Izglītības vadība Latvijā: vēsture un attīstība: = Education management in Latvia: history and development (evaluation)
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Latvian |
| Veröffentlicht: |
Liepāja
Liepājas Universitātes izdevniecība
2019
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | 365 Seiten Diagramme 21 cm |
| ISBN: | 9789934569746 |
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Datensatz im Suchindex
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SATURS IEVADS. 4 1. IZGLĪTĪBAS VADĪBAS BŪTĪBA. 1.1. Izglītība un izziņas process. 1.2. Izglītība kā izglītības vadības pamatkategorija. 1.3. Vadība kā izglītības vadības kategorija. 1.4. Izglītības vadības definīcija. 1.5. Filozofija - izglītības vadības metodoloģija. 10 10 15 19 22 25 2. IZGLĪTĪBAS VADĪBAS IDEJU PRIEKŠVĒSTURE. 41 3. IZGLĪTĪBAS VADĪBA LATVIJAS REPUBLIKĀ 1918.-1940. GADOS . 3.1. Galvenās teorētiskās atziņas. 3.2. Likumdošana un izglītības politika 49 49 69 4. IZGLĪTĪBA VADĪBA LATVIJĀ UN PSRS NO 20.GADSIMTA VIDUS LĪDZ 90. GADIEM. 78 4.1. Sociālistiskās Krievijas izglītības pamatu veidošana 79 4.2. Latvijas izglītības iekļaušana PSRS izglītības sistēmā 1940.-41. gados . 83 4.3. Izglītības vadība Latvijā pēc Otrā pasaules kara. 115 4.3.1. Pirmie pēckara gadi. 115 4.3.2. Izglītība 50. gados, pirmās piecgades politehnizācija. 132 4.3.3.
Izglītība 60. gados - idejiskās audzināšanas pastiprināšana 148 4.3.4. 70. gadi - pāreja uz vispāngo vidējo izglītību un skolvadības ideju ieviešana. 163 4.3.5. Skolu pārvaldība 80. gados un „perestroika”. 172 4.3.6. Trešā atmoda un izglītības reformas. 195 4.4. Skolvadība kā pedagoģijas zinātnes sastāvdaļa. 209 4.4.1. Skolvadība padomju pētnieku darbos. 209 4.4.2. Skolvadības pētījumi pēckara padomju Latvijā. 228 4.5. Kopsecinājumi par izglītības sistēmas un vadības attīstību pēc Otrā pasaules kara. 261 5. IZGLĪTĪBAS KONCEPCIJU LAIKS. 271 6. PIRMĀS REFORMAS UN STRATĒĢISKĀS ATTĪSTĪBAS PLĀNI. 295 7. KONCEPTUĀLĀS NOSTĀDNES IZGLĪTĪBAS ATTĪSTĪBAI TREŠAJA TŪKSTOŠGADE. 323 PĒCVĀRDS. 354 SUMMARY. 363 3
SUMMARY Education management in Latvia: history and development (evaluation) Խ the monograph “Education Management in Latvia: History and Management” a new multidisciplinary approach to education management as a new subbranch of the management science is explained; it offers analysis of the essence of education management that is based fundamentally on the methodology of philosophy. The book shows the historic beginnings of education management development starting with J. A. Komenský, revealing the first research attempts in the 19th and 20th centuries in Latvia and czarist Russia. By investigating many thousands of archive materials the Latvian education system and its management from 1940 till today have been characterized: the education concepts of the change process have been analyzed, jurisdiction, contemporary approaches to the speedy management theories dynamics on the turn of the millenium have been described. In the introduction the approach to the research structure and chronology using the historically logical analyses, monographic theoretical research studies, comparative analyses of the Education ministry documents and materials, contentanalyses of activities of schools and other education institutions, that have been complemented by statistical data have been given. Learning about the input of scientific schools, individual researchers and education managers, formulations of education management concepts today determined the theoretical scientific topicality of the monograph. Chronologically the succession of developments in education management can be traced
in the research of J. A. Komenský, A. Staris, V. Usins, R. Inne, A. Builis. The above mentioned research includes mainly definitions of the basic concepts such as “teaching and upbringing”, “pedagogy”, “school management”, “management”, “administration”, “education system”, state functions and tasks in development of the education system (ranks, types, kinds, levels). Their research shows the need to investigate and implement the theoretical cognitions in practice. At the beginning of the 20th century when the independent state of Latvia was founded a united education system was created. The best examples of western Europe and other countries, were made use of as well as historical traditions of the previous centuries in school practice. In order to administrate education an all-embracing education system was created that included managers of all levels from the minister to school headmasters. It was done in order to ensure efective and qualitative functioning of the system that with its results would be close to education of the developed states of the world. During the second World War the created system was ruined, research decreased. It was greatly influenced by two fighting harmful ideologies that destroyed the achievements of the free country, physically ruining the infrastructure and intellectual potential. Many pedagogues and researchers who managed to save their lives were imprisoned or emigrated to the West at the end of the war. Beginning with 1945 the transformation of the Latvia education and science according to the demands of the ideology of the Soviet Union
was started. Developed according to the united approach, education in soviet Latvia that included education of youth, teaching and upbringing during the coming 50 years was satiated with marxist leninist ideas, managed with slogans of 363
communist ideology. During half of the century two generations gained education and acquired professions, worked in all spheres of economy, built socialism that in the 90ies collapsed as if by itself. The soviet era left a new education infrastructure, but it created people with double morality, that were forced to act according to the demands of the ruling ideology, at the same time trying to retain values that had been gained in the historic past and complemented by family. In the monograph using archive materials it is shown that 50 years of soviet occupation have left not only traumatic influence on the state, education system and people, but at the same time thanks to the endeavour of pedagogues and education managers contemporary material basis was created that was sufficient for general and vocational education, sports and creative artistic activities, free time education and leisur time activities. Both aspects have been revealed in the monograph - ideology of socialism and the negative influence of the system on people on the one hand, on the other hand, formation of a united functioning education system with a content, forms and methods according to the world demands, well established out-of-school institutions for children and youth, song and dance festivals and other opportunities for the peoples’s needs. In each of the state development periods there have been achievements and mistakes.They have to be evaluated in the general context ֊ finding the useful that could be kept and transferred to the present developments. It is not necessary to “invent a bicycle
again” if we can find it in the past experiences of other countries and present day events. The first chapter draws attention to education management as a subbranch of the management science, the revelation of the essence of its main concepts “management”, “governance”, “education”, “manager and management”, the differences of the concepts and common categories of the management science and governing. Mutual influences with philosophy that is the basis of the methodology of the management science are analyzed: pedagogy and psychology that investigate specific aspects of education; economics and sociology that offer general government viewpoints as well as other contact sciences without which productive research of education management problems is not possible. In the second chapter attention is paid to researchers who have investigated separate aspects of education management - conditions of founding educational institutions, organization of educational processes, the role of pedagogues in education. As the main source J. A. Komensky’s “The Great Didactics” has been used. The third chapter is devoted to the analysis of Latvian researchers - K. Dekens, A. Dauge, E. Petersons. J. A. Students and their investments in education management as a separate scientific branch. The issues are seen in the context of the pedagogical science in which K. Dekens formulated the concept of “school governance” as a field of pedagogy about school as a system, its organization and governance. J. A. Students characterizes education manegement in interaction with other social and exact sciences.
The fourth chapter analyses Latvian education in connection with activities in Russia after the great October socialistic revolution in 1917 up to the collapse of the soviet union. Separately given is the analysis of archive materials about the inclusion of Latvia in the soviet union in 1940; the first afterwar years; education procedures in the 50ies with the first five-years and politechnization of education; strengthening of ideological political upbringing in the 60ies; transition to general secondary education; founding of school governance theory and methods of its 364
introduction in the management of education system (A. Builis, E. Birkmanis, О. Sametis, R. Inne, I. Belickis, a.o.) the 70ties and 80ties. The last decades in socialist Latvia education gave results that can be used in the period of national awakening: optimization of school network, assurance of access to education, diagnostics of learning achievements, investigation of the best pedagogical experiences and its use in Latvia’s situation. The analyzed archive materials witness that the processes of ruining the previous system and development of the new one were rather contradictory. There were many education managers, teachers university lecturers and researchers who tried to implement their ideas to maintain characteristics of national education andee introduce the centralized demands in such a way that education in Latvia could gain as much as possible. It especially refferred to the compulsory basic education, balanced development of the kinds of secondary education, teacher education, creating of the system of further education, improvement of school infrastructure and material resources. The created system of out-of-school education institutions, song and dance festivals, sports activities offered pupils qualitatively new opportunities. The fifth and the sixth chapters reflect changes in education in Latvia beginning with the national awakening period in the 90ies, analyzes the new conceptions, first reforms and plans of strategic development. In the 7th chapter the author offers conceptual ideas for education developments in Latvia in the 21st century. |
| adam_txt |
SATURS IEVADS. 4 1. IZGLĪTĪBAS VADĪBAS BŪTĪBA. 1.1. Izglītība un izziņas process. 1.2. Izglītība kā izglītības vadības pamatkategorija. 1.3. Vadība kā izglītības vadības kategorija. 1.4. Izglītības vadības definīcija. 1.5. Filozofija - izglītības vadības metodoloģija. 10 10 15 19 22 25 2. IZGLĪTĪBAS VADĪBAS IDEJU PRIEKŠVĒSTURE. 41 3. IZGLĪTĪBAS VADĪBA LATVIJAS REPUBLIKĀ 1918.-1940. GADOS . 3.1. Galvenās teorētiskās atziņas. 3.2. Likumdošana un izglītības politika 49 49 69 4. IZGLĪTĪBA VADĪBA LATVIJĀ UN PSRS NO 20.GADSIMTA VIDUS LĪDZ 90. GADIEM. 78 4.1. Sociālistiskās Krievijas izglītības pamatu veidošana 79 4.2. Latvijas izglītības iekļaušana PSRS izglītības sistēmā 1940.-41. gados . 83 4.3. Izglītības vadība Latvijā pēc Otrā pasaules kara. 115 4.3.1. Pirmie pēckara gadi. 115 4.3.2. Izglītība 50. gados, pirmās piecgades politehnizācija. 132 4.3.3.
Izglītība 60. gados - idejiskās audzināšanas pastiprināšana 148 4.3.4. 70. gadi - pāreja uz vispāngo vidējo izglītību un skolvadības ideju ieviešana. 163 4.3.5. Skolu pārvaldība 80. gados un „perestroika”. 172 4.3.6. Trešā atmoda un izglītības reformas. 195 4.4. Skolvadība kā pedagoģijas zinātnes sastāvdaļa. 209 4.4.1. Skolvadība padomju pētnieku darbos. 209 4.4.2. Skolvadības pētījumi pēckara padomju Latvijā. 228 4.5. Kopsecinājumi par izglītības sistēmas un vadības attīstību pēc Otrā pasaules kara. 261 5. IZGLĪTĪBAS KONCEPCIJU LAIKS. 271 6. PIRMĀS REFORMAS UN STRATĒĢISKĀS ATTĪSTĪBAS PLĀNI. 295 7. KONCEPTUĀLĀS NOSTĀDNES IZGLĪTĪBAS ATTĪSTĪBAI TREŠAJA TŪKSTOŠGADE. 323 PĒCVĀRDS. 354 SUMMARY. 363 3
SUMMARY Education management in Latvia: history and development (evaluation) Խ the monograph “Education Management in Latvia: History and Management” a new multidisciplinary approach to education management as a new subbranch of the management science is explained; it offers analysis of the essence of education management that is based fundamentally on the methodology of philosophy. The book shows the historic beginnings of education management development starting with J. A. Komenský, revealing the first research attempts in the 19th and 20th centuries in Latvia and czarist Russia. By investigating many thousands of archive materials the Latvian education system and its management from 1940 till today have been characterized: the education concepts of the change process have been analyzed, jurisdiction, contemporary approaches to the speedy management theories dynamics on the turn of the millenium have been described. In the introduction the approach to the research structure and chronology using the historically logical analyses, monographic theoretical research studies, comparative analyses of the Education ministry documents and materials, contentanalyses of activities of schools and other education institutions, that have been complemented by statistical data have been given. Learning about the input of scientific schools, individual researchers and education managers, formulations of education management concepts today determined the theoretical scientific topicality of the monograph. Chronologically the succession of developments in education management can be traced
in the research of J. A. Komenský, A. Staris, V. Usins, R. Inne, A. Builis. The above mentioned research includes mainly definitions of the basic concepts such as “teaching and upbringing”, “pedagogy”, “school management”, “management”, “administration”, “education system”, state functions and tasks in development of the education system (ranks, types, kinds, levels). Their research shows the need to investigate and implement the theoretical cognitions in practice. At the beginning of the 20th century when the independent state of Latvia was founded a united education system was created. The best examples of western Europe and other countries, were made use of as well as historical traditions of the previous centuries in school practice. In order to administrate education an all-embracing education system was created that included managers of all levels from the minister to school headmasters. It was done in order to ensure efective and qualitative functioning of the system that with its results would be close to education of the developed states of the world. During the second World War the created system was ruined, research decreased. It was greatly influenced by two fighting harmful ideologies that destroyed the achievements of the free country, physically ruining the infrastructure and intellectual potential. Many pedagogues and researchers who managed to save their lives were imprisoned or emigrated to the West at the end of the war. Beginning with 1945 the transformation of the Latvia education and science according to the demands of the ideology of the Soviet Union
was started. Developed according to the united approach, education in soviet Latvia that included education of youth, teaching and upbringing during the coming 50 years was satiated with marxist leninist ideas, managed with slogans of 363
communist ideology. During half of the century two generations gained education and acquired professions, worked in all spheres of economy, built socialism that in the 90ies collapsed as if by itself. The soviet era left a new education infrastructure, but it created people with double morality, that were forced to act according to the demands of the ruling ideology, at the same time trying to retain values that had been gained in the historic past and complemented by family. In the monograph using archive materials it is shown that 50 years of soviet occupation have left not only traumatic influence on the state, education system and people, but at the same time thanks to the endeavour of pedagogues and education managers contemporary material basis was created that was sufficient for general and vocational education, sports and creative artistic activities, free time education and leisur time activities. Both aspects have been revealed in the monograph - ideology of socialism and the negative influence of the system on people on the one hand, on the other hand, formation of a united functioning education system with a content, forms and methods according to the world demands, well established out-of-school institutions for children and youth, song and dance festivals and other opportunities for the peoples’s needs. In each of the state development periods there have been achievements and mistakes.They have to be evaluated in the general context ֊ finding the useful that could be kept and transferred to the present developments. It is not necessary to “invent a bicycle
again” if we can find it in the past experiences of other countries and present day events. The first chapter draws attention to education management as a subbranch of the management science, the revelation of the essence of its main concepts “management”, “governance”, “education”, “manager and management”, the differences of the concepts and common categories of the management science and governing. Mutual influences with philosophy that is the basis of the methodology of the management science are analyzed: pedagogy and psychology that investigate specific aspects of education; economics and sociology that offer general government viewpoints as well as other contact sciences without which productive research of education management problems is not possible. In the second chapter attention is paid to researchers who have investigated separate aspects of education management - conditions of founding educational institutions, organization of educational processes, the role of pedagogues in education. As the main source J. A. Komensky’s “The Great Didactics” has been used. The third chapter is devoted to the analysis of Latvian researchers - K. Dekens, A. Dauge, E. Petersons. J. A. Students and their investments in education management as a separate scientific branch. The issues are seen in the context of the pedagogical science in which K. Dekens formulated the concept of “school governance” as a field of pedagogy about school as a system, its organization and governance. J. A. Students characterizes education manegement in interaction with other social and exact sciences.
The fourth chapter analyses Latvian education in connection with activities in Russia after the great October socialistic revolution in 1917 up to the collapse of the soviet union. Separately given is the analysis of archive materials about the inclusion of Latvia in the soviet union in 1940; the first afterwar years; education procedures in the 50ies with the first five-years and politechnization of education; strengthening of ideological political upbringing in the 60ies; transition to general secondary education; founding of school governance theory and methods of its 364
introduction in the management of education system (A. Builis, E. Birkmanis, О. Sametis, R. Inne, I. Belickis, a.o.) the 70ties and 80ties. The last decades in socialist Latvia education gave results that can be used in the period of national awakening: optimization of school network, assurance of access to education, diagnostics of learning achievements, investigation of the best pedagogical experiences and its use in Latvia’s situation. The analyzed archive materials witness that the processes of ruining the previous system and development of the new one were rather contradictory. There were many education managers, teachers university lecturers and researchers who tried to implement their ideas to maintain characteristics of national education andee introduce the centralized demands in such a way that education in Latvia could gain as much as possible. It especially refferred to the compulsory basic education, balanced development of the kinds of secondary education, teacher education, creating of the system of further education, improvement of school infrastructure and material resources. The created system of out-of-school education institutions, song and dance festivals, sports activities offered pupils qualitatively new opportunities. The fifth and the sixth chapters reflect changes in education in Latvia beginning with the national awakening period in the 90ies, analyzes the new conceptions, first reforms and plans of strategic development. In the 7th chapter the author offers conceptual ideas for education developments in Latvia in the 21st century. |
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| geographic | Lettland (DE-588)4074187-4 gnd |
| geographic_facet | Lettland |
| id | DE-604.BV048462210 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T20:33:59Z |
| indexdate | 2025-01-07T13:08:14Z |
| institution | BVB |
| isbn | 9789934569746 |
| language | Latvian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033840190 |
| oclc_num | 1369550140 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 365 Seiten Diagramme 21 cm |
| psigel | BSB_NED_20230413 |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Liepājas Universitātes izdevniecība |
| record_format | marc |
| spelling | Zīds, Oskars 1948- Verfasser (DE-588)1279223472 aut Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) Oskars Zīds Education management in Latvia: history and development (evaluation) Liepāja Liepājas Universitātes izdevniecība 2019 365 Seiten Diagramme 21 cm txt rdacontent n rdamedia nc rdacarrier Englische Zusammenfassung Geschichte gnd rswk-swf Bildung (DE-588)4006650-2 gnd rswk-swf Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Lettland (DE-588)4074187-4 gnd rswk-swf Lettland (DE-588)4074187-4 g Bildung (DE-588)4006650-2 s Bildungspolitik (DE-588)4006667-8 s Geschichte z DE-604 Digitalisierung BSB München 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033840190&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB München 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033840190&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Zīds, Oskars 1948- Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) Englische Zusammenfassung Bildung (DE-588)4006650-2 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| subject_GND | (DE-588)4006650-2 (DE-588)4006667-8 (DE-588)4074187-4 |
| title | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) |
| title_alt | Education management in Latvia: history and development (evaluation) |
| title_auth | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) |
| title_exact_search | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) |
| title_exact_search_txtP | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) |
| title_full | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) Oskars Zīds |
| title_fullStr | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) Oskars Zīds |
| title_full_unstemmed | Izglītības vadība Latvijā: vēsture un attīstība = Education management in Latvia: history and development (evaluation) Oskars Zīds |
| title_short | Izglītības vadība Latvijā: vēsture un attīstība |
| title_sort | izglitibas vadiba latvija vesture un attistiba education management in latvia history and development evaluation |
| title_sub | = Education management in Latvia: history and development (evaluation) |
| topic | Bildung (DE-588)4006650-2 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Bildung Bildungspolitik Lettland |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033840190&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033840190&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT zidsoskars izglitibasvadibalatvijavestureunattistibaeducationmanagementinlatviahistoryanddevelopmentevaluation AT zidsoskars educationmanagementinlatviahistoryanddevelopmentevaluation |