995.4. Nacionālo izglītības politiku analīze. Latvija. – Rīga, IZM, OECD, 2000.5. Praude V., Beļčikovs J. Menedžments. – R.: “Vaidelote”, 2002.6. Stratēģiskā vadīšana. A.Dzedona redakcijā. –Rīga, Kamene, 2003.7. Burnham G.W. Managing Quality in Schools. – London, Pitman

Publishing, 1997.8. Дафт Р.Л. Менеджмент. – С.-Петербург, Питер, 2000.

8.2. Bibliography:1. Beļickis I. Izglītības humānā paradigma un Latvijas izglītības reforma. –

Rīga, PIAC, 1995.2. Praude V., Beļčikovs J. Loģistika. - R.: "Vaidelote", 2003.3. Zelvys R. Managing Education in a Period of Change. – Oslo, 1999.4. Смирнов Э.А. Разработка управленческих решений. – Москиа:

80

ЮНИТИ – ДАНА, 2002.

81

Course Description

1. Title of the course: Planning and Management of Educational Establishment



4. Credit value: 4, (48 hours, total:160 hours)

5. Author of the course: Dr.paed., prof. Oskars ZĪDS,Mag.paed., lekt. Daina CELMA,

Mag.psychol., lekt. Ineta DAIKTERE.

6.The goal of the course: to acquaint the MA students with the theoretical findings in establishement management and their use in the field of education, to help the MA students strength the knowledge of the management in educational establishement:its process planning, of the management of resourse, inside and outside environment development planning,and process organization and control, achieving the establishment’s aims, to get enriched review about actual aspects of personnel motivation, to organize communication and establishment’s and school cultural dimenson

7. Course content:7.1. Course abstract:The course is based on previously gained knowledge in Theory of Educational

Management, Pedagogy and Up-Bringing Theory, Organisational Psychology, Communication Theory and the MA students practical experience analysis in educational management

7.2. Course plan:Nr. Hoursp/k THEME Contact

HoursTotal

1. Educational Changes and Educational Development Management in Latvai:

10 30

Why changes necessary? Education in Millemiun 2 and 3 – changeable school, Notion of changes (M.Fullans, A.Hargrīvs), The field of establishment changes , Dialectic changes in the education of Latvia OECD experts’ evaluation of Educational Policy in

Latvia (2000.), Educational development strategic directions, The Structure of Changes’ Process

2. The Essence and Development of Management Theory: 5 15

82

The Main Notions of Management Theory Environmental Influence on Management Development Management Theories Classification Modern Management Theories

3. Management in Education: 5 15

The Use of Management Theories in Education Management in Educational Establishment as

learning/teaching in a capable organization Manager’s role in realization of changes process Management models in Educational Establishment

4. Motivation in Educational Management 2 8

Motivation Notion Individual in the organisation, Motivation Theories of Content and Procedure Stimulation in the establishment

5. Communication management in the educational establishment: 4 16

Communication organization, Notion of Communication Partner

verbal and non-verbal communicative aspects Communication improvement Types and Ways of psychological influence The Power of Manager Authority Conflicts in the organization: their reasons, tactics and

process to solve conflicts

6. Organization Culture and its development managing: 4 16

The Essence of Organization Culture and Research Models Organization Culture Levels Organization Culture Classification Educational Establishment Culture Notion Educational Establishment Culture Forming,

Determination and its Importance.

7. Educational Establishment Head: 6 20

Management and its essence Management’s functions vadīšanas funkcijas, Head’s levels and types, necessary competences

8. Educational Development Project: 6 20

Projecting and Planning essence Educational Development Project Strategic, Tactic and Operative Planning

83

Effective Organisation and Procedure Result evaluation: inside and outside

9. Quality Management in Educational Establishment: 4 12

Quality, its Essence and Interpretation in Education, Whole Quality Management (TQM), The System of Quality Management in Education

10. Educational Team Management 2 8

Team Management Essence Educational Management Types Determination, Management Team Creating Management Team Activities Effective Activities Evaluation .

