EDUCATION DIVERSITY AS AN INDICATOR OF SOCIETY POSITIVE DEVELOPMENT

In the present age, education plays a crucial role. Globalization, challenges of the knowledgeable society and the breakthrough of technological development are the main factors stimulating the diversification of education systems in a number of countries. Society and education become more variable. On the other hand, education may have a significant impact on society i.e. to provoke and promote its alterations. Recently, a strong need for new competencies has shown up. Preparations for changes, modern information management, skills in general science management and strategic planning, the need for permanent learning etc. are accepted as extremely important competencies. New tasks are allocated for all types and levels of schools concentrating on comprehensive school the basic mission of which is to train a personality having a broad academic knowledge, capable of lifelong learning, able to find his/her own place in life and be an active member of the community. First of all, new education goals require rearranging the educational process and content. A few produced ideas will serve as a pretext for everyone interested in discussing the problems of education and thinking of the present education situation. Notwithstanding, this issue of serial publication includes articles dealing with different topics and formats i.e. from works displaying empirical research on methodology (Olga V. Balachevskaya etc.) to those debating the questions of youth intelligence and self-determination (Tatyana V. Masharova, Elena L. Syrtsova). This is a purposeful objective. The geopolitical situation in Lithuania has performed a role of a bridge between East and West. During the recent seventeen years, the one-way direction has predominated and been targeted on the West traditions in Lithuania. It is clear that education encountered a similar situation. The state of education in the region of Eastern Europe has been poorly discussed. Different international conferences held in Russia and Belarus disclose the need of exchanging information, experience, problems etc. The pedagogical traditions of Russia, Belarus and Ukraine considerably differ from those cherished in the West. The fact that only a small number of scientists working in the field of pedagogy in these countries publish their works in English proves that the real problems of communicating with one another exist. Life under similar conditions limits the possibilities of acknowledging the educational theory and practice in these countries.