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Field of studies: (11475) (Continued on the next page)
Study programme:

Institution title: Siauliai University
Summary of the programme profile:
Future teachers of informatics study data processing and management technologies, modern computer architecture, programming technologies, computer technologies for education, the design of network software, statistical modelling and analysis, mathematical models of networks, modern issues of informatics at school, educational sociology, scientific research methodology, etc.
Professional training is not planned.
This informatics programme is intended for individuals who have acquired a bachelor’s degree and would like to earn a master’s degree in informatics (qualification of teacher).
Duration in credits, form and duration: 120
Day-time - 2 (metais), Extramural - 2 (metais)
Qualification degree granted: Master of Informatics
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
Study programme:

Institution title: Siauliai University
Summary of the programme profile:
Future teachers of informatics study data processing and management technologies, modern computer architecture, programming technologies, computer technologies for education, the design of network software, statistical modelling and analysis, mathematical models of networks, modern issues of informatics at school, educational sociology, scientific research methodology, etc.
Professional training is not planned.
This informatics programme is intended for individuals who have acquired a bachelor’s degree and would like to earn a master’s degree in informatics (qualification of teacher).
Duration in credits, form and duration: 120
Full-time, Part-time
Qualification degree granted: Master of Informatics
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
Study programme:

Institution title: Siauliai University
Summary of the programme profile:
Future teachers of informatics study data processing and management technologies, modern computer architecture, programming technologies, computer technologies for education, the design of network software, statistical modelling and analysis, mathematical models of networks, modern issues of informatics at school, educational sociology, scientific research methodology, etc.
Professional training is not planned.
This informatics programme is intended for individuals who have acquired a bachelor’s degree and would like to earn a master’s degree in informatics (qualification of teacher).
Duration in credits, form and duration: 120
Full-time - 2 (metais)
Qualification degree granted: Master of Informatics
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
Study programme:

Institution title: Kaunas University of Technology
Duration in credits, form and duration: 240
Day-time - 4 (metais)
Qualification degree granted: Bachelor of Electronics Engineering
Field of education: Engineering and engineering trades
Sub-sector of education: Electronics and automation
Study programme:

Institution title: Kaunas University of Technology
Duration in credits, form and duration: 240
Full-time, Part-time
Qualification degree granted: Bachelor of Electronics Engineering
Field of education: Engineering and engineering trades
Sub-sector of education: Electronics and automation
Study programme:

Institution title: Vilnius College of Technologies and Design
Summary of the programme profile:
Future road transportation managers study fundamentals of management, economic theory, psychology, law, cargo and passenger transportation technologies, management, transport economy, logistics, marketing, organisation of work of terminals, etc.

Practical studies are conducted in cargo and passenger transportation and delivery companies. The duration of practical studies is 20 weeks. During these studies, the skills required to establish a company, supervise employees, etc., are consolidated and improved.

The road transportation management study programme is designed for people who have secondary general education and aspire to work as managers.
Duration in credits, form and duration: 180
Extramural - 4 (metais)
Qualification degree granted: Professional Bachelor of Process Management
Field of education: Business and administration
Sub-sector of education: Management and administration
Study programme:

Institution title: Vilnius College of Technologies and Design
Summary of the programme profile:
Future road transportation managers study fundamentals of management, economic theory, psychology, law, cargo and passenger transportation technologies, management, transport economy, logistics, marketing, organisation of work of terminals, etc.

Practical studies are conducted in cargo and passenger transportation and delivery companies. The duration of practical studies is 20 weeks. During these studies, the skills required to establish a company, supervise employees, etc., are consolidated and improved.

The road transportation management study programme is designed for people who have secondary general education and aspire to work as managers.
Duration in credits, form and duration: 180
Day-time - 3 (metais)
Qualification degree granted: Professional Bachelor of Process Management
Field of education: Business and administration
Sub-sector of education: Management and administration
Study programme:

Institution title: Vilnius College of Technologies and Design
Summary of the programme profile:
Future road transportation managers study fundamentals of management, economic theory, psychology, law, cargo and passenger transportation technologies, management, transport economy, logistics, marketing, organisation of work of terminals, etc.