Total: 48 160

7.3. Themes for the independent research: Educational Changes and Their Management (M.Fullana, D.Finka,

T.Townsenda, P.Dalina u.c.) Project. OECD experts’ evaluation of Educational Development Modern Management Theories Management Models in the Educational Establishment Taking Decision in Establishment The Stages of Conflict Development Go-Between in Conflicts Educational Establishment Accreditation and Head Attestation.

7.4. Reports: Changes Process Manager’s Analysis and Characteristic in the Educational

Establishment The Use of Management Theories in Educational Establishment Head Activities Professiogramme Educational Establishment Development Project Educational Establishment Team Management Quality Control and Management in Educational Establishment

7.5. Student’s Assessment: Each Theme End: Written or oral test with a mark Course End: a total mark of each theme And general students’ seminar: interview

7.6. Evaluation demands: To attend 75 % of the course ; a total positive mark of each theme participation in the general students’ seminar

84

8. Literature8.1. Compulsory Reading

9. Bērziņa I. Skolas darbības izvērtēšana. –Rīga, RaKa, 2002.10. Forands I. Stratēģija. Kvalitāte. – Rīga, 2000.11. Forands I. Vadītājs un vadīšana. – Rīga, Kamene, 2002.12. Fullans M. Pārmaiņu spēki. - R.: Zvaigzne ABC, 1999.13. Izglītības attīstības stratēģiskā programma 1998. – 2003. – R., IZM, 1998.14. Latvijas Izglītības koncepcija. - Rīga, 1995.15. Ļihačova I. Kvalitatīva skolas attīstība. – R., RaKa, 2003.16. Nacionālo izglītības politiku analīze. Latvija. – Rīga, IZM, OECD, 2000.17. Omārova S. Cilvēks runā ar cilvēku. Saskarsmes psiholoģija. R., 1994.18. Pildovs J. Kvalitātes vadīšanas teorijas pamati. – Rīga, 2002.19. Praude V., Beļčikovs J. Menedžments. - R.: "Vaidelote" ,1996.20. Renģe V. Organizāciju psiholoģija. R., 2000.21. Skolu vērtēšanas un attīstības plānošanas rokasgrāmata. – Rīga, IZM,

2002.22. Šmite A. Izglītības iestādes vadība. 1.daļa. Pedagogs. Organizācija.

Pārmaiņas. – Rīga, RaKa, 2004.23. Vilkaste A. Skolas ilgtspējīgas attīstības plānošana. – Rīga, RaKa, 2003.24. Bertie Everard, Geoffry Morris. Effective School Management. London,

1990.25. Bush T. Theories of Educational Management. – London, Paul Chapman

Publishing, 1995.26. Dessler G. Leading People and Organizations in the 21-st Century. – N.-

Y., Practice Hall, 1998.27. Edeirs Dž. Efektīva komunikācija. R., SIA "Asja" ,1999.28. Harris Alma, Bennett Nigel, Preedy Margareth (ed.). Organizational

Effectiveness and Improvement in Education. – 1997.29. Louise Stoll, Dean Fink. Changing our schools. – Buckingham –

Philadelphia, 1999.30. Schein, E. H. Organizational Culture and Leadership: Second Edition. San

Francisco: Jossey-Bass. – 1992.31. School Culture. Prosser J. (Ed.), British Educational Management Series.

London: Sage Publications. – 1999.32. The Principles and Practice of Educational Management. Edited by T.Bush

and L.Bell. – London, Paul Chapman Publishing, 2003.33. West - Burnham G. Managing Education Quality in Schools, 1998.34. Занюк С. Психология мотивации. Киев. – 2001.

35. Симонов В.Р. Педагогический менеджмент. – Москва, 1999.8.2. Bibliography

5. Beļickis I. Izglītības humānā paradigma un Latvijas izglītības reforma. – Rīga, PIAC, 1995.

6. Praude V., Beļčikovs J. Loģistika. - R.: "Vaidelote", 2003.7. Cole G.A. Organizational Behaviour DP Publications, London. – 1995.

85

8. Deal T.D., Peterson K.D. Shaping School Culture: The Heart of Leadership. Jossey – Bass Publishers. – 1998.

9. Zelvys R. Managing Education in a Period of Change. – Oslo, 1999.10. Морозов А. В. Психология влияния. СПб. – 2000.

11. Скот Дж. Г. Конфликты,пути их приодоления. Киев. – 1991.

