Studijų sistemos vystymas ir vertinimas integracijos į Europos Sąjungos struktūras kontekste

Abstract

From the 1991 engineering education in Lithuania is structured into two different levels: bachelor level or basic education and master level or advaced education. During the transitional period of reform of our higher education system split occurred between the theoretical learning at the University lecture-room and practical learning in the workshop. We attentively study experience of Western European countries. For example, project-based method of teaching in Denmark or problem-based method of learning in Holland. Both methods include problems in the integration of theory and practice, both support self-directed learning, both stimulate work in small groups. The main difference between this methods is that in project-based teaching the problems are as possible from real life and must be solved by students. In problem-based learning the problems are employed as a basis to start the learning process. The project-based teaching system requires continual advising by teachers, requires lectures to be constantly changing, requires much preparation, affects the resource economy, creates a demand for flexibility in the distribution of resources, it is difficult to provide evolution of students individual progress. In general this educational system is more expensive. Without modern sources of information problem-based learning system has little chance of success. And, even if there are quite enough sources for self-study or enough staff members for continual advising in project-based teaching system, the question is: arc teachers prepared to trust the students to formulate their own learning or study path, are teachers managed to apply theoretical knowledge to real project solving. The project-besed teaching is partly implemented in Architecture faculty of VTU. The teaching achievement remarkably differs from other faculties.