Practical studies are conducted in cargo and passenger transportation and delivery companies. The duration of practical studies is 20 weeks. During these studies, the skills required to establish a company, supervise employees, etc., are consolidated and improved.

The road transportation management study programme is designed for people who have secondary general education and aspire to work as managers.
Duration in credits, form and duration: 180
Full-time, Part-time
Qualification degree granted: Professional Bachelor of Process Management
Field of education: Business and administration
Sub-sector of education: Management and administration
Study programme:

Institution title: UAB „SDG”
Summary of the programme profile:
In theoretical classes, future operators of technological oil refinery and steam and hot water pipelines are acquainted with pipeline installation, testing, commissioning, shutdown, repair, maintenance and operation, control measuring devices, requirements of health and safety at work with pipelines, etc.
Practical training takes place at companies that use technological oil refinery and steam and hot water pipelines. The duration of practical training is 46 hours. Pipeline installation, maintenance, repair, and other skills are reinforced and improved during the practical training.
To enrol on the training programme for operators of technological oil refinery and steam and hot water pipelines, a person must be at least 18 years of age.
Duration in credits, form and duration: 0
Field of education: Engineering and engineering trades
Sub-sector of education: Chemical engineering and processes
Study programme:

Institution title: A. Vosyliene training consulting firm
Summary of the programme profile:
In theoretical classes, future operators of technological oil refinery and steam and hot water pipelines are acquainted with pipeline installation, testing, commissioning, shutdown, repair, maintenance and operation, control measuring devices, requirements of health and safety at work with pipelines, etc.
Practical training takes place at companies that use technological oil refinery and steam and hot water pipelines. The duration of practical training is 46 hours. Pipeline installation, maintenance, repair, and other skills are reinforced and improved during the practical training.
To enrol on the training programme for operators of technological oil refinery and steam and hot water pipelines, a person must be at least 18 years of age.
Duration in credits, form and duration: 0
Day-time - 3 (savaitėm)
Field of education: Engineering and engineering trades
Sub-sector of education: Chemical engineering and processes
Study programme:

Institution title: „ORLEN Lietuva”
Summary of the programme profile:
In theoretical classes, future operators of technological oil refinery and steam and hot water pipelines are acquainted with pipeline installation, testing, commissioning, shutdown, repair, maintenance and operation, control measuring devices, requirements of health and safety at work with pipelines, etc.
Practical training takes place at companies that use technological oil refinery and steam and hot water pipelines. The duration of practical training is 46 hours. Pipeline installation, maintenance, repair, and other skills are reinforced and improved during the practical training.
To enrol on the training programme for operators of technological oil refinery and steam and hot water pipelines, a person must be at least 18 years of age.
Duration in credits, form and duration: 0
Field of education: Engineering and engineering trades
Sub-sector of education: Chemical engineering and processes
Study programme:

Institution title: Klaipeda University
Summary of the programme profile:
Objective(s) of a study programme:
to ensure undergraduate university pedagogical education in compliance with European standards, to develop students‘ general and professional competences ensuring the ability to model, design, and manage (self-) education of pre-school and junior school age children and early teaching/learning of foreign languages, and to get prepared for professional pedagogical activity and/or graduate studies.
Learning outcomes:
1. The knowledge of the general laws of physical, cognitive, and psycho-social evolution of a junior school age and the ability to assess it.
2. The knowledge of schoolchild‘s special needs, their identification, recognition, and the ability to provide necessary assistance
3. The education of schoolchildren‘s positive learning motivation and the ability to create a safe (self-) education environment promoting child‘s emotional, social, intellectual, and spiritual improvement.
4. Recognition of schoolchild‘s individuality as a value and the ability to individualize (self-) education ensuring the progress of teaching/ learning.
5. The knowledge of education paradigms, the ability to assess them and to improve education as a social phenomenon.
6. The knowledge of education regulating documents and the ability to observe them in the analysis of the curricula, in drawing up thematic plans, in modeling the content of education, in designing integrated teaching/learning, and in improving individual learning programmes.
7. The knowledge of the subject-specific theory, understanding of the aims, objectives, and content, and the development of professional abilities.
8. The ability to formulate teaching aims or objectives and to plan the resources necessary to attain them.
9. The ability to develop teaching/learning materials accessible and attractive to schoolchildren and promoting critical thinking, problem solution, and creativity.
10. The ability to organize and manage the teaching/learning process by developing schoolchildren‘s motivation and independence and promoting their initiative.
11. The knowledge of psycho-social and educational interventions and the ability to apply them by creating a tolerance and collaboration – promoting environment.
12. The knowledge of innovative teaching/learning strategies, technologies, and techniques, the ability to select them and to effectively apply to the teaching process.
13. The ability to convey the information necessary for schoolchild‘s (self-) education in an accesible and understandable way by choosing appropriate means, technologies, and/or work techniques.
14. The ability to organize and realize (self-) education of children with special needs.
15. The knowledge of ways, forms, and strategies of schoolchildren‘s achievement assessment and the ability to combine them by seeking teaching feedback and ensuring a positive learning motivation.
16. The ability to assess schoolchildren‘s learning achievements and social progress by uniform assessment criteria and the characteristics of achievement levels and by involving parents in the process of assessment.
17. The ability to organize the process of self-assessment of schoolchildren‘s achievement by emphasizing individual progress.
18. The ability to collect and analyze research data necessary for the solution of a problem; to assess and interpret a problematic situation and to recognize the need for a change.
19. The ability to design pedagogical research: to know the methodology of scientific and empirical research, to select an appropriate research strategy, structure, and techniques.
20. The ability to organize research into professional activity: to use different sources of information, to collect theoretical and empirical material, to analyze, interpret, and summarize it.
21. The ability of quality development and clear and justified presentation of the report of pedagogical research.
Activities of teaching and learning:
Lecture, practice, independent work, practical assignments, problem-based teaching, work in groups, presentation of a review of literature, seminar, individual consultations, study and working visits, activity reflection, project development and visualization.
Methods of assessment of learning achievements:
Study results are assessed during the semester (Colloquiums, Exercise settlement, Essay, Individual work, Scientific examination of Article, Oral illustrated Message, Seminar, Individual project, Abstract, practice report, Case study, Working in groups, Control work, test, Individual home work, Group project, Activity reflection, Work portfolio) and during a final exam. Some courses can be assessed by credits. The assessment is based on a ten-point criteria-based scale and a cumulative grade. Students' knowledge through exams graded from 1 (very poor) to 10 (excellent) rating, while the credits - "credited" or "fail". Exam evaluation from 1 to 4 is not satisfactory.

Specialisations:
-
Optional courses:
There is a possibility to choose optional general university study subjects (6 credits) and optional subjects of study area (8 credits).
Distinctive features of a study programme:
-
Duration in credits, form and duration: 240
Extramural - 4 (metais)
Qualification degree granted: Bachelor of Primary Education Pedagogy, Teacher
Field of education: Education
Sub-sector of education: Training for pre-school teachers
Study programme:

Institution title: Klaipeda University
Summary of the programme profile:
Objective(s) of a study programme:
to ensure undergraduate university pedagogical education in compliance with European standards, to develop students‘ general and professional competences ensuring the ability to model, design, and manage (self-) education of pre-school and junior school age children and early teaching/learning of foreign languages, and to get prepared for professional pedagogical activity and/or graduate studies.
Learning outcomes:
1. The knowledge of the general laws of physical, cognitive, and psycho-social evolution of a junior school age and the ability to assess it.
2. The knowledge of schoolchild‘s special needs, their identification, recognition, and the ability to provide necessary assistance
3. The education of schoolchildren‘s positive learning motivation and the ability to create a safe (self-) education environment promoting child‘s emotional, social, intellectual, and spiritual improvement.
4. Recognition of schoolchild‘s individuality as a value and the ability to individualize (self-) education ensuring the progress of teaching/ learning.
5. The knowledge of education paradigms, the ability to assess them and to improve education as a social phenomenon.
6. The knowledge of education regulating documents and the ability to observe them in the analysis of the curricula, in drawing up thematic plans, in modeling the content of education, in designing integrated teaching/learning, and in improving individual learning programmes.
7. The knowledge of the subject-specific theory, understanding of the aims, objectives, and content, and the development of professional abilities.
8. The ability to formulate teaching aims or objectives and to plan the resources necessary to attain them.
9. The ability to develop teaching/learning materials accessible and attractive to schoolchildren and promoting critical thinking, problem solution, and creativity.
10. The ability to organize and manage the teaching/learning process by developing schoolchildren‘s motivation and independence and promoting their initiative.
11. The knowledge of psycho-social and educational interventions and the ability to apply them by creating a tolerance and collaboration – promoting environment.
12. The knowledge of innovative teaching/learning strategies, technologies, and techniques, the ability to select them and to effectively apply to the teaching process.
13. The ability to convey the information necessary for schoolchild‘s (self-) education in an accesible and understandable way by choosing appropriate means, technologies, and/or work techniques.
14. The ability to organize and realize (self-) education of children with special needs.
15. The knowledge of ways, forms, and strategies of schoolchildren‘s achievement assessment and the ability to combine them by seeking teaching feedback and ensuring a positive learning motivation.
16. The ability to assess schoolchildren‘s learning achievements and social progress by uniform assessment criteria and the characteristics of achievement levels and by involving parents in the process of assessment.
17. The ability to organize the process of self-assessment of schoolchildren‘s achievement by emphasizing individual progress.
18. The ability to collect and analyze research data necessary for the solution of a problem; to assess and interpret a problematic situation and to recognize the need for a change.
19. The ability to design pedagogical research: to know the methodology of scientific and empirical research, to select an appropriate research strategy, structure, and techniques.
20. The ability to organize research into professional activity: to use different sources of information, to collect theoretical and empirical material, to analyze, interpret, and summarize it.
21. The ability of quality development and clear and justified presentation of the report of pedagogical research.
Activities of teaching and learning:
Lecture, practice, independent work, practical assignments, problem-based teaching, work in groups, presentation of a review of literature, seminar, individual consultations, study and working visits, activity reflection, project development and visualization.
Methods of assessment of learning achievements:
Study results are assessed during the semester (Colloquiums, Exercise settlement, Essay, Individual work, Scientific examination of Article, Oral illustrated Message, Seminar, Individual project, Abstract, practice report, Case study, Working in groups, Control work, test, Individual home work, Group project, Activity reflection, Work portfolio) and during a final exam. Some courses can be assessed by credits. The assessment is based on a ten-point criteria-based scale and a cumulative grade. Students' knowledge through exams graded from 1 (very poor) to 10 (excellent) rating, while the credits - "credited" or "fail". Exam evaluation from 1 to 4 is not satisfactory.

Specialisations:
-
Optional courses:
There is a possibility to choose optional general university study subjects (6 credits) and optional subjects of study area (8 credits).
Distinctive features of a study programme:
-
Duration in credits, form and duration: 240
Day-time - 4 (metais)
Qualification degree granted: Bachelor of Primary Education Pedagogy, Teacher
Field of education: Education
Sub-sector of education: Training for pre-school teachers
Study programme:

Institution title: Klaipeda University
Summary of the programme profile:
Objective(s) of a study programme:
to ensure undergraduate university pedagogical education in compliance with European standards, to develop students‘ general and professional competences ensuring the ability to model, design, and manage (self-) education of pre-school and junior school age children and early teaching/learning of foreign languages, and to get prepared for professional pedagogical activity and/or graduate studies.
Learning outcomes:
1. The knowledge of the general laws of physical, cognitive, and psycho-social evolution of a junior school age and the ability to assess it.
2. The knowledge of schoolchild‘s special needs, their identification, recognition, and the ability to provide necessary assistance
3. The education of schoolchildren‘s positive learning motivation and the ability to create a safe (self-) education environment promoting child‘s emotional, social, intellectual, and spiritual improvement.
4. Recognition of schoolchild‘s individuality as a value and the ability to individualize (self-) education ensuring the progress of teaching/ learning.
5. The knowledge of education paradigms, the ability to assess them and to improve education as a social phenomenon.
6. The knowledge of education regulating documents and the ability to observe them in the analysis of the curricula, in drawing up thematic plans, in modeling the content of education, in designing integrated teaching/learning, and in improving individual learning programmes.
7. The knowledge of the subject-specific theory, understanding of the aims, objectives, and content, and the development of professional abilities.
8. The ability to formulate teaching aims or objectives and to plan the resources necessary to attain them.
9. The ability to develop teaching/learning materials accessible and attractive to schoolchildren and promoting critical thinking, problem solution, and creativity.
10. The ability to organize and manage the teaching/learning process by developing schoolchildren‘s motivation and independence and promoting their initiative.
11. The knowledge of psycho-social and educational interventions and the ability to apply them by creating a tolerance and collaboration – promoting environment.
12. The knowledge of innovative teaching/learning strategies, technologies, and techniques, the ability to select them and to effectively apply to the teaching process.
13. The ability to convey the information necessary for schoolchild‘s (self-) education in an accesible and understandable way by choosing appropriate means, technologies, and/or work techniques.
14. The ability to organize and realize (self-) education of children with special needs.
15. The knowledge of ways, forms, and strategies of schoolchildren‘s achievement assessment and the ability to combine them by seeking teaching feedback and ensuring a positive learning motivation.
16. The ability to assess schoolchildren‘s learning achievements and social progress by uniform assessment criteria and the characteristics of achievement levels and by involving parents in the process of assessment.
17. The ability to organize the process of self-assessment of schoolchildren‘s achievement by emphasizing individual progress.
18. The ability to collect and analyze research data necessary for the solution of a problem; to assess and interpret a problematic situation and to recognize the need for a change.
19. The ability to design pedagogical research: to know the methodology of scientific and empirical research, to select an appropriate research strategy, structure, and techniques.
20. The ability to organize research into professional activity: to use different sources of information, to collect theoretical and empirical material, to analyze, interpret, and summarize it.
21. The ability of quality development and clear and justified presentation of the report of pedagogical research.
Activities of teaching and learning:
Lecture, practice, independent work, practical assignments, problem-based teaching, work in groups, presentation of a review of literature, seminar, individual consultations, study and working visits, activity reflection, project development and visualization.
Methods of assessment of learning achievements:
Study results are assessed during the semester (Colloquiums, Exercise settlement, Essay, Individual work, Scientific examination of Article, Oral illustrated Message, Seminar, Individual project, Abstract, practice report, Case study, Working in groups, Control work, test, Individual home work, Group project, Activity reflection, Work portfolio) and during a final exam. Some courses can be assessed by credits. The assessment is based on a ten-point criteria-based scale and a cumulative grade. Students' knowledge through exams graded from 1 (very poor) to 10 (excellent) rating, while the credits - "credited" or "fail". Exam evaluation from 1 to 4 is not satisfactory.

Specialisations:
-
Optional courses:
There is a possibility to choose optional general university study subjects (6 credits) and optional subjects of study area (8 credits).
Distinctive features of a study programme:
-
Duration in credits, form and duration: 240
Part-time
Qualification degree granted: Bachelor of Primary Education Pedagogy, Teacher
Field of education: Education
Sub-sector of education: Training for pre-school teachers
Study programme:

Institution title: Klaipeda University
Summary of the programme profile:
Objective(s) of a study programme:
to ensure undergraduate university pedagogical education in compliance with European standards, to develop students‘ general and professional competences ensuring the ability to model, design, and manage (self-) education of pre-school and junior school age children and early teaching/learning of foreign languages, and to get prepared for professional pedagogical activity and/or graduate studies.
Learning outcomes:
1. The knowledge of the general laws of physical, cognitive, and psycho-social evolution of a junior school age and the ability to assess it.
2. The knowledge of schoolchild‘s special needs, their identification, recognition, and the ability to provide necessary assistance
3. The education of schoolchildren‘s positive learning motivation and the ability to create a safe (self-) education environment promoting child‘s emotional, social, intellectual, and spiritual improvement.
4. Recognition of schoolchild‘s individuality as a value and the ability to individualize (self-) education ensuring the progress of teaching/ learning.
5. The knowledge of education paradigms, the ability to assess them and to improve education as a social phenomenon.
6. The knowledge of education regulating documents and the ability to observe them in the analysis of the curricula, in drawing up thematic plans, in modeling the content of education, in designing integrated teaching/learning, and in improving individual learning programmes.
7. The knowledge of the subject-specific theory, understanding of the aims, objectives, and content, and the development of professional abilities.
8. The ability to formulate teaching aims or objectives and to plan the resources necessary to attain them.
9. The ability to develop teaching/learning materials accessible and attractive to schoolchildren and promoting critical thinking, problem solution, and creativity.
10. The ability to organize and manage the teaching/learning process by developing schoolchildren‘s motivation and independence and promoting their initiative.
11. The knowledge of psycho-social and educational interventions and the ability to apply them by creating a tolerance and collaboration – promoting environment.
12. The knowledge of innovative teaching/learning strategies, technologies, and techniques, the ability to select them and to effectively apply to the teaching process.
13. The ability to convey the information necessary for schoolchild‘s (self-) education in an accesible and understandable way by choosing appropriate means, technologies, and/or work techniques.
14. The ability to organize and realize (self-) education of children with special needs.
15. The knowledge of ways, forms, and strategies of schoolchildren‘s achievement assessment and the ability to combine them by seeking teaching feedback and ensuring a positive learning motivation.
16. The ability to assess schoolchildren‘s learning achievements and social progress by uniform assessment criteria and the characteristics of achievement levels and by involving parents in the process of assessment.
17. The ability to organize the process of self-assessment of schoolchildren‘s achievement by emphasizing individual progress.
18. The ability to collect and analyze research data necessary for the solution of a problem; to assess and interpret a problematic situation and to recognize the need for a change.
19. The ability to design pedagogical research: to know the methodology of scientific and empirical research, to select an appropriate research strategy, structure, and techniques.
20. The ability to organize research into professional activity: to use different sources of information, to collect theoretical and empirical material, to analyze, interpret, and summarize it.
21. The ability of quality development and clear and justified presentation of the report of pedagogical research.
Activities of teaching and learning:
Lecture, practice, independent work, practical assignments, problem-based teaching, work in groups, presentation of a review of literature, seminar, individual consultations, study and working visits, activity reflection, project development and visualization.
Methods of assessment of learning achievements:
Study results are assessed during the semester (Colloquiums, Exercise settlement, Essay, Individual work, Scientific examination of Article, Oral illustrated Message, Seminar, Individual project, Abstract, practice report, Case study, Working in groups, Control work, test, Individual home work, Group project, Activity reflection, Work portfolio) and during a final exam. Some courses can be assessed by credits. The assessment is based on a ten-point criteria-based scale and a cumulative grade. Students' knowledge through exams graded from 1 (very poor) to 10 (excellent) rating, while the credits - "credited" or "fail". Exam evaluation from 1 to 4 is not satisfactory.

Specialisations:
-
Optional courses:
There is a possibility to choose optional general university study subjects (6 credits) and optional subjects of study area (8 credits).
Distinctive features of a study programme:
-
Duration in credits, form and duration: 240
Full-time
Qualification degree granted: Bachelor of Primary Education Pedagogy, Teacher
Field of education: Education
Sub-sector of education: Training for pre-school teachers
Study programme:

Institution title: Lithuanian University of Education
Duration in credits, form and duration: 240
Extramural - 5 (metais)
Qualification degree granted: Bachelor of Russian Language, Teacher
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
Study programme:

Institution title: Lithuanian University of Education
Duration in credits, form and duration: 240
Day-time - 4 (metais)
Qualification degree granted: Bachelor of Russian Language, Teacher
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
Study programme:

Institution title: Lithuanian University of Education
Duration in credits, form and duration: 240
Full-time, Part-time
Qualification degree granted: Bachelor of Russian Language, Teacher
Field of education: Education
Sub-sector of education: Teacher training with subject specialisation
 
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