12. Смирнов Э.А. Разработка управленческих решений. – Москиа: ЮНИТИ – ДАНА, 2002.

86

Course Description

1. Title of the course: Project Management



4. Credit value: 3

5. Author of the course: M. paed., lektore Ligita Embrekte

6.The goal of the course: to enrich the MA students creative potential and opportunities, to give the knowledge of project working out and management as a form of solving problems and idea’s realization

Enabling objectives: To acquaint with the main themes of the course To give the students a possibility to make projects in accordance with their needs,

interests, to implement a research of a chosen problem or idea according to the title of the project

Independently to do a research on idea real finance possibilities The students investigate their style and suitability as project managers, work out

possible project managing models To promote the students lifelong research skills, to enable them to present 1 real

Budget project application form

7. Course content: Quality Paradigm Change in Education and Work Organisation Project as a work organisation form at school, its aims, teachers and schoolchildren

involvement in project Project Manager, Team Work Projects Types Project Stages, Project Plan Budget Summary of the Project Application Form Possible Financial Sources and Sponsors Project problems, Choosing Criteria of the Project, Necessary Grounding Project aims, objectives, Evaluation Plan Project Procedure, Time Management, Managing Structure Plan Alternative Project Plan and Choosing Criteria Budget Plan Finance Presentation of the Project Application Form At the end of the course – Project Presentation

8. Student’s Assessment: Presentation of the Project – test Course Independent Work – Project Completing 2 weeks before it is presented● To attend 75 % of the course

87

8. Bibliography:1. Chad T. Green un Yvette Castro – Green. Kā sastādīt veiksmīgu finansu pieprasījumu.

Soli pa solim.- R.: NGO centrs, 1997.- 61 lpp.2. Garleja R.Vidnere M. Psiholoģijas un sociālās uzvedības aspekti ekonomikā. Testi. –R:

RaKa, 20013. Veilers P. Kreativitāte – tavas veiksmes atslēga. Kā radoši organizēt savu dzīvi. R.:

Jumava.- 2001.- 254 lpp.4. Litke Hans-Dieter, Kunova I. Projektu vadība. -R: Balta eko,2003.-127 lpp.5. Kursa izdale.

88

Course Description

1. Title of the course: Information Systems in Education



4. Credit value: 2, 3 ECTS

5. Author of the course: Dr. math. Grigorijs Gorobecs

6.The goal of the course: to acquaint the MA students with the concept of data base, to enable them to use the skills in Information Systems managment, to present them Information Systems in Education of Latvia, presentation programmes, its methods. To give the student a possibility to implement presentation knowledge and skills, such as making adverstisement,etc. 7. Course content:7.1. Data base management basic skills7.2. Data base structure and project principles7.3. Tables Design. Tables in Data Base Project7.4. Question Design7.5. Form Design7.6. Report Design7.7. Data base information possibilities. Filtering7.8. Information Systems in Education of Latvia (LIIS)7.9. Making a Presentation 7.10. Slides and Object Design7.11. Slides and Object Animation7.12. Presentation. The role of the main button7.13. Presentation possibilities and ways8. Independent Work:8.1. Data base Description, Projecting, Creating8.2. Making a Presentation with Microsoft PowerPoint help

9. Students’ Assessment: ● Examination (10 point scale) ● Procedure Time – after completing the courseEvaluation Demands:

9.1. To attend 75% of lectures9.2. positive assessment of 2 projects

10. Literature:11. Compulsory Reading:

1. Lukažis D. Datu bāzu vadība. Programma Microsoft Access. Rīga: Biznesa augstskola Turība, 2000. - 102 lpp.

2. www.liis.lv

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3. Dukulis I. Prezentācijas materiālu sagatavošana. Programma Microsoft PowerPoint 2000. Rīga: Biznesa augstskola Turība, 2002. - 112 lpp.

11.1. Bibliography:

1. Nāgelis J. Microsoft Access 2000 no A līdz Z. Mācību līdzeklis. Rīga: Datorzinātņu centrs, 2000. - 184 lpp.

2. Uzulāns J. Skolotājs mūsdienu informatīvajā telpā. II. Prezentācija. Rīga: SIA „Izdevniecība RaKa”, 2002. – 102 lpp.

3. Codd E.F. “A Relational Model of Data for Large Shared Data Banks.” Communications of the ACM (CACM) 13, No. 6 (June 1970). Republished in: Milestones of Research - Selected Papers 1958 - 1982 (CACM 25thAnniversary Issue), CACM 26, No. 1 (January 1983).

4. Карпова Т. Базы данных. Модели, разработка, реализация. СПб.: «Питер», 2001. – 304 с.

5. Коннолли Т. и др. Базы данных. Изд. 2-е. М.: Вильямс, 2000. - 220 c.

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Course Description

1. Title of the course: Business Correspondence 2. Title of the programme: Master Programme School Management3. Level of the course: part B of MA programme, 4. Credit value: 15. Author of the course: Mag.sc.soc., lect. Velga Simsone

6.The goal of the course: To acquaint the MA students with the necessary knowledge and skills to compose, to write Business Correspondence such as application, complaint, etc. in accordance with the legislation of Latvia, document evaluation and archives 7. Course content:7.1. Course abstract:The students are presented the main methods in Business Correspondence, changes and actual aspects in Business Correspondence management7.2. Course plan:

Theme 1. Business Correspondence Role and Notion 2. Business Correspondence Judicial Base 3. Business Correspondence in the Establishment, The System of Documents 4. Document Parts, Document Judicial Power 5. Document Functions, Document Properties and Groups 6. The Principles and Demands of Document Writing 7. Regional Level Document, its Parts, Properties and Stamps 8. Document Composing 9. Document text.10. Electronical Document and Signature.11. Business Correspondence Document Language, Document Circulation, Registration,

Control 12. Post Service 13. Proposal, Application, Complaint 14. Business Correspondence Arrangement 15. Archives Document Loading, Registration, Saving and Using 16. Acrhives7.3. Themes for the independent research: 1. Business Correspondence Principles.2. The Main Principles of Special Document Writing 7.4. Reports:1. To write different types of documents

2. Business Correspondence Legislation Analysis


Form – test Procedure – written

7.6. Examination Demands:To attend 75% of lectures

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To Participate in group work 1 test Document writing with the help of computer

7.7. Knowledge, skills, competences gained in the course:Document management knowledge, document writing, judicial power; types of Business Correspondence; to formulate the text of the document and write it with the help of computer. To be able to structure Business Correspondence in the establishment Compulsory Reading:

1. Likums “Par arhīviem”, pieņemts 26.03.1991.2. “Pasta likums”, pieņemts 12.05.1994.3. LR Ministru Kabineta 18.04.1995.noteikumi Nr.99 “Par iesniegumu, sūdzību un

priekšlikumu lietvedību valsts un pašvaldību institūcijās”.4. LR Ministru Kabineta 23.04.1996. noteikumi Nr. 154. “Dokumentu izstrādāšanas un

noformēšanas noteikumi”.5. LR Ministru Kabineta 22.08.2000. noteikumi Nr. 295. “Noteikumi par vārdu un uzvārdu

rakstību un identifikāciju.Bibliography:

1. “Darba likums”, pieņemts 20.06.2001.2. “Fizisko personu datu aizsardzības likums”, pieņemts 23.03.2000.3. “Valsts valodas likums”, pieņemts 09.12.1999.4. Latvijas Valsts arhīvu ģenerāldirekcija, 10.10.1995., “Instrukcija par juridisko personu

arhīva dokumentu uzrāšanu, uzskaiti, saglabāšanu un izmantošanu”5. Latvijas Valsts arhīvu ģenerāldirekcija, 27.12.1996. “Valsts institūciju tipveida

dokumentu glabāšanas termiņu saraksts”6. Likums “Iesniegumu, sūdzību un priekšlikumu izskatīšanas kārtība valsts un pašvaldību

institūcijās”, pieņemts 27.10.19947. Likums “Par grāmatvedību”, pieņemts 14.10.1992.8. Likums “Par Latvijas Valsts ģerboni”, pieņemts 19.02.1998.9. Likums “Par valsts noslēpumu”, pieņemts 17.10.1996.10. Likums “Elektronisko dokumentu likums” 20.11.2002.11. LVS ISO 9706:1994 “Informācija un dokumentācija. Dokumentu papīrs. Ilgizturības

prasības”.12. LR Ministru Kabineta 14.05.1996.noteikumi Nr.174. “Noteikumi par vārdu un uzvārdu

rakstību un identifikāciju dokumentos”.13. LR Ministru Kabineta 28.05.2002. instrukcija Nr.3. “Ministru kabineta kārtības rullī

noteikto dokumentu elektroniskās aprites kārtība”.14. LR Ministru Kabineta 02.04.2002. noteikumi Nr.141. “Informācijas sistēmās esošo

dokumentēto datu un elektronisko dokumentu arhivēšanas noteikumi”.15. LR Ministru Kabineta 25.06.1997. noteikumi Nr. 255. “Valsts noslēpuma aizsardzības

noteikumi”.16. LR Ministru Kabineta 29.08.1995.noteikumi Nr.265. “Pasta noteikumi”.17. Svešvārdu vārdnīca. Rīgā: Norden. 1996.-799.lpp.18. Bahanovskis V. Praktiskā lietvedība. Rīgā: Kamene, 2001, 255.lpp.19. Kalve I. Jaunās paaudzes lietvedība. Rīgā: Biznesa augstskola Turība, 2002. 231.lpp.

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Course Description

1. Title of the course: Management Psychology 2. Title of the programme: Master Programme School Management3. Level of the course: part B of MA programme, 4. Credit value: 2 5. Author of the course: Mag.psych.- D. Kamerāde, Mag.psych.,

Lecturer - S. Blumberga.

6.The goal of the course: to acquaint the MA students with Management Psychology notion, effective work organisation and its factors

7. Course content:7.1. Course abstract:In order to obtain the course it is necessary to have social psychology and management knowledge

7.2. Course plan:1. Management Psychology, its aims, objectives and content 2. Main Management Principles in Latvia 3. Management Functions, Employee Motivation and Control Methods 4. Leadership in Today’s Establishment, effective Manager – Leader 5. Constructive Criticism 6. Manager ‘s Social Responsibility 7. Manager ‘s Stess Control, Stress Management 8. Manager Lifestyle and Image 10. Manager and Establishment Culture 11. Today’s Establishment Effectiveness and Ability to Compete 12. Management Personnel Selection and Preparing

7.3. Themes for the independent research: Management Theory Main Directions Leadership Theory Decisions and Instructions Head Taking Decision Tactics Head Behaviour in Conflicts Conflicts in Establishment and Their Solving Change Mangement Business Culture and Psychology Meaning of Culture Business Life Quality

7.4. Reports:1. Written report on Effective/Non-effective Criteria of Leader 2. A Management Problem Description and Solving

7.5. Student’s Assessment:Form – Examination

Procedure – written analysis of a management problem (40 min.)

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7.6. Examination Demands: To attend 75 % of lectures To take part in seminars and 2 independently written reports

7.7. Knowledge, skills, competences gained in the course:Knowledge about Management Psychology Main Directions, Management Functions, Leadership, etc. Independent and team work skills, skills to analyse and to solve management problems, to choose suitable methods. The choice of appropriate management style competences, taking decision management 8. Compulsory Reading:

1. Forands I., «Vadītājs un vadīšana», Kamene, Rīga, 2002. 2. Garleja R., «Darbs, organizācija un psiholoģija», Raka, Rīga, 2003.3. William C. Byham, Audrey B. Smith, Matthew J. Paese, «Grow Your Own

Leaders. How to Identify, Develop, and Retain Leadership Talent», Prentice Hall, London, 2002.

4. Stout L. W., “Leadership: From Mystery to Mastery”, Stockholm School of Economics in Riga , 2001.

5. Разанова B. A., «Психология управления», Москва, 2000.6. Волового Д. В., «Социальный менеджмент», Москва, Бизнес школа «Интел

- Синтез», 2000.7. Станкин М. И., «Психология управление», Бизнес школа «Интел – Синтез»,

2002.

8.1. Bibliography:

1. Vidnere M., “Vadības socioloģija un psiholoģija”, R. Mācību apgāds, 1999.2. Vorončuka I., “Personāla vadība”, Latvijas Universitāte, Rīga, 2001. 3. Garleja R., Vidnere M., “Psiholoģijas un sociālās uzvedības aspekti ekonomikā”,

Raka, 2000.4. Pikeringa P., “Personāla vadība”, J.Rozes apgāds, 2002.5. Praude V., Beļčikovs J., “Menedžments”, Vaidelote, 2001.6. Ozoliņa Nucho A., Vidnere M., “Stresa menedžments: pārvarēšana un

profilakse”, 6 B, 1998.7. Goleman D., “Primal Leadership: Realizing the Power of Emotional

Intelligence”, 2000.8. Laskin E., Gardner H. E., “Leading Minds: An Anatomy of Leadership”, 2000.9. Bossidy L., “Execution: The Discipline of Getting Thing Done”, 2001.10. Garud Raghu, “Managing in the Modular Age: Architectures, Networks, and

Organizations”, 2002.11. Reid William H., “Handbook of Mental Health Administration and

Management”, 2002. 12. Е. С. Жариков, «Психология управления», МЦФЭР, Москва, 2002.13. Д. Шульц, С. Шульц, «Психология и работа», Питер, Москва, 2003.

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Course Description

1. Title of the course: Enterprise Promotion


3. Level of the course: part C of MA programme,

4. Credit value: 1

5. Author of the course: doc. S. Rone

6.The goal of the course: To encourage the student teachers professional promotion, to enable to develop all age groups schoolchildren enterprise quality


Enterprise Promotion Method is a course for Bachelor in Pedagogy. It helps develop all age groups schoolchildren enterprise quality, also to show how this quality can be brought up at lessons, school events, how to take professional part in all the stages of project, where the teacher is the organiser. Before the course it is impotant for the students to study General Pedagogy, History of Pedagogy, Theory and Methods of Learning/Teaching and Bringing up, Psychology of Development

11.3. Course plan: Difference and Comparison Approaches of Enterprise (1) Enterprise psychological meaning (1) Pedagogical Aspect of Project as Enterprise bringing up method (4) Enterprise social meaning: Enterprising people are the power of society’s progress, guarantee of state strengthening (1) Enterprising bringing up possibilities at school (1) Project preparing (12)

7.3. Themes for the independent research:1. Project Planning;2. Project Implementing;3. Project Evaluation;4. Project Preparing.

7.4. Reports: Independent work as a project.


● Test

● Procedure – oral

● Time - 15 minutes


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8.1.0. Uzņēmības un uzdrīkstēšanās veidošanās skolā. – R .:Vārti, 1999, 176 lpp.8.1.1. Rone S. Dialogs kā skolēna un skolotāja pašaktualizācijas iespēja.// Personības brieduma

psiholoģiskie aspekti.// Starptautiskā zinātniskā konference Rīgā. – Rīga: Vārti, 2001. – 107. – 114.lpp.

8.1.2. Rone S. Pieredze skolotāju kompetences veicināšanā Latvijā. – R.: Vārti; 1999.- 11 – 14.lpp.

8.1.3. Rone S., Uršuļška V. Ieteikumi darbam ar mācību līdzekli ‘’Uzņēmība un uzdrīkstēšanās’’ –Rīga: Vārti, 2001. –19-23. lpp.

8.1.4. Projektu laiks. Informatīvi metodisks materiāls.- Rīga: RaKa, 1998. –128 lpp. 8.2. Bibliography

8.2.1. Rone S. Mācību procesa organizācija humānās personības pašattīstībai. – R.: Aplis; 1999. – 46.lpp.

8.2.2. Rone S. Skolu jaunatnes socializācija pedagoģiskajā procesā.// Jaunatnes un vides mijattiecības mūsdienu Latvijā. Zinātniskās konferences materiālu krājums. – Rīga: LU PPI, 2001. – 55. – 64.lpp.

8.2.3. Mācīsimies sadarboties.- Rīga: Mācību grāmata , 1998.- 129 lpp.

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Course Description

1. Title of the course: Schoolchildren Project Management 2. Title of the programme: Master Programme School Management3. Level of the course: part C of MA programme, 4. Credit value: 15. Author of the course: Mg. paed., Lecturer L.Embrekte

6.The goal of the course: The course offers the knowledge and skills of using Schoolchildren Project Management at school Enabling objectives:

To acquaint the MA students with main themes To encourage the MA students independent research, in accordance with their

teaching subject needs, school and schoolcholdren interests, to implement one project

7. Course content: Project as a work organisation form at school, its aims, teachers and schoolchildren

involvement in project Possibilities of Project Organisation in learning/teaching process at school Learning/Teaching Projects Types Learning/Teaching Projects and Learning/Teaching Content Learning/Teaching Projects Theme, Problem, Idea Choosing Types and its Criteria Students Choosing Aspects of the Project Presentation Materials in Accordance with

their Psychological Differences Project Portfolio The Stages of Project, Schoolchildren Tools of Project Planning Learning/Teaching Project Aims, Objectives, Schoolchildren Effective Project Aspects, Creative Work Criteria Presentation Importance and Procedure Planning Schoolchildren Project Evaluation Plan Teacher Functions and Activities in Schoolchildren Project Evaluation Plan

Student’s assessment At the end of the course – test Course Independent Work – Project Completing 2 weeks before the test

9. Bibliography:

1. Upe man stāstu stāsta, Bērnu Vides skola.-2001.2. Oliņa Z. Mana projekta rokasgrāmata. Metodiskie ieteikumi skolotājam un Skolēnu

projektu rokasgrāmata. R.: Bērnu Vides skola.-2001.3. Oliņa Z. Brīnums notiek…saskares vietā. Par projektu metodi mācību darbā.

Metodiskais līdzeklis. R.: Bērnu Vides skola.-1997.4. Kursa izdale.

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Course Description

1. Title of the course: Adult Pedagogy 2. Title of the programme: Master Programme School Management3. Level of the course: part C of MA programme, 4. Credit value: 2, 16 contact hours 5. Author of the course: Dr.paed., docente B. Garjāne6.The goal of the course: To promote the MA students understanding of lifelong education idea, to encourage professional competence and attitude experience of adult target audience, to develop the MA students responsibility and tolerance 7. Course content:Course abstract:Adult Pedagogy Course provides the MA students their importance of lifelong learning. The course is connected with Pedagogy, Psychology, Philosophy, Sociology, Economics, Management, etc. Students developing competences:

Systematic Thinking Skills; Readiness for Autonomous Lifelong Learning, Aim, Result and Method Awareness Social and Individual Responsibility, Citizenship; Individual Life Sense and Professional Activity Understanding

7.1. Course plan:Theme 1 Adult education aim, objectives, principles.The sociopedagogical base of adult education. Formal, informal education. Adult education philosophical aspects (1 hour) Theme 2 Adult education types: secondary, professional, iterests. The Concept of Adult Education in Latvia. Adult Education Law Project from the poit of view of organiser and participant (1 hour)Theme 3 Adult education sociopsychological characteristics at early, average and late age groups. E. Eriksona, E. Levina, R. Kegana, etc. adult personal development theories Fluido and crystal possibilities theory. Sex pedagogical aspects. (1 hour)Theme 4 Pedagogy and Andragogy. Modern actual knowledge, skills and attitudes of constant participation supported by the society. (1 hour) Theme 5 Adult Learning/Teacning. Pedagogical style and Learning style. Adult Learning Motivation (2 hours) Theme 6 Adult Education Learning/Teachning Aspectcs: Learning/Teachning models. Problem solving, project, critical thinking developing approaches (2 hours) Theme 7 Learning/Teachning organisation in accordance with adult target group educational interests and learning aims. Target audience investigation approach, research result analysis and practical use. Adult experience is the main learning/teaching resourse. (2 hours) Theme 8 Adult learning/teacning structure, the connection of structural elements. Learning/Teachning cycle. Main forms of adult learning/teacning: seminars, practice, consultation, course, etc. (1 hour) Theme 9 Learning/Teacning approaches and methods of adult target audience, their pedagogical choice. Communication in adult learning group – learning aim common understanding, interest and readiness in the learning process, kindness. (1 hour) Theme 10 Adult Learning/Teacning organisator competences. Independence and Co-operation in the learning process. Dialogue and its kinds as a creative reseach. Learning skills, involvement in pedagogical possibilities. (1 hour)

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Theme 11 Adult Learning/Teachning needs and interests research and analysis, their prediction. Adult Learning/Teachning programmes and projects, their structure, planning, procedures, analysis. (1 hour) Theme 12 The role of school in adult learning/teacning, lifelong education. School and parents co-operation, pedagogical knowledge possibilities to get for parents. (1 hour) Theme 13 Adult learning/teachning development in Latvia. Main problems of educational development, strategy disadvantages, irrational demand and supply in adult learning/teachning education, the pedagogical competence lack of organisators in adult learning/teachning, etc. Regional adult learning/teachning strategy and planning. Theme 14 Adult learning/teachning and lifelong education – understanding of gradual educational level and its pedagigical providing. (1 hour)

7.3. Themes for the independent research: Types of Adult Education Adult age groups sociopsychological characteristics, psychsocial

development levels Whole personal development approach Critical thinking developing approaches Adult learning/teachning competence of organisators

7.4. Reports:1. Adult Learning/Teachning needs and interests research and analysis, their prediction 2. Adult Learning/Teachning programmes and projects, their structure, planning, procedures,

analysis. The role of educational establishments, also, school, in adult learning/teacning 7.5. Student’s Assessment:- Form: oral and written examination with a mark

8. Compulsory Reading:1. Būt, zināt, prast. Metodes veiksmīgam darbam ar auditoriju.- LPIA, 1999.2. Fulans M. Pārmaiņu spēki.- R.: Zvaigzne ABC, 1999.3. Koķe T. Pieaugušo izglītības attīstība: raksturīgākās iezīmes.- R.:Mācību apgāds NT, 1999.4. Lonstrupa B. Mācīt pieaugušos ar atklātību.- R.: KLIM, 1995.5. Mācīšana un mācīšanās. Ceļš uz sabiedrību, kas mācās (Eiropas Savienības Baltā grāmata).6. Opolcere U. Mācīties - tas ir lieliski! - R.: Alberts XII, 2000.

Bibliography:1. Personības pašizjūta un identitāte.- R.: Mācību apgāds NT, 1998.2. Pieaugušo izglītības gadagrāmata.- R.: LPIA, 1996, 1997, 1998.3. Pieaugušo izglītība - attīstība, labklājība, demokrātija.- R.: LPIA, 1996.4. Daines J., Daines C., Graham B. Adult Learning. Adult Teaching.- University of Nottingham, 1993.5. Kolb David A. Experiental Learning: Experience as the Source of Learning and Development.- 1983.6. Wellhofer Peter R. Gruppendynamik und soziales Lernen. Theorie und Praxis der Arbeit mit Gruppen.- Stuttgart: Ferdinand Enke Verlag, 1993.

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Dear students, please answer some questions about the studies in the Master’s programme in our Academy.

1. You are studying for the Master’s degree to

Improve your professional knowledge Proceed your studies for the Doctor’s degree Provide yourself with job opportunities Your version

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2. You have attended 100% 75% 50% less than 50% of the classes

3. Is there a sufficient amount of the necessary materials( literature, etc.) available ?

Yes Partly No

4. Which study subjects are particularly significant in your study process?

5. Why are the above-mentioned courses significant to you?

6. How many times during the semester you have met the director of the programme?

6. The organisation of studies is

100

Satisfactory Quite satisfactory Unsatisfactory

7. Your recommendations or wishes for further organisation of studies:

Please give some information about yourself: You are a 1st year

2nd year student

Is your present job connected with the management of educational work?

1. Yes2. No

Thank you for your responsiveness!